Saturday, April 14, 2012

Reading Boot Camp 2012: Summer Program

Summer Reading Boot Camp 2012

Reading Boot Camp is a free open-source reading Intervention program designed to turn around an entire school in just 20 days! Teaching every child in your school to read in twenty days is not only radical but saves thousands in program cost. Turning the reading establishment on its head and saving a lost generation is a radical idea. Spending education budgets on great literature for students, instead of reading software, basal readers, reading intervention programs, and teacher in-service training is a radical idea. Insuring that all students have a real future is just a pipe dream if we stay on this path of chasing reading rainbows. Teaching ten years in high-poverty schools, with over 85% of the students at risk, has taught me we have lost our way and the establishment is broken. We buy into every program that comes down the pike promising success, yet here we are failing our most needy students. Putting great literature, poetry, and books in children’s hands is the foundation of Reading Boot Camp, not predigested workbooks, endless teacher-made photo copies, and needless busy work. Reading Boot Camp is back to basics with a sledge hammer to the outsider. Students find it rewarding and fantastic!

Reading Boot Camp Purpose
 1) Launch students into the rigorous and intensive
reading and writing program that is taught throughout the year:
2) Accelerate the closure of the academic achievement
gap in lowest quartile students; and 3) Teach the students
school etiquette, classroom manners, discipline, responsibility
and a foundation in classic children’s literature...

Reading Boot Camp is a sure fire way to rev-up reading in your classroom.  RBC has no magical remedy, just uses consistent teaching practices, significant time on task~reading with student accountability, coupled with high interest reading, student motivation and effort.  Students who participated in Reading Boot Camp the summer of 2011 at Wilson K-8 and then for three weeks as the 2011 school year began, enjoyed the routines of daily singing to music with lyrics, poetry readings, word work drills, reading fluency drills, student choice in reading, academic word games, and motivational brain breaks which translated to student success. Does Reading Boot Camp work, YES!  Students grow in their reading ability, are motivated to read, recite, and sing to lyrics, while reading which equals a high level of student engagement and more time on task reading!”
Cindy Senn, Wilson k-8 Reading Specialist/Teacher

Reading Boot Camp Results 2010
37% started the year reading at grade level now 74% are reading at grade level in 25 days!
Reading Boot Camp Results 9/2009

Jumping 40% points in Reading in 20 Days!
27% on Day ONE, 73% on Day Twenty!

The Reason Reading Boot Camp Is Successful!

1. Language and reading is a function of auditory learning, students learn 6 times faster when listening, reading orally, and speaking.  Language and vocabulary are mastered with repetition and modeling. When a reading teacher relies too heavily on silent reading and silent writing activities, the speed of auditory learning is lost. By finding creative and effective ways to provide more listening, oral reading, and speaking activities during Reading Boot Camp, you can give all learners in your reading class an accelerated chance to develop their literacy skills. During Reading Boot Camp the students are ether reading text or listening to text being modeled the entire day. The repetition of seeing, hearing, and speaking daily builds pathways exponentially the further you get into the program the greater the automaticity. By day twenty, the brain pathways are automatic, automaticity has been achieved, the 2350 most used words are ready to use.

2. Reading Boot Camp is just that, camp, with camp counselors (teacher) providing highly focused fast, rigorous, challenging, fun listening, reading, and speaking activities all day long.

3. Students as teachers, using cooperative partners for 90% of the activities builds accountability for the teams, partners, and personal learning. Students are trained to work as teachers with the ability to run all Reading Boot Camp activities with little assistance from the teacher. Students know all expected learning outcomes and work to meet individual goals and team goals.  Students as teachers multiplies the effectiveness of on task behavior and helps student monitor individual progress and partners progress (Force Multiplier).

4. The 2350 most used English words including the Dolch sight words are modeled, read, written, or spoken 30-60 times per day during Reading Boot Camp. Students are also exposed to 10,000-20,000 new vocabulary words during the reading of a vast collection of literature that includes poems, plays, fairy tales, parables, fables, short stories and chapter books. Students build auditory English language skills with, idioms, cognates, definitions, and important examples of key phrases used in English.
Explicitly teaching academic vocabulary is part of my daily reading and writing instructions, and this has placed my Title I student at the top of the state in testing the last five years! I like to set trends not follow them!

Reading Program Effectiveness: 20 Days!

Eight new students are now reading at grade level after 29 days! 85% of 
students made more that one year growth in reading. 
The mean for students 
not participating in Reading Boot Camp is 194.3 RIT for 4th grade, students 
participating in Reading Boot Camp the mean is 205.4.

