READING BOOT CAMP IS A FREE INTENSIVE READING INTERVENTION!
“Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction, and skillful execution; it represents the wise choice of many alternatives.” William A. Foster
READING BOOT CAMP is a FREE researched based RTI intervention program that uses best instructional practices with a qualification, teach to the very TOP, expose every student to grade level and above ELA concepts, lift all students using Socratic learning tactics, teach and treat all students as GIFTED, be flexible and have fun, set rigorous goals, and differentiate through scaffolding and cooperative learning. This is a philosophy that many disagree with and believe it is not pedagogically sound, usually by teachers that try to ability group and differentiate for 2-7 grade levels. RBC has 13 years of proven results, the RTI reading intervention improves reading test scores by one full grade level in 20 days. Reading Boot Camp is used in hundreds of classrooms and a handful of schools as a proven school-wide and classroom turnaround program.
PHILOSOPHICAL TECHNIQUES: Investigating an idea from multiple perspectives, that are engaging, off-the-wall, multisensory and fun to create a love of learning, curiosity, and student engagement!
INQUIRY: Questions to stimulate critical thinking
SOCRATIC SEMINARS AND ACADEMIC DISCOURSE: asking and answering HIGHER ORDER THINKING questions to stimulate critical thinking
ACADEMIC DIALOGUE, DEBATE, AND DISCUSSION: collaborative, cooperative, sharing multiple perspectives, working towards acquiring new knowledge and a deeper understanding.
EMPATHY, COMPASSION, and GRATITUDE
EXECUTIVE FUNCTION: attentional control, working memory, and cognitive flexibility. I.E. SELF CONTROL!
GROWTH MINDSET: EMBRACING RISK, STRUGGLE, AND ACADEMIC CHALLENGES THAT DEVELOP INTRINSIC MOTIVATION!
SETTING SMART GOALS that are Specific, Measurable, Attainable, Relevant and Timely.
RESILIENCY, RESPONSIBILITY, AND REASONING
MULTISENSORY LEARNING TECHNIQUES FOR ALL WORD WORK
TIER 1, 2, AND 3 ROTE MEMORIZATION USING GAMES AND NOVELTY
SPIRALING TARGETED WORD WORK AND WORD ANALYSIS TO DEVELOP ERUDITE BACKGROUND KNOWLEDGE
LATIN AND GREEK ROOTS, AFFIXES, PREFIXES AND SUFFIXES
ALL STUDENTS EXPOSED TO ADVANCED COMPLEX TEXT, USING CLOSE READING STRATEGIES TO DEVELOP ERUDITE BACKGROUND KNOWLEDGE
RESPONSE to LITERATURE and ACADEMIC NOTE TAKING THAT DEVELOPS CRITICAL THINKING
ADVANCED READING COMPREHENSION STRATEGIES and TECHNIQUES USING HESS COGNITIVE RIGOR MATRIX AND WEBB'S DOK QUESTION STEMS
READING FLUENCY MASTERY (accuracy + speed) and WORD ATTACK STRATEGIES
KAGAN COOPERATIVE LEARNING STRUCTURES: Positive interdependence, Face-to-face Positive Interaction, Individual and group accountability, Social skills AND Group processing
WHOLE BRAIN TEACHING
BRAIN BASED MULTISENSORY LEARNING THAT IS FUN. ENGAGING and INTERACTIVE
FORMATIVE HANDICRAFT develops self-reliance, encourages moral behavior, improves judgment, perseverance, an understanding of quality, encourages students to internalize high standards, develops greater intelligence and industriousness.
AUDITORY AND VISUAL MEMORY DEVELOPMENT: WORKING MEMORY!
FOLLOWING COMPLEX MULTIPLE-STEP ORAL AND WRITTEN INSTRUCTIONS
HAND, EYE, and MIND COORDINATION “DEVELOPING WISDOM OF THE HAND”
INTERNALIZING HIGH STANDARDS THROUGH FORMATIVE DISCIPLINED ACTIVITIES
PLEASE LIKE MY READING SAGE FB PAGE FOR MORE READING BOOT CAMP UPDATES! https://www.facebook.com/readingsage/
Who should read this book?
This is an achievement of which I am immensely proud. As a child, literacy for me seemed like an unattainable dream. As a young dyslexic learner, I was unable to read, write, or decode words. The letters p, d, b and q all looked the same to me. I perceived written words as a jumbled collection of cuneiform squiggles that swam around the page. I was officially identified as dyslexic at the age of 9. Later, I was told that I was dysgraphic. I spent the next 6 years in special education programs trying to learn to read and write. These programs failed to acknowledge my creative capabilities and coping skills. They ignored the shame and humiliation I felt at being unable to read. Instead, they focused on ‘curing’ my learning disabilities with under-trained teachers! Many of these teachers assumed I would never read or write due to the severity of my dyslexia. This, of course, made me feel worthless.
I eventually learned to read all words by sight using the same method as learning Chinese. As you hopefully can tell, the teaching of reading is a life-long passion for me. If, in reading this book, you end up sharing just a little of that passion, I would consider that as a mark of success.
Sean Taylor M.Ed
- Presumes that all children are gifted!
Expects that all children will become exceptional readers!
Grows students' curiosity, imagination, resiliency, and creativity
Teaches to the top
Expose ELA concepts to every student at grade level and above
Improve the performance all students through the use of Socratic Learning Methods
Teaches and treats all students as gifted!
Are both flexible and fun
Set rigorous goals
Differentiate through scaffolding and cooperative learning
- Changes student’s academic habits and futures!
Creates attentive, curious lovers of learning
Generates an exemplary work ethic
Internalizes high standards
Encourages attendees to thriving academically, through attentive listening and effective questioning
Encourages active participation and engagement in learning
Helps students achieve challenging performance-based goals with thoughtful effort and crazy practice
Creates students that take responsibility for their learning
Steers students from teacher-lead learning and questioning to student-lead learning and questioning, academic discourse and problem-based learning
Shows students how to have fun while pushing through and learning from academic challenges, failures, and mistakes
Yvette shared that her mom couldn't read to her so she wanted to learn how to read to her mom. This little girl had a mighty passion that would not be tamed or extinguished. Her giant smile was my introduction to teaching a Special Education Cross Categorical Classroom! Yevette had the heart, desire, curiosity, passion, resilience and a love of learning that was contagious, she changed my life as a teacher.
Yvette’s Marvelous Method
Yvette never caught on to Phonics, the 44 phonemic sounds and or any phonemic rules. With her "learning disability" and the complexity of learning English she was lost for most instructional practices. I was a bit lost being a first-year teacher teaching in a cross-category, self-contained special-education class. I didn’t know how to teach reading let alone how to help a student, who was classified mentally retarded. I wanted to help her meet her goal that she shared with me the first day of school, so we tried what worked with me when phonics failed. We treated every word as a sight word and just practiced and practiced. We worked on the Dolch sight word list first and made over seven hundred flashcards that year for all the words and phrases in her favorite Clifford books, great fairy tales, songs, and nursery rhymes. She loved her flashcards with all the smiley faces and stickers for learning the word or phrase. She seemed to associate reading success with how many flashcards we made. We read stories sang songs, drilled the sight words and Fry Instant Phrases over and over with hugs and stickers celebrating ever success. We spent three and even four hours a day reading words, writing words aloud in the air, and reading Clifford stories "over and over" to meet her Clifford reading goal. When you spend that much time on one goal there is no option but a reading miracle.
She was the teacher who taught me to think outside the box, and to teach students using any method that works. Always following the school or the district curriculum can lead to failure for many students. At the end of the year, her mom came in and Yvette was so proud to sit and read Clifford to her, mom. Yvette’s mom was in tears as she listened to her daughter read. It was a miracle!
Yvette was diagnosed MIMR (mildly mentally retarded) and according to her IEP (Individual Education Program) would have never learned to read. Yvette’s IEP goals and objectives were disheartening. Her only goal for the year was to learn thirteen letters of the alphabet -- nothing else. It was her great desire and trying something different that made all the difference. It can’t be done, she can’t do it, it’s impossible, she’s retarded, they will never read, the books to hard, or all the other nonsense that I have heard the last ten years that prevent teachers from believing. Yvette’s courage has kept me from ever saying they can’t or they won’t. A second grade mentally retarded student that learns to read in one year will set your attitude and expectations as a teacher. We spent the year laughing, smiling, hugging, and learning to read and reading to learn. Yvette taught me what believing in high expectations really means for student outcomes.
Reading Boot Camp Objectives
- To introduce students to, and engage them in the annual, rigorous and intensive reading and writing program.
To accelerate the closure of the academic achievement gap in the lowest quartile students
To teach students:
- Cooperative learning structures (peers teaching peers)
Effective questioning and speaking skills (Socratic Seminar)
Critical and strategic thinking (DOK 3 and 4 Task Practice )
Respect, responsibility and the re-kindling of a love of learning and reading
Why adopt a new RTI Reading PROGRAM?
|READING FLUENCY AND READING COMPREHENSION
Sustained engagement with energetic reading activities to develop fluency, automaticity and academic word knowledge
|1. Repeated fluency practice|
2. Read great literature ALOUD, daily!
3. Repeated exposure to tier 1, 2 and 3 academic vocabulary concepts (Through the use of novel activities.)
4. Study reading structures and comprehension strategies
5. "Close reading" using genuine literature
6. Repetition of all declarative lessons!
7.Ongoing Progress Monitoring of Oral Reading Fluency
|BRAIN BREAKS, SMILE BREAKS AND FORMATIVE HANDICRAFT
Social Emotional Intelligence Development, Wisdom of the hand and mind. (Developing a growth mindset)
|1. Play, Dance, Sing, Imagine
2 Handicraft, Learn Fun Lyrics
3. Learn Dance Moves, Play Board Games
4. Make Joyful Emotional Connections!
5. Use your imagination to create art, plays, dances, and stories
|SOCRATIC SEMINARS, ACADEMIC LISTENING, EFFECTIVE QUESTIONING, AND SPEAKING
Informational, Inferential, reflective, perceptive, affective, listening, questioning and thinking development
“Higher Order Thinking”
|1. Develop reading activities that incorporate Bloom's and Webb's DOK and BLOOM'S question STEMS
2. Paired students focus on academic dialogue, effective questioning, and active listening through engaging reading protocols
3. Teacher and Students Model Socratic Inquiry using a variety of Socratic Seminars
|COOPERATIVE LEARNING AND WHOLE BRAIN TEACHING ENGAGEMENT STRATEGIES||1. Proactive use of cooperative learning structures and strategies
2. Proactive use of whole brain and power teaching strategies
|MAKE READING BOOT CAMP YOUR OWN, FULL OF FUN JOYFUL READING ACTIVITIES!||1. Have fun. And that's an order, soldier!
2. Be Flexible: No script. No set schedule.
3. Try one game, reading engagement protocol (quick check), or one Socratic seminar every week.
4. Key Words: IMAGINATION, EMOTION, HUMOR, VARIETY, NOVELTY, JOYFUL CHANGE, FRESH IDEAS, LEARN AND GROW WITH YOUR STUDENTS
Targeted vocabulary micro-lectures
Reference – Teacher read-alouds using Socratic methods power up reading comprehension, imagination, curiosity, academic vocabulary acquisition, auditory discrimination, syntax, and oral language development with adroit read-aloud strategies.
Reference – Think-alouds a teaching and learning strategy, teachers put into words the logical thinking processes used to analyze and understand an academic concept, work of literature, or new vocabulary. The think aloud or talk out describes the cognitive strategies used to make connections between the new information and prior knowledge.
Vocabulary games and engaging cooperative learning structures are an excellent way to consolidate learning. Distributed re-practice of a complex-cognitive-concept like tier 3 academic vocabularies must be reviewed within two hours. Have students pause and do a self-quiz before summarizing with a partner. The teacher can use an engagement reading protocol to gauge learning.
Preschool, Kinder, and First Grade
Repeated hourly exposure to Fry's Sight Word Phrases
Dolch sight words
Sound letter correspondence,
Bounced and stretched letter sounds
Practice hearing the 44 English phonemes, the individual sounds in words
One minute reading fluency drills are modeled, rehearsed, and practiced every hour using the same reading passage up to 20 times in a single day! Ongoing Progress Monitoring of Oral Reading Fluency is a Key to Reading Success.
Set a goal for the fluency drill.
Students read the passage with a buddy that records the CWPM
The buddy reader takes their turn reading
The teacher reads the passage and demonstrates the perfect technique, expression, feeling, intonation, phrasing and syntax and models tracking with eyes and a finger.
The teacher front loads all relevant information associated with the passage using a micro-lecture think-pair-share format.
I CAN read a grade-level text with fluency and expression at 95% accuracy.
I will read a 2nd-grade level text at 107 words correct per minute.
Warm and Hot Reading
Set a new reading fluency goal for the fluency drill of at least 5 more correct words per minute CWPM.
Students repeat the buddy reading steps, this time mirroring what the teacher did with perfect reading technique. Students practice and re-practice up to 5 rotations, trying to improve their technique every time.
Oral reading fluency practice that includes reading passages at or above grade level is spread-out and spiraled over the 20 days.
Repeated oral reading fluency practice, goal setting, friendly competition and cooperative learning structures are an excellent way to triple or quadruple reading fluency rates.
Distributed daily re-practice of the same fluency drill shows student that repeated practice dramatically improves fluency. Have students celebrate and praise each other’s amazing reading fluency growth.
I CAN read a grade-level text with fluency and expression at 95% accuracy or better, and answer reading comprehensions questions with a 90% accuracy.
I can read 150-180 Correct Words Per Minute with a greater than 95% accuracy.
All “testing“ is stress free and formative during Reading Boot Camp. Whenever possible a game format is used during the 20 days. Teacher initiated testing using equity-sticks and cold-calls is only done after students have a chance to do a self-test and discuss the concepts with a partner.
RBC Student Self Evaluation, Reflection on Learning, and Concepts Review:
Cornell two column notes: During lectures or reading, students take notes using two columns. The left-side contains terms or questions. The right-contains the answers or denotations. Students cover either side and check their understanding.
Use Quizlet Quizzes if students have access to technology
Use Hot-Dots digital flash-cards
Use Vocabulary Games
Lotus Notes, Charts, and Diagrams offer an analytical graphic organizer that breaks down terms, topics, ideas and information. These can be used to organize new ideas and prioritize new information for additional study. The note taking technique helps students or groups to prioritize and determine key concepts as well as all the elements of the whole.
Creating new knowledge and connecting it to prior knowledge is the primary goal of questioning and Socratic Seminars. Preschoolers to graduate students are curious by nature, or should be if modern-schooling has not squished it out of them.
Students are always asking why. They want meaningful explanations for why they are here, and how they fit into the world around them. Students and teachers that participate in Socratic seminars learn to attentively listen to others and elaborate on the ideas of their peers. Students build on prior knowledge, modify and strengthen background knowledge, and learn different ways of thinking. Students need to learn and use academic interrogation to get to ‘why?’
When students discuss, elaborate, summarize, explain and re-elaborate on the whys and wherefores of a topic, before providing a peer with a learnable explanation they cement Socratic thinking skills. Teachers should add new Socratic seminar protocols to their K-12 teaching techniques.
Why not try a new Socratic Seminar technique once a week? Or even twice a month if you have reservations about learning something new.
Creating New Philosophers | Micro Socratic Seminars for Primary Grades
Socratic Seminars and Effective Questions for Primary Grades
Teacher Read aloud with Story Maps, think pair shares, prediction discussions, and modified Socratic seminars. The amazing literary elements of a story are brought to life with Socratic read aloud.
Why are stories so much fun?
What can Dr. Seuss Teach Us?
Why are the Star Bellied Sneetches….?
Poems are prettier with Why! Why did the poet use….?
No flat-butt learning. RBC’s goal is to create a “crazy” fun flow! Brain breaks, dance breaks, recess, quick-checks, quick-quizzes, variety, novelty, alternative seating, cooperative learning, micro-lectures, singing songs, playing games, exercise, aerobics, lateral movement kinaesthetic brain breaks, and the teacher’s kitchen sink.
6. The Wisdom of the Hand
Using the wisdom of the hand or kinaesthetic learning is a creative way to strengthen, deepen and speed up learning pathways for improved language development. Using your hands while talking and listening is not just something some people do, it's something your students should be doing while you lecture.
TALKING WITH YOUR HANDS, connects your physical muscle memory with you cognitive lexicon memory!! Students learn to gesture and or use basic sign language symbols while the teacher’s present ideas. Learning basic sign language is an amazing way to help all students develop deep language skills. Special education teachers use air spelling, ASL finger spelling, basic sign language symbols, table writing, sandpaper spelling, word syllable knuckle chunking, and even writing on students’ backs. Get your students hands involved with learning and add a new team mate to the learning game.
Formative handicraft instruction moves:
From the easy to the hard
From the known problem to the unknown problem
From undemanding standards to very high standards
From the fast completion of simple projects to the meticulous completion of complex projects
From the concrete to the abstract
Instils resilience, responsibility, perseverance, and self reliance
Encourage moral behavior and improve judgment
Develops Personal Principles, Standards, and Expectations
Give an understanding of quality
Encourage students to internalize high standards
Develop greater intelligence and industriousness
Creates a ‘right is right’, and ‘No Opt Out’ mindset!
Gives meaning to Principles, Standards, and Expectations
Example 90 Minute Reading Block |
RTI READING BOOT CAMP
Buddy Reading, Fluency Drills, & Mini Socratic Seminar
10 minutes Reading Fluency Practice: Paired Buddy Reading, Fluency Drills, and Reading Comprehension | Students do a ONE minute timed fluency drill with partners and record the CWPM. After both partners have read they do a Mini Socratic Seminar (Students take 2-3 minutes to converse, summarize and elaborate on keys ideas found in their reading fluency drills) THIS is only done for Hot and Warm reads never a Cold or first-time fluency drill!
Mini Socratic Seminar Student Lead Question Stems:
Why did the author write this text?
What is the theme/main or big idea of the passage?
Can you define or summarize the important vocabulary the author used?
What effective questions would you use to quiz your partner?
|The Pacing, Order of activities, Time on task, and all ELA activities are very flexible and left to the teacher's judgment. The critical parts and must do parts of READING BOOT CAMP, reading fluency, tier 1, 2, and 3-word work, and reading comprehension activities that are revisited every 45 minutes or at a minimum every 90 minutes.|
READ, READ, AND READ!
WORD WORK AND WORD ANALYSIS
3 minutes Mini-Lesson-Lecture Tier 2 Vocabulary Review: Tier 2 Target Vocabulary (compare and contrast) Whole Group WORD WORK Instruction, contextual exemplars and application of the word using target questions.
3 minutes Mini-Lesson-Lecture Tier 3 Vocabulary Review: Tier 3 Target Vocabulary (protagonist and antagonist)
Engagement Protocols: Think-Pair-Share, Student Self-quiz, Glass-Bugs-Mud and or Red Card Green Card!
3-5 Minute Brain Break
Whole Group Instruction Socratic Read-Aloud: Start
10 minutes "Read-along Read-Alouds that teaches “Metacognitive Thinking Strategies" Socratic Read-Aloud | This can be done with a short passage, picture book, poem, or chapter book.
WHY and the "5ws" Interrogational Socratic Question Stems:
What is your point of view,….are their people with other points of view?
How would you summarize the,…?
How would you elaborate further…?
Tell me why…and …are alike/different.
Tell me why … felt/discovered/believed when ….?
Why is…significant/interesting/confusing…. ?
Why is this opinion …true/false?
Why do you think … felt when (or about) _____?
Engagement Protocols: Think-Pair-Share, Student Self-quiz, Glass-Bugs-Mud or Red Card Green Card, equity-sticks and cold-calls!
15 Minutes Small Cooperative learning Groups | ELA Learning Centers: audio book listening station, word sorts, phonics station, flash card games, word family station, book club center, haiku poetry center, book illustration art center, buddy reading fluency station, poetry listening station, Mad-Libs, journaling station and writing center (IWE, Writers Workshop), science articles station, social studies articles station, READ AND WRITE WITH YOUR TEACHER!
TEAM 1: Vocabulary Games (Interleaved Reading and Vocabulary Practice)
TEAM 2: Writing Station and Journaling (IWE, Writers Workshop)
TEAM 3: Socratic Read-Aloud Audio Book (Listening and Speaking Station)
TEAM 4: Buddy Reading Fluency Station
TEAM 5: Book Illustration and Art Station: Reading Comprehension, (Imagination and imagery, Elaboration, Summarizing) Students read a book passage and use their imagination to make an illustration (pictorial summation and embellishment of the passage)!
TEAM 6: READ AND WRITE WITH YOUR TEACHER! (Response to Literature)
15 Minute Recess
Whole Group Instruction: Socratic Read-Aloud Continued
15 minutes "Read-along Read-Alouds that teaches “Metacognitive Thinking Strategies" Socratic Read-Aloud | Teachers need to model Socratic Thinking! First asking the HOT questions and answering the questions. Modeling metacognition at the beginning using a think aloud format. After repeated exposure to the Socratic thinking process student will be able to engage fully!
The "5ws" of Interrogational Socratic Questions:
DOK LEVEL 2 Question Stems:
DOK LEVEL 3 Question Stems:
Engagement Protocols: Think-Pair-Share, Student Self-quiz, Glass-Bugs-Mud or Red Card Green Card, equity-sticks and cold-calls!
WORD WORK AND WORD ANALYSIS
3 minutes Mini-Lesson-Lecture and Sparkle Vocabulary Game: Tier 2 Target Vocabulary (New Words: cause and effect) (Quick Review: compare and contrast ) Whole Group WORD WORK Instruