Intervention Virtual Tour

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Intervention Virtual TourAnita L. Archer, Ph.D.Tour Leaderarcherteach@aol.com12Goals of TourSelf-directed Tour To visit some of the most “scenicsights”. To pause and take in some of the“sights” in depth. To strengthen our way of looking at the“sights”. To realize that the Tour Guide’s pastexperiences might lead to a biased tour. See reviews of reading materialsprepared at the Florida Reading Center.www.fcrr.org/FCRRReports/index.aspx34 See reviews of reading materialsprepared by Oregon Reading iew.php1

Teacher-Directed PalsTeacher-Directed PALS Publisher: Sopris WestWebsite: www.sopriswest.comFocus Population: PreK - K; Intervention 1stLevel of Intervention: Supplemental and IntenseGrade 1Number of Levels: OneNumber of Lessons: 57Type of Instruction: Small group instructionMaterials: Teacher’s ManualStressed Strands : Phonemic Awareness,Decoding, Comprehension5Teacher-Directed PALS6Teacher-Directed PALS Lessons have two parts: Sound and Words (10 - 20 minutes)– Saying sounds for letters– Segmenting words into sounds– Sounding out words– Recognizing sight words– Reading passages (Sentences and Paragraphs) Lessons have two parts: Story Sharing (10 - 15 minutes)– Pretend Reading (Look at pictures. Tell the story)– Read Aloud (1. Echo Reading, 2. Choral Reading,3) Individual Sentence reading. )– Retell of Story782

K-PALSK-PALS Publisher: Sopris WestWebsite: www.sopriswest.comFocus Population: KLevel of Intervention: K; Supplemental KNumber of Levels: OneNumber of Lessons: 60Type of Instruction: Teacher-directed; Peer tutoringSessions: 20 minutes, 3 days week, 20 weeksMaterials: Teacher’s ManualStressed Strands : Phonemic Awareness,Decoding9K-PALS10K-PALS Teacher Games (InstructionalRoutines) Student Games (Practice with Partner)– Name Game (“What name?”)– Rhyme Time (“Do these rhyme?”)– First Sound (“What’s the first sound?”)– Last Sound (“What’s the last sound?”)– Say the Word (Pal says word slowly andthen says: “Say the word.”)– Stretch It (Tutor says word and then says:“Stretch it.”)– Introducing letter names– Blending sounds– Saying the last sound in a word– Segmenting words– Letter-sound correspondence– Sounding out words11123

First Grade PalsFirst Grade PALS Publisher: Sopris WestWebsite: www.sopriswest.comFocus Population: 1st gradeLevel of Intervention: 1st; Supplemental 1Number of Levels: oneSessions: 35 minutes, 3 days week, 16 weeksType of Instruction: Teacher-directed, Peer tutoringMaterials: Teacher’s Manual including 150reproducibles for lessons Stressed Strands : Phonemic Awareness,Decoding, Fluency,Comprehension13First Grade PALS14First Grade PALS The lessons have two parts. Sounds & Words The lessons have two parts. Story Sharing– Letter-sounds– Hearing Sounds– Sounding-out– Sentences and Stories– Pretend Read– Read Aloud– Retell15164

SIPPS InterventionProgramsSIPPS Intervention K-3 Publisher: Developmental Studies CenterWebsite: www.devstu.orgFocus Population: 1 and 2; Intervention 2 and 3Level of Intervention: Supplemental and IntenseNumber of Levels: Beginning, Extension, ChallengeMaterials: Teacher’s Manual, Spelling-Sound Cards,Sight Word Cards, Wall Charts, Little Books,Reproducible Stories Stressed Strands : Phonemic Awareness,Decoding, Fluency, Spelling17SIPPS Intervention K-3Beginning18SIPPS Intervention K-3Beginning Focuses on:– Concepts of print– Phonemic Awareness (blending/segmenting)– Initial phonics (consonants, consonantdigraphs, short vowels)– High frequency words19205

SIPPS Intervention K-3ExtensionSIPPS Intervention K-3Extension Focuses on:– Phonics Consonant blendsFinal eVowel digraphs,R-controlled vowels,C /k/ /s/– High frequency words21SIPPS InterventionPrograms22SIPPS Intervention 4-12 23Publisher: Developmental Studies CenterWebsite: www.devstu.orgFocus Population: Intervention 4 - 12Level of Intervention: Supplemental andIntense Levels: SIPPS PLUS, Challenge Materials: Teacher’s Manual, Spelling-SoundCards, Sight Word Cards, Wall Charts, LittleBooks, Collection of Books Stressed Strands : Phonemic Awareness,Decoding, Fluency, Spelling246

SIPPS PLUSSIPPS PLUS Focuses on:– Phonemic Awareness (blending and segmenting)– Phonics Consonants Consonant digraphs Short vowels Consonant blends Final e Vowel Digraphs R-controlled vowels C and Y– 190 High frequency words– Single syllable words25SIPPS Challenge26SIPPS Challenge Focuses on reading polysyllabic words:– Six syllable types– Morphemic roots– Prefixes and suffixes– High frequency academic vocabulary27287

Phonics for ReadingPhonics for Reading Publisher: Curriculum AssociatesWebsite: www.curriculumassociates.comFocus Population: 1, 2; Intervention 2 - 6Level of Intervention: Supplemental and IntenseLevels: 1, 2, and 3Type of Instruction: Small group instructionMaterials: Teacher’s Manual, Student Book(Consumable) Stressed Strands : (Emphasis varies by level)Phonemic Awareness, Decoding, Fluency,Vocabulary, Comprehension, Spelling2930 Each lesson includes:– Instruction on letter-sound associations– Decoding of single syllable words– Decoding of multi-syllabic words (challenge words)– Reading of sentences and stories– Correlated Spelling– Independent exercises Appropriate for older students– Small font– Older people in illustrations– Long words3132Phonics for Reading8

Phonics for ReadingLevel 1Phonics for ReadingLevel 1 Focuses on:– Short vowels, consonant digraphs,consonant blends– Reading CVC, CVCC, CCVC words– Reading multi-syllabic words with taughtletter-sound associations– High Frequency words33Phonics for ReadingLevel 234Phonics for ReadingLevel 2 Focuses on:– Vowel digraphs, final e, r-controlled vowels– Reading single syllable words with lettersound associations– Reading multi-syllabic words with lettersounds– Inflectional endings ed, ing,s– High Frequency words35369

Phonics for ReadingLevel 3Phonics for ReadingLevel 3 Focuses on:– Vowel diphthongs– Consonant minor sounds– Major and minor sounds of vowels– Reading single and multi-syllabic words withknown sounds– Prefixes and suffixes– High frequency words3738394010

REWARDSREWARDS - Intermediate4142REWARDS - IntermediateREWARDS - IntermediatePublisher: Sopris WestWebsite: www.sopriswest.comFocus Population: 4, 5, and 6 grades; InterventionLevel of Intervention: Supplemental and IntenseNumber of Levels: OneType of Instruction: Intervention - small groupNumber of Lessons: 25, 45-50 min. lessonsMaterials: Teacher’s Manual, Consumable StudentBook, Posters Stressed Strands : Decoding (multi-syllabicwords), Fluency, Vocabulary, Comprehension Students are taught a flexible strategy for decodinglong words. Initial lessons teach the preskills for reading longwords: blending parts, vowel sounds, prefixes,suffixes. Remaining lessons introduce decoding strategy. Students apply strategy when reading sentencesand passages. Repeated reading of passages used to increasefluency. 434411

REWARDS - SecondaryREWARDS - Secondary Publisher: Sopris WestWebsite: www.sopriswest.comFocus Population: 6 - 7 grades; 6-12 InterventionLevel of Intervention: Supplemental and IntenseNumber of Levels: OneType of Instruction: Intervention - small groupNumber of Lessons: 20, 45-50 min. lessonsMaterials: Teacher’s Manual, Consumable StudentBook, Posters Stressed Strands : Decoding (multi-syllabicwords), Fluency, Vocabulary, Comprehension45REWARDS PLUS - SocialStudies46REWARDS PLUS- Science474812

REWARDS PLUSREWARDS PLUSApplications to Social Studies and Science Publisher: Sopris WestWebsite: www.sopriswest.comFocus Population: 4 - 12 gradesLevel of Intervention: Supplemental and IntenseNumber of Levels: Two - Applications to SocialStudies and Science articles Lessons: 6 review lessons, 50 minutes; 15application lessons requiring 2 days of instruction insocial studies and 3 or 4 days in science Materials: Teacher’s Manual, Student Book(consumable), Posters Stressed Strands : Decoding (multi-syllabicwords), Fluency, Vocabulary, Comprehension, 49Writing Each Application is built around an engagingexpository passage with interventions before,during, and after passage reading. Before Passage Reading Interventions– Introduce the pronunciation of difficult words– Teach the meaning of critical vocabulary– Dictate spelling words– Introduce critical background knowledge– Preview the passage prior to reading50REWARDS PLUS During Passage Reading Interventions– Guide students in reading the passage.– Ask students questions to check understanding. After Passage Reading Interventions– Provide repeated reading practice.– Guide students in using strategy for answeringmultiple-choice and short-answer items– Provide engaging vocabulary practice.– Guide students in planning, writing, and editingsummaries and extended responses.515213

Wilson Reading SystemWilson Reading System 53Wilson Reading ProgramPublisher: Wilson Reading SystemWebsite: www.wilsonlanguage.comFocus Population: 3 - 12 gradesLevel of Intervention: IntenseNumber of Levels: A and BLessons: Small group instruction, 4 or 5 days aweek, 50 - 90 minutes Materials: Teacher’s Manual, Rules Notebook,Dictation Book, Sound Cards, Syllable Cards,Magnetic Journal, Student Readers, StudentWorkbook, Stories Stressed Strands : Phonemic Awareness,Decoding, Fluency, Vocabulary, Comprehension,Writing54Wilson Reading System Focuses on:– learning sight words from lists;– reading and spelling words using the tappingtechnique to increase accuracy;– building fluency by reading and rereading thewordlists, sentences and decodable passagesand completing timed fluency drills;– visualization and retell techniques to enhancecomprehension of decodable passages and readalouds. Based on work of Orton -Gillingham. Originallydeveloped for children with dyslexia. Focuses on:– learning to hear sounds;– manipulating color-coded sound, syllable, andword cards;– performing finger-tapping exercises to assist inphonemic awareness;– writing dictated words and sentences;– reading aloud; and paraphrasing selections theyread, and which are read to them.555614

Language!Language ! Publisher: Sopris WestWebsite: www.sopriswest.comFocus Population: 4 - 12 gradesLevel of Intervention: IntenseNumber of Levels: A, B, C, D, E, FLessons: Small group instruction for 90 minutesMaterials: Teacher’s Manual, Student Text (hardcover),Interactive Text (consumable), Assessments (ContentMastery) Stressed Strands : (Emphasis varies by level)Phonemic Awareness, Decoding, Fluency,Vocabulary, Comprehension, Writing57Language!58Language! Lessons include the following steps LANGUAGE! Is a comprehensive literacy curriculumfor older students. LANGUAGE! teaches literacy explicitly, sequentially,and cumulatively. Each unit of LANGUAGE! features engaging readingselections that steadily increase in readability levelthroughout the curriculum.59– Phonemic awareness and phonics– Word recognition and spelling– Vocabulary and morphology– Grammar and usage– Listening and reading– Speaking and writing6015

Corrective ReadingProgramCorrective Reading 61Publisher: Science Research AssociatesWebsite: www.sra4kids.comFocus Population: 4 - 12 gradesLevel of Intervention: IntenseNumber of Levels: A, B1, B2, CMaterials: Teacher’s Guide, Presentation Book,Series Guide, Student Text, Blackline Masters Lessons: Decoding A, B1, B2 65 lessons; C 125Comprehension: A, B1 60 lessons; B2 65 Lessons;C 140 lessons Stressed Strands : (Emphasis varies by level)Phonemic Awareness, Decoding, Fluency,Vocabulary, Comprehension62Corrective ReadingDecoding Lessons include:– Word attack skill instruction– Group reading– Individual reading checkouts– Workbook exercises Systematic, scripted lessons Mastery teaching and cumulativereview636416

Read Naturally - MastersEditionRead Naturally - Masters Edition Publisher: Read NaturallyWebsite: www.readnaturally.comFocus Population: 2 - 12 gradesLevel of Intervention: Supplemental and IntenseLevels: 13 levels at reading levels 1.0 to 8.0Lessons: Individual Practice; three 30-minute sessionseach week Materials: Teacher’s Manual; Blackline Masters of 24nonfiction passages for each level; Cassettes or AudioCD’s; Blackline Masters of graphs Stressed Strands : Fluency, Vocabulary,Comprehension, Writing6566Read Naturally - MastersEditionRead NaturallyEach passage page has: Three research-validated strategies areused to develop reading fluency: Definitions of key words. A prediction step, where students write a briefprediction of what they think the story is about. The story itself, with line-by-line word counts tocalculate words read. Quiz questions to test the students' comprehensionof the story. A retell step, where students retell what theyremember about the story.– Reading along with a fluent model,– Repeated readings of the same passageat student’s reading level– Progress modeling676817

