Sandy Thompson Sandy Thompson My Reading Coach Trainer My Reading Coach Trainer Learning Something New Learning Something New Make learning simple! Make.

Sandy ThompsonSandy Thompson My Reading Coach TrainerMy Reading Coach Trainer

Learning Something NewLearning Something New

Make learning simple!Make learning simple! Answer your questionsAnswer your questions Help you help your studentsHelp you help your students

My Reading Coach is…My Reading Coach is… An instructional An instructional

reading programreading program Designed to stamp out Designed to stamp out

illiteracyilliteracy Developed through Developed through

MindPlay, founded in MindPlay, founded in 1981 by Judith Bliss1981 by Judith Bliss

Coached by Jim Coached by Jim Larrabee, veteran Larrabee, veteran speech pathologistspeech pathologist

Judith Bliss Judith Bliss founder of Mindplay founder of Mindplay

20 years developing Educational Software 20 years developing Educational Software

Jim Larrabee Jim Larrabee 25-year veteran speech pathologist and reading 25-year veteran speech pathologist and reading

teacher teacher

Goal: Stamp out illiteracyGoal: Stamp out illiteracy

My Reading Coach:My Reading Coach: An instructional reading program An instructional reading program

Employs a sophisticated, dynamic CAI interfaceEmploys a sophisticated, dynamic CAI interface Consistent and systematic dramatic results for Consistent and systematic dramatic results for

struggling and non-readers struggling and non-readers

Background

My Reading Coach is Research Based*My Reading Coach is Research Based*

A successful reading program:A successful reading program: Phonemic AwarenessPhonemic Awareness PhonicsPhonics FluencyFluency VocabularyVocabulary Text ComprehensionText Comprehension

* National Reading Panel* National Reading Panel

My Reading Coach Guarantees SuccessMy Reading Coach Guarantees Success

Offers students a self-paced, individualized reading Offers students a self-paced, individualized reading and remediation environmentand remediation environment

61 interactive lessons on phonics, rules and word 61 interactive lessons on phonics, rules and word structure with practice activitiesstructure with practice activities

24 unique grammar lessons to teach text 24 unique grammar lessons to teach text comprehensioncomprehension

200 graded reading passages to practice reading 200 graded reading passages to practice reading comprehensioncomprehension

WhatWhat My Reading Coach My Reading Coach Can DoCan Do

Develops auditory and visual discriminationDevelops auditory and visual discrimination Develops sound/letter associationDevelops sound/letter association Develops auditory memory- sound sequences Develops auditory memory- sound sequences Teaches encoding and decoding of words: one Teaches encoding and decoding of words: one

syllable to multi-syllablesyllable to multi-syllable Teaches reading comprehension by teaching Teaches reading comprehension by teaching

pause points, “pictures in your mind”, grammar pause points, “pictures in your mind”, grammar lessons and story passageslessons and story passages

Side benefit: increased ability to attend and stay Side benefit: increased ability to attend and stay on taskon task

Results: Elementary SchoolResults: Elementary School

Results: Middle School Results: Middle School Improvement 11 to 19 Percentile PointsImprovement 11 to 19 Percentile Points

At Risk StudentsAt Risk Students

Results: High School Results: High School Improvement 12 Percentile PointsImprovement 12 Percentile Points

Special Education Case Study: WritingSpecial Education Case Study: Writing

Matthew’s writing sample BEFORE starting MRC

Matthew’s writing sample AFTER 7 hours on MRC

We believe the PROCESS drives the results

Research Infused

Diagnostic Placement

One-on-one “Teacher Emulated”Instruction

Staff Development

Best PracticesMethodology

SuccessGuaranteed!

10 – 30 percentile

points

Why Are We Unique?Why Are We Unique?

