Hello! I am very excited to be working with your student this year in Read 180!
A Little Bit About Me
I am married and have two sons, one in middle school and one in high school. I am certified to teach math, science, language arts and social students for grades 5, 6, 7, 8, and 9. I am also certified to teach ESE students grades K-12. I have completed competencies 1, 2 and 3 of the Reading Endorsement. I am trained in Adventure Based Counseling and Kagan Cooperative Learning Strategies. I volunteer for various charitable organizations in our community including: the American Cancer Society, The American Heart Association, The Kool Kidz Foundation, Southeastern Guidedogs, and Young Life. I am an avid gardener and animal lover. I love going to the beach, home improvement, working out and traveling. I am very involved in my church and sing in the praise band. I have taught my ages of children and adults, but have a special 'heart' for middle school kids. They are at a very fun age!
STAY IN TOUCH!
I am very communicative! Parental support is critical for students who struggle with reading. I send out e-newsletters regulary to keep parents up to date on what is happening in the READ 180 classroom. Please be sure to give me your email address so that you can stay in touch. If you do not have e-mail, I am more than happy to send home a paper copy of the newsletter. I send home a great deal of information and ask you to sign and return the information so that I know you have seen it. Your support is critical and greatly appreciated!
What is READ 180?
READ 180 is an intensive reading intervention program that helps educators serve students who are significantly below level in their reading abilities and special needs reading on multiple fronts, using technology, print, and professional development. READ 180 is proven to meet the needs of struggling readers whose reading achievement is below proficient level. The program directly addresses individual needs through differentiated instruction, adaptive and instructional software, high-interest literature, and direct instruction in reading, writing, and vocabulary skills.
How Does READ 180 Work?
The READ 180 Instructional Model provides a simple way to organize instruction and classroom activity. The session begins and ends with whole-group teacher-directed instruction. During the 60 minutes between the whole-group meetings, students break into three small groups that rotate among three stations--a teacher led small group, computer based instruction and independent and modeled reading. Each of these rotations lasts for 20 minutes.
20 Minutes Whole Group Instruction
+ 20 Minutes Interactive Computer Instruction
+ 20 Minutes Teacher Led Small Group Instruction
+ 20 Minutes of Modeled and Independent Reading
+10 Minute Whole Group Wrap Up
_____________________________
= 90 Minutes of Intensive Reading Instruction
See the Read 180 Model in Action and See Inside the Computer Software at: http://teacher.scholastic.com/products/read180/overview/tour.htm
You can get more information about Read 180 at:
How to Contact Me:
Phone: 941-361-6464 (school main line)
My planning time is from 9:00 - 10:15 am daily. I am always delighted to talk to parents about their students success or address any concerns. During class, I must give students my undivided attention and cannot talk on the phone. Thank you for understanding! We can set up conferences during my planning time or right after school. You may leave a message for me with the school receptionist and will call you back as soon as possible. The best way to reach me is via email. I do my best to respond within 24 hours during the school week.
E-mail: daphne_bazenas@sarasota.k12.fl.us
Classroom Expectations--All students are expected to:
1) Be prompt*
2) Be prepared*
3) Be productive*
4) Be respectful (to self, others & property)*
*possible effort grade deduction and parent contact
Rewards
1) Feel good about yourself
2) Earn better grades
3) Earn privileges
4) Earn academic game time and Seasonal Learning Opportunity
Consequences
When a student is keeping the teacher from teaching or others from learning, the teacher will give a redirection. If it not accepted, the student will earn the following:
1) Warning: rethink behavior
2) Brief 1:1 conference with teacher
3) Move to "Seat of
4) Move to alternative room + parent contact
5) Referral to administration or guidance counselor
*severe misbehaviors may go directly to higher steps
Read 180 Grading Policies
*It is important to note that a passing grade in Read 180 does not necessarily indicate that a student will pass the FCAT. Students are placed in Read 180 when they have a level 1 or low level 2 on the FCAT. These FCAT results indicate that a student is reading well below grade level. The Read 180 software places students into the computer program based on their performance on the Scholastic
How Your Grade Is Calculated in Read 180
Read 180 Software Data = 20%
rSkills Quizzes/Tests = 15%
Reading Counts Computer Quizzes = 20%
Quick Writes = 10%
Special Projects = 25%
Classwork = 10%
Understanding Your Scores
Reading Comprehension Score this information comes from the Reading Zone in the Read 180 software
Vocabulary Score this information comes from the Reading Zone in the Read 180 software
Word Fluency this information comes from the Word Zone in the Read 180 software
Spelling Score this information comes from the Spelling Zone in the Read 180 software
Context Passage Score this information comes from the Success Zone in the Read 180 software
Reading Counts Quiz Average this information comes from the Reading Counts! software
rSkills Average this information comes from the rSkills computer quiz software. These tests are given at the end of each 2 workshops.