Read Naturally - SoftwareEditionRead Naturally - SoftwareEdition SE includes the same nonfiction, highinterest stories as the ME (Masters Edition). SE includes pictures, animations, andsounds to engage students. The SE steps apply the research-basedprinciples of teacher modeling (in the readalong step), repeated reading (in the practicestep), and progress monitoring (by graphingthe students' cold and hot timing scores) tomaximize students' fluency6970717218

Great Leaps ReadingGreat Leaps Reading Publisher: Diarmuid, Inc.Website: www.greatleaps.comFocus Population: 1 - 8Level of Intervention: Supplemental and IntenseLevels: Grades 1-2; Grades 3-5; Grades 6-8Lessons: Tutorial Instruction; Less than 10minutes a day; Minimum of 3 days a week Materials: Teacher’s Manual, Student Book Stressed Strands : Decoding, Fluency73747576Great Leaps Great Leaps is divided into three majorareas:– Phonics (sounds, word patterns, wordparts)– Sight phrases– Reading Fluency When one “probe” is mastered,students progress to next step.19

Six-Minute Solution: A ReadingFluency ProgramSix-Minute Solution Publisher: Sopris WestWebsite: www.sopriswest.comFocus Population: 12Level of Intervention: SupplementalLevels:– Primary Level: Grades K-2, Intervention 1-3– Intermediate Level: Grades 3-5, Intervention3-5– Secondary Level: Grades 6-9; Intervention 6 - 12 Lessons: Tutorial Instruction; Less than 10 minutes aday; Minimum of 3 days a week Materials: Teacher’s Manual, Student Book Stressed Strands : Fluency77787980Six-Minute Solution The Six-Minute Solution is a fast and fun researchbased way to increase fluency. In same-level pairs, students do repeated readingsof one-minute nonfiction passages as their partnersnote the number of words read correctly. Students practice the same passage for five days.20

Soar to SuccessSoar to Success Publisher: Houghton Mifflin tml Focus Population: 3 - 8 grades Level of Intervention: Supplemental Number of Levels: 3 - 8 Instruction: Small group instruction; 30 to 40minutes daily for 18 weeks Materials: 18 trade books (7 copies of eachtitle);Teacher's Manual; Instructional Posters(graphic organizers); Student Guide81Soar to Success Stressed Strands : Fluency, Vocabulary,Comprehension82Soar to Success The goal of Soar to Success is to increase students’understanding using reciprocal teaching. Students are taught to use the cognitive strategiesof summarizing, clarifying, questioning, andpredicting. As a passage is read, teachers and students engagein a reciprocal dialogue.83 Each lesson consists of five parts: Revisiting - Students reread self-selectedbooks for fluency development. Reviewing -Using their graphic organizer,students summarize the section of the bookthat was read in the previous day’s lesson. Rehearsing - The teacher guides studentsin previewing new book making predictions. Reading and Reciprocal Teaching Students read silently and engage in adiscussion using the four reciprocal teaching84strategies.21

Reading Success - Level AReading Success - Level B85Reading Success86Reading Success Publisher: Classical Learning Universe, LLCWebsite: www.classicallearning.comFocus Population: 4 - 12 gradesLevel of Intervention: Supplemental and IntenseLevels:Level A - 4th grade reading levelLevel B - 5th grade reading levelLevel C - 6th grade reading levelMaterials: Teacher’s Manual, Student Book(consumable), Assessments (Content Mastery) Stressed Strands : Vocabulary, Comprehension87 The comprehension outcomes are:– Inference– Main idea– Fact and opinion– Literal Comprehension– Author’s Purpose– Text Organization– Summarize Passages– Paraphrasing Passages– Word Meanings– Poetry8822

Peer-Assisted LearningStrategies (Grades 2-6)Peer-Assisted LearningStrategies Publisher: Vanderbilt UniversityWebsite: kc.vanderbilt.edu/palsFocus Population: 2 - 6 gradesLevel of Intervention: SupplementalMaterials: Teacher’s Manual; core readingprogram Stressed Strands :Comprehension89Peer-Assisted LearningStrategies (Grades 2 - 6)90Peer Assisted LearningStrategies - High School Students read with a partner. Students apply comprehensionstrategies as they read.– Partner Reading– Retell– Paragraph Shrinking– Prediction Relay919223

5 17 SIPPS Intervention Programs 18 SIPPS Intervention K-3 Publisher: Developmental Studies Center Website: www.devstu.org Focus Population: 1 and 2; Intervention 2 and 3 Level of Intervention: Supplemental and Intense Number of Levels: Beginning, Extension, Challenge Materials: Teacher’s Manual, Spelling-

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