Customer Support

Research & Development

Hear the DifferenceHear the Difference

Randy after Lesson 12

Randy after 47 lessons

Willie after Lesson 12

Willie after 28 lessons

Platinum Edition:

Lesson Summary Screen

Testing

Student CertificateStudent Certificate

Beginning of Beginning of the the

Placement TestPlacement Test

Ending of the Ending of the Placement TestPlacement Test

Introduction ScreenIntroduction Screen

Training Training WheelsWheels

Teaching GuideTeaching Guide

Web Training: Gold EditionWeb Training: Gold Edition www.mindplay.com/goldtrainingwww.mindplay.com/goldtraining

Web Chapter 2: Understanding and Web Chapter 2: Understanding and Navigating My Reading CoachNavigating My Reading Coach

User TypeUser Type Starting the Program and Logging onStarting the Program and Logging on Menu BarMenu Bar ClassesClasses

Web Chapter 3: Getting StartedWeb Chapter 3: Getting Started

Administrator StartupAdministrator Startup

Set Administrator PasswordSet Administrator Password Logon as AdministratorLogon as Administrator Adding Classes and TeachersAdding Classes and Teachers

Administrator StartupAdministrator StartupAdd Teachers and ClassesAdd Teachers and Classes

  Training Session: Teacher ListTraining Session: Teacher List  

Teacher Name/ Class Email Address/ Newsletter /Teacher Name/ Class Email Address/ Newsletter /School Name Name Phone number Tips School Name Name Phone number Tips

Password Password Yes No Yes No

Sandy MillerSandy Miller

Forest Hills ElementaryForest Hills Elementary

Mail to Mindplay: 440 South Williams Blvd. Suite 206 Tucson AZ 85711

Hands on Session 1: AdministratorHands on Session 1: Administrator

Enter teacher names and a password for each, then enter Enter teacher names and a password for each, then enter teacher class name.teacher class name.

1.1. Start Start My Reading CoachMy Reading Coach2.2. Logon (class: unassigned, name: Administrator, Logon (class: unassigned, name: Administrator,

password: get from installer.)password: get from installer.)3.3. From Menu bar select Teacher Options, then Learning From Menu bar select Teacher Options, then Learning

OptionsOptions4.4. Select Class: Unassigned.Select Class: Unassigned.5.5. Click CLASSES buttonClick CLASSES button6.6. Click NEW buttonClick NEW button7.7. Type in Class nameType in Class name8.8. Set story grade level to 5 and click OKSet story grade level to 5 and click OK9.9. Assign a teacher: Click the NEW buttonAssign a teacher: Click the NEW button10.10. Type in teacher name and password; and click OKType in teacher name and password; and click OK

© 2000 -2006 Methods & Solutions, Inc. Tucson Arizona – all rights reserved

Web Chapter 3: Getting StartedWeb Chapter 3: Getting Started

Teacher StartupTeacher Startup

Logon as a TeacherLogon as a Teacher Add Students to ClassesAdd Students to Classes

© 2000 -2006 Methods & Solutions, Inc. Tucson Arizona – all rights reserved

Hands on Session 2: TeacherHands on Session 2: Teacher

Enter 3 student names and a password for each, then enter Enter 3 student names and a password for each, then enter teacher class name.teacher class name.

1.1. Start My Reading CoachStart My Reading Coach

2.2. Logon (Class: Unassigned, Name: Teacher name, password: Logon (Class: Unassigned, Name: Teacher name, password: administrator assigned)administrator assigned)

3.3. From the menu bar select Teacher Options, then Learning From the menu bar select Teacher Options, then Learning OptionsOptions

4.4. Select class: your class name (administrator assigned)Select class: your class name (administrator assigned)

5.5. Add a student: Click the ADD buttonAdd a student: Click the ADD button

6.6. Type in: Student name and password; click on OKType in: Student name and password; click on OK

7.7. Continue to add 3 more studentsContinue to add 3 more students

Activity Summary Screen

Word BuildingWord BuildingActivityActivity

Listen and FindListen and FindActivityActivity

Reading Reading WordsWordsActivityActivity

SpellingSpellingActivityActivity

2 Syllable2 SyllableActivityActivity

Vowel / Sound / Vowel / Sound / Stick ActivityStick Activity

Review TestReview Test

Teacher ToolsTeacher ToolsMy Reading Coach: Teaching GuideMy Reading Coach: Teaching Guide Lesson Sequence ChartLesson Sequence Chart Word ListsWord Lists Memory Aids and RulesMemory Aids and Rules Phonics SheetsPhonics Sheets Grammar SheetsGrammar Sheets Reading Comprehension SheetsReading Comprehension Sheets Supplemental LessonsSupplemental Lessons ReportsReports

Teacher Options Teacher Options Track and ReportTrack and Report

Student ReportsStudent Reports

Student Performance Report – PhonicsStudent Performance Report – Phonics Student Performance Report – GrammarStudent Performance Report – Grammar Student Performance Report – ComprehenStudent Performance Report – Comprehen

sionsion Student Lesson Error ReportStudent Lesson Error Report Student Test Details Report Student Test Details Report (Platinum only)(Platinum only) Student Test Prescription Report Student Test Prescription Report (Platinum (Platinum

only)only) Student Test Results Report Student Test Results Report (Platinum only)(Platinum only) Student Attendance ReportStudent Attendance Report

Class ReportsClass Reports

Class Daily Lesson PlanClass Daily Lesson Plan Class Remediation ReportClass Remediation Report Class Improvement ReportClass Improvement Report Class Needs Report Class Needs Report (Platinum only)(Platinum only) Class Grammar ReportClass Grammar Report Class Reading Comprehension ReportClass Reading Comprehension Report Class Progress ChecklistClass Progress Checklist

RolesRoles

Student – Placement Test, Lessons, Student – Placement Test, Lessons, Activities and Review TestsActivities and Review Tests

Teacher – Add Students, Monitor Teacher – Add Students, Monitor Progress, Support and Provide Progress, Support and Provide Remedial HelpRemedial Help

Administrator – Add Teachers, Administrator – Add Teachers, Maintain the My Reading Coach Maintain the My Reading Coach ProgramProgram

Web Chapter 7: Read Like You TalkWeb Chapter 7: Read Like You Talk

OverviewOverview Getting the picture in FocusGetting the picture in Focus

Oral Reading Expert Sheets 4Oral Reading Expert Sheets 4

tan mantan man

Oral Reading Expert Sheets 8Oral Reading Expert Sheets 8

Can Pam sit?Can Pam sit?

Oral Reading Expert Sheets 12Oral Reading Expert Sheets 12

PatPat is at bat. is at bat.

PatPat hit. hit.

Can Can NickNick tag tag PatPat??

NickNick can tag can tag PatPat..

PatPat is sad. is sad.

Oral Reading Expert SheetOral Reading Expert Sheet 16 16

Jet the CatJet the Cat

Jet is Nick’s thin cat.Jet is Nick’s thin cat.

Can thin Jet nap in a tin can?Can thin Jet nap in a tin can?

No, Jet can not nap in a tin can.No, Jet can not nap in a tin can.

Jet is thin but he is big.Jet is thin but he is big.

Can Jet nap on the mat?Can Jet nap on the mat?

Jet can nap on the thick mat.Jet can nap on the thick mat.

Questions?Questions?

Problems with Decoding?Problems with Decoding?Voiced, Unvoiced Pairs (sound Partners)Voiced, Unvoiced Pairs (sound Partners)

dg v

b

th z

zu j

w

tkfpthsshchwh

Problems with Decoding Problems with Decoding

Ending - edEnding - edloolookkeded

googooffeded

bribribbededproprovveded

What is the pattern?

Voiced follows voiced, unvoiced follows unvoiced

unvoiced / unvoiced

unvoiced / unvoiced

voiced / voiced

voiced / voiced

Problems with Decoding Problems with Decoding

Ending -edEnding -ed

brubrushsheded

ganganggeded

beebeeppeded

beabeaddeded

tintintteded

unvoiced, unvoiced

voiced, voiced

unvoiced, unvoiced

same voiced sound

sound partners

What happens when it’s the same voiced sound?

What happens with sound partners?

Recap Sound PartnersRecap Sound Partners

dg v

b

th z

zu j

w

tkfpthsshchwh

Sound Partners with Ending -ed (voiced) Sound Partners with Ending -ed (voiced)

Fewest Syllables Please!Fewest Syllables Please!

1. When the root word ends with a 1. When the root word ends with a voicedvoiced sound sound

The girl The girl grabbedgrabbed the ball. 1 syllable - hear all the sounds the ball. 1 syllable - hear all the sounds

2. When the root word ends with an 2. When the root word ends with an unvoicedunvoiced sound sound

The boy The boy loolookedked up at the man. 1 syllable switch the sound partner - /t/ up at the man. 1 syllable switch the sound partner - /t/

3. When the root word ends with the 3. When the root word ends with the same voicedsame voiced sound sound

The men The men ban ban ddeded together. 2 syllables to hear all the sounds together. 2 syllables to hear all the sounds

4. When the root word ends with a 4. When the root word ends with a sound partnersound partner

The can was The can was den den tteded. . 2 syllables to hear all the sounds 2 syllables to hear all the sounds

We sayhiz, iz, boyz, tents, jeeps

Sound Partners Impact Coding

(sound partners)

We spell what we hear? hiz, iz, boyz, tents, jeeps

Spell consistently – don’t memorizehis, is, boys, tents, jeeps

We sayleaf

Another Sound Partner

Ending -es

To make it plural and hear both sounds we say

leavez

What is the relationship between /f/ and /v/?

What is the relationship between /s/ and /z/?

Why do we need ES, not just S?

We spell consistently.leaves

Sound Partners Endings – S, ES Fewest Syllables Please!

1. When the root word ends with a voiced sound

The girl grabs the ball. 1 syllable switch the sound partner - /z/

2. When the root word ends with an unvoiced sound

The boy looks up at the man. 1 syllable - hear all the sounds

3. When the root word ends with the same voiced sound

The bu ses roll down the street. 2 syllables to hear all the sounds

4. When the root word ends with a sound partner

The boy ha zes the pledge. 2 syllables to hear all the sounds

Short Vowels with Relationships

a baby crying sound o doctor sound

e ed in bed u up

i igloo, it

Problems with Encoding

e i

def df dif

s, f, m, n, l, x

es, ef, em, en, el, ex

Decoding Patterns Short Vowels

a dal

e del

i dil

o dol

u dul

consonant, vowel, consonant

Decoding PatternsLong Vowels

Policeman E & Policeman E Twin

matemite motemute Pete meet

Vowel Signals

Decoding PatternsLong VowelsVowel Signals

Stop Sign A Patrol I

each rain

boat

I Go Hide

night

Decoding PatternsLong Vowels

Cautious W Friendly I say E

yellow chief

except pie = i

Detective I say A or I

reindeer, heist

Vowel Signals

Find & Name the Vowel Signal

beach grief gloat

braid height sleet

veil sight kite

hollow reindeer mail

Stop sign A Detective I I go hide

Policeman E Cautious W Friendly I

Policeman E twin Patrol I Detective I + backup

Problems with Encoding and DecodingTwo Letter Sounds

sh (shout)

th (this, these)

ch (chat)

wh (whiz)

oo (moo, book)

oi (join)

ou,ow (found, cow)

au,aw (august, awful)

Rule Patterns -Not Word Memorization /c/, /k/, /ck/

cot, cat, cut

kit, keg

ck at the end tick

k at the end think

k at the end peek

Rule Patterns - Not Word Memorization /ch/ /tch/

witch pooch

drench

Pinch Me Twins

/ou/ spelled OU or OW Examples: found, cow

But remember to be cautious! Cautious W

Examples: yellow, tow

R – Controlled Vowels

R Eats the Vowel/r/ ir, er, ur “third” “term” “hurt”with two syllable words try E-R first. It is the most common

R Does Not Eat the Vowelar as in “part”or as in “core”

Sight Words with Blends LD after O or I (old, ild) is not a

vowel signal but it can make the vowel before it say its name.

Examples: child, wild, hold, cold

ST after O (ost) Examples: most, post, host

ND after I (ind) Examples: kind, find, blind

Long Vowel Sound Without a Vowel Signal

behind be hind

digit di git

Last vowel in a syllable – can make the long or short sound

commander com man der

division di vi sion

Decode Multi-Syllable Words with Confidence

Vowel / Sound / Stick

o a e

i

ii

Long Words - Vowel / Sound / Stick

carpenter

toboggan peppermint

tornado minimum

contentment tailgating

counterproductive

photosensitization

Long Words - Syllabication

car pen ter

to bog gan pep per mint

tor na do mi ni mum

con tent ment tail ga ting

coun ter pro duc tive

pho to sen si ti za tion

My Reading Coach works!Success makes them believers