Four schools and many more classrooms are participating in RBC this year!
Four classrooms are participating at our school and all show statistically
significant gains in reading fluency and comprehension! 8/2010

Examples of Reading Boot Camp 
Fluency Passages for the intermediate Grades

John Carter: A Prisoner 
Reading Practice Passage

We had gone perhaps ten miles when the ground began to rise very rapidly.
We were, as I was later to learn, nearing the edge of one of Mars'
long-dead seas, in the bottom of which my encounter with the Martians
had taken place. WCPM 44

In a short time we gained the foot of the mountains, and after traversing
a narrow gorge came to an open valley, at the far extremity of which
was a low table land upon which I beheld an enormous city. Toward this
we galloped, entering it by what appeared to be a ruined roadway leading
out from the city, but only to the edge of the table land, where it
ended abruptly in a flight of broad steps. WCPM 125

Upon closer observation I saw as we passed them that the buildings
were deserted, and while not greatly decayed had the appearance of not
having been tenanted for years, possibly for ages. Toward the center of
the city was a large plaza, and upon this and in the buildings immediately
surrounding it were camped some nine or ten hundred creatures of
the same breed as my captors, for such I now considered them despite
the suave manner in which I had been trapped. WCPM 209

With the exception of their ornaments all were unclothed. The women varied
in appearance but little from the men, except that their tusks were
much larger in proportion to their height, in some instances curving
nearly to their high-set ears. Their bodies were smaller and lighter in color,
and their fingers and toes bore the rudiments of nails, which were entirely
lacking among the males. The adult females ranged in height from
ten to twelve feet. WCPM 289

What was the state of the dwellings in the city, particularly the state of habitation?
A. The dwellings seem to have recent tenants.
B. The dwellings are inhabited and in pristine condition.
C. The city is slightly damaged with no apparent habitation.

 John Carter: My Advent on Mars
 Reading Practice Passage

I opened my eyes upon a strange and weird landscape. I knew that I was
on Mars; not once did I question either my sanity or my wakefulness. I
was not asleep, no need for pinching here; my inner consciousness told
me as plainly that I was upon Mars as your conscious mind tells you that
you are upon Earth. You do not question the fact; neither did I.
I found myself lying prone upon a bed of yellowish, moss-like vegetation
which stretched around me in all directions for interminable miles. I
seemed to be lying in a deep, circular basin, along the outer verge of
which I could distinguish the irregularities of low hills. WCPM 115

It was midday, the sun was shining full upon me and the heat of it was
rather intense upon my unclothed body, yet no greater than would have
been true under similar conditions on an Arizona desert. Here and there
were slight outcroppings of quartz-bearing rock which glistened in the
sunlight; and a little to my left, perhaps a hundred yards, appeared a
low, walled enclosure about four feet in height. No water, and no other
vegetation than the moss was in evidence, and as I was somewhat thirsty
I determined to do a little exploring. WCPM 212

Springing to my feet I received my first Martian surprise, for the effort,
which on Earth would have brought me standing upright, carried me into
the Martian air to the height of about three yards. I alighted softly
upon the ground, however, without appreciable shock or jar. Now commenced
a series of evolutions which even then seemed ludicrous in the
extreme. I found that I must learn to walk all over again, as the muscular
exertion which carried me easily and safely upon Earth played strange
antics with me upon Mars. WCPM 303

The terrain is similar to the Arizona Desert in what way?
A. The rocks are shimmering and covered with moss.
B. The terrain is arid and hot with no deciduous flora.
C. The land looks like Arizona with cacti and large rock outcroppings.

Examples of Reading Boot Camp 
Vocabulary Games for primary and intermediate Grades

Academic Vocabulary Games

Alien Vocabulary Game (Tier 3 Testing Words) (or Chutes and LaddersUse this free tier 3 academic vocabulary game to build test readiness. The game is designed to be a fun way to build academic vocabulary using a game students already know. A number of "CAMO Aliens" (ladders) and "Blues Aliens" (or "chutes") are pictured on the board, each connecting two specific board squares. The object of the game is to navigate one's game piece from the start (bottom square) to the finish (top square), helped or hindered by CAMO Aliens and Blues Aliens, respectively. Any time you land on an alien you have to draw a new card! If you land on the CAMO Aliens and answer the vocabulary question correctly you beam to the next highest CAMO Alien plus the move allowance on the card. If you land on the Blue Alien and get the question wrong you beam down to the next lowest Blues Alien. If you are on a Blue Alien and answer correctly you stay put until your next turn.

The game is a simple race to the top using the RBC Vocabulary Flash Cards, and is popular with children.

Vocabulary Game Cards Reading
Vocabulary Game Cards 1st
Vocabulary Game Cards 1st B
Vocabulary Game Cards 2nd
Vocabulary Game Cards 3rd B
Vocabulary Game Cards 3rd
Vocabulary Game Cards 4th
Vocabulary Game Cards 4th B
Vocabulary Game Cards 5th
Vocabulary Game Cards 5th BVocabulary Game Cards 5th 6th

Math Vocabulary Game Cards
Vocabulary Game Cards1st
Vocabulary Game Cards 2nd
Vocabulary Game Cards 3rd
Vocabulary Game Cards 4th
Vocabulary Game Cards 5th
Vocabulary Game Cards 6th
Vocabulary Game Cards 7th
Vocabulary Game Cards 8th

Power Words 4th Grade Reading Vocabulary
Power Words 4th Grade Reading Vocabulary II
Literary Device
Metaphor and Simile

Science Vocabulary Cards
Science 4th and 5th Grade

More info Soon! 

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