Quick Writes this information comes from the correct completion of Quick Write sheets after students finish reading a Read 180 book
Special Projects this information is based on students completing their skill projects, book projects and other special projects during the year..
Classwork this includes independent reading, reading logs, small group, whole group, rBook work, class participation and Do Now
Effort Grades
Your effort grade is calculated separately from your academic grade.
Lexile Score
Your Lexile score is calculated from the Scholastic
6th Grade Correlations Between FCAT Levels and SRI Lexiles
*Level 3 FCAT is on grade level
FCAT Level
1 up to 647
2 648-835
3 836-1096
4 1097-1388
5 above 1389
7th Grade Correlations Between FCAT Levels and SRI Lexiles
*Level 3 FCAT is on grade level
FCAT Level
1 up to 690
2 691-911
3 912-1205
4 1206-1507
5 above 1508
8th Grade Correlations Between FCAT Levels and SRI Lexiles
*Level 3 FCAT is on grade level
FCAT Level
1 up 799
2 800-1073
3 1074-1354
4 1355-1662
5 above 1663
UnderUnderstanding Lexiles and Grade Levels
|
The Lexile Framework for |
Grade |
Lexile Level |
|
1 |
200L – 400L | |
|
2 |
300L – 500L | |
|
3 |
500L – 700L | |
|
4 |
650L – 850L | |
|
5 |
750L – 950L | |
|
6 |
850L – 1050L | |
|
7 |
950L – 1075L | |
|
8 |
1000L–1100L | |
|
9 |
1050L – 1150L | |
|
10 |
1100L– 1200L | |
|
11 and 12 |
1100L – 1300L |
Parent Tips for Creating Lifelong Readers
http://teacher.scholastic.com/products/read180/community/teachingresources/Parent_tips.pdf
Ways to Help Your Student Be a Better Reader:
1) Encourage them to read! Go to the library or bookstore often. Show them that you read often.
2) Read aloud to your student and have them read aloud to you. It's fun to take turns reading the pages.
3) During or after movies, TV shows or books, ask your student about what they have seen or read:
A) Why did that character act that way?
B) What do you think will happen next?
C) Has something like this ever happened to you or someone you know?
D) Tell me about what is happening?
E) Why did that event in the movie/ tv show /book happen?
F) Retell the story for me.
G) What would you tell a friend about this movie?
H) If you were to write a sequel to this movie / book / tv show, what would happen to the characters?
4) Help students pick books that are the right level so they experience less frustration.
5) Provide your student with a quiet and cozy place to read that is free of distractions (cell phone, tv, computer, siblings)
6) Talk about great books that you have read and why you enjoyed them.
7) Help your student find books, magazines or online articles/resources about topics that interest them (e.g. a skateboarding magazine or a fashion website)
8) Use books or trips to the bookstore/library as rewards
9) Have a family reading time where everywhere reads for at least 20 minutes
10) Encourage kids to read the morning 'funnies' because it is an easy way to connect them to the newspaper.
What Are Lexiles?
"The Lexile Framework provides a common, developmental scale for matching reader ability and text difficulty. Recognized as the most widely adopted reading measure, Lexiles enable educators, parents, and students to select targeted materials that can imporve reading skills and to monitor reading growth across the curriculum, in the library, and at home."--From The Lexile Framework for Reading: Linking Assessment with Reading Instruction.
You can visit this website to find out the Lexile level of a book or to search for books in your Lexile level:
http://www.lexile.com/DesktopDefault.aspx?view=fa&tabindex=3&tabid=68
You can go to: http://www.lexile.com/findabook/Parents.aspx to find more information on Lexiles.
How Do I Know My Student's Reading Skills Are Improving?
Students in Sarasota County Public Schools take the Scholastic Reading Inventory several times per year. This computer-based test will provide a Lexile score that educators, parents and students can use to guide instruciton and reading. These scores should rise throughout the year to show reading growth. Students also will take the Florida Oral Reading Fluency test three times during the school year. Increases in oral fluency show reading growth. Students read a grade level passage for one minute. This test calculates the correct number of words a student can read in one minute. Students will take the computerized Sarasota County Planning Tool three times during the year. This test gives a percentage score of grade level material the student has mastered. Scores are reported regulary to parents.
FCAT Boot Camp!
Sarasota Middle School offers several special sessions to help our striving students prepare for the FCAT. Look for notices about special "Boot Camps" that reinforce test taking strategies and key concepts in a fun and interactive way. Boot Camp is offered after the Winter Break. Watch for announcements! Students who attend FCAT Boot Camp consistently perform better on the test.
FCAT Explorer
A great tool available to all students in Sarasota County is the FCAT Explorer. This is a website where students can go online to practice skills need to succeed on the FCAT. Often students are nervous about taking 'the big test.' One way parents can help students get over test anxiety is to PRACTICE. The questions are similar to those found on the actual test and are formulated by the test makers. I STRONGLY suggest that kids make a habit of going and working on the site. Sometimes I may even assign homework of logging on to work there. The website address is: www.fcatexplorer.com Students can log on this way:
Sign In Name: student last name (1st seven letters) first initial (no comma or space) 01 (may be a higher number if you have a common last name)
Password: five digit pin #
Learning Styles and Mulitiple Intelligences
Each person learns differently! Some of us learn best by watching a demonstration and then actually doing it ourselves. Some of us need to hear a lesson and say it over and over again to really learn. The key to doing well, is to know how you learn best. The inventories at the websites below will show you how you learn best. There are three different inventories to help you learn more about how you learn. After you get your results, you can learn study suggestions to help you succeed! (The information below comes from Abiator.)
Learning Styles Inventory #1: http://www.berghuis.co.nz/abiator/lsi/lsiframe.html
Learning Styles Inventory #2: http://www.berghuis.co.nz/abiator/lsi/lsiframe.html
Multiple Intelligences Inventory: http://www.berghuis.co.nz/abiator/lsi/lsiframe.html
Visual Learner Traits
=> When something is being described, the visual learner also prefers to have a picture to view.
=> Prefers a time-line or some other similar diagram to remember historical events.
=> Prefers written instructions rather than verbal instructions.
=> Observes all the physical elements in a classroom.
=> Carefully organizes their learning materials.
=> Enjoys decorating their learning areas.
=> Prefers photographs and illustrations with printed content.
=> Remembers and understands through the use of diagrams, charts and maps.
=> Appreciates presentations using OHP transparencies or handouts.
=> Studies materials by reading notes and organizing it in outline form
=> Enjoys visual art activities
Visual Learner Strengths
=> Enjoys visual projects and presentations.
=> Can remember diagrams, charts, maps well.
=> Understands information best when they SEE it.
If You Are a Visual Learner, You Can Learn Better If You:
=> Write things that you want to remember down; you will remember them better that way.
=> Look at the person who is speaking to you; it will help you focus.
=> Try to work in a quiet place. Wear earmuffs or earplugs if necessary. Some visual learners do, however, like soft music in the background.
=> If you miss something a teacher says or do not understand, ask politely if they could repeat or explain.
=> Most visual learners learn best alone.
=> When studying, take many notes and write down lots of details.
=> When trying to learn material by writing out notes, cover your notes then re-write. re-writing will help you remember better.
=> Use colour to highlight main ideas.
=> Before starting an assignment, set a goal and write it down. Even post in in front of you. Read it as you do your assignment.
=> Before reading a chapter or a book, preview it first by scanning the pictures, headings and so on.
=> Try to put your desk away from the door and windows and close to the front of the class.
=> Write your own flashcards. Look at them often and write out the main points, then check.
=> Where possible, use charts, maps, posters, films, videos, computer software, OHPs both to study from and to present your work (where appropriate).
Auditory Learning Traits
=> Remembers what they say and what others say very well.
=> Remembers best through verbal repetition and by saying things aloud.
=> Prefers to discuss ideas they do not immediately understand.
=> Remembers verbal instructions well.
=> Enjoys the opportunities to present dramatically, including the use of music.
=> Finds it difficult to work quietly for long periods of time.
=> Easily distracted by noise, but also easily distracted by silence.
=> Verbally expresses interest and enthusiasm.
=> Enjoys class and group discussions.
Strengths of Auditory Learners
=> Remembers what they hear and say.
=> Enjoys classroom and small-group discussion.
=> Can remember oral instructions well.
=> Understands information best when they HEAR it.
If You Are an Auditory Learner, You Can Help Yourself Learn Better By:
=> Study with a friend so you can talk about the information and HEAR it, too.
=> Recite out loud the information you want to remember several times.
=> Ask your teacher if you can submit some work (if appropriate) as an oral presentation, or on audio tape.
=> Make your own tapes of important points you want to remember and listen to it repeatedly. This is especially useful for learning material for tests.
=> When reading, skim through and look at the pictures, chapter titles, and other clues and say out loud what you think this book could be about.
=> Make flashcards for various material you want to learn and use them repeatedly, reading them out loud. Use different colours to aid your memory.
=> Set a goal for your assignments and verbalise them. Say your goals out loud each time you begin work on that particular assignment.
=> Read out loud when possible. You need to HEAR the words as you read them to understand them well.
=> When doing maths calculations, use grid paper to help you set your sums out correctly and in their correct columns.
=> Use different colours and pictures in your notes, exercise books, etc. This will help you remember them.
Tactile / Kinesthetic Learner Traits
=> Remembers what they DO very well.
=> Remembers best through getting physically involved in whatever is being learnt.
=> Enjoys acting out a situation relevant to the study topic.
=> Enjoys making and creating.
=> Enjoys the opportunities to build and physically handle learning materials.
=> Will take notes to keep busy but will not often use them.
=> Enjoys using computers.
=> Physically expresses interest and enthusiasm by getting active and excited.
=> Has trouble staying still or in one place for a long time.
=> Enjoys hands-on activities.
=> Tends to want to fiddle with small objects while listening or working.
=> Tends to want to eat snacks while studying.
Strengths of Tactile / Kinesthetic Learners
=> Remembers what they DO, what they experience with their hands or bodies (movement and touch).
=> Enjoys using tools or lessons which involve active/practical participation.
=> Can remember how to do things after they've done them once (motor memory).
=> Have good motor coordination.
If You Are a Tactile / Kinesthetic Learner, You Can Help Yourself Learn Better If You:
=> To memorize, pace or walk around while reciting to yourself or using flashcards or notes.
=> When reading a short story or chapter in a book, try a whole-to-part approach. This means you should first scan the pictures, then read headings, then read the first and last paragraphs and try to get a feel for the book. You could also try skim-reading the chapter or short story backwards, paragraph-by-paragraph.
=> If you need to fidget, try doing so in a way which will not disturb others of endager yourself or others. Try jiggling your legs or feet, try hand/finger exercises, or handle a koosh ball, tennis ball or something similar.
=> You might not study best while at a desk. Try lying on your stomach or back. Try studying while sitting in a comfortable lounge chair or on cushions or a bean bag.
=> Studying with music in the background might suit you (baroque music is best - as opposed to heavily rhythm-based music).
=> While studying, take frequent breaks, but be sure to settle back down to work quickly. A reasonable schedule would be 15-25 minutes of study, 3-5 minutes of break time.
=> When trying to memorize information, try closing your eyes and writing the information in the air or on a surface with your finger. Try to picture the words in your head as you are doing this. Try to hear the words in your head, too.
Later, when you try to remember this information, close your eyes and try to see it with your mind's eye and to hear it in your head.
=> When learning new information, make task cards, flashcards, card games, floor games, etc. This will help you process the information
Homework:
Students will have homework Monday through Thursday that should not take them long. All homework is designed to reinforce concepts taught in class. I try to keep in mind that students have homework in other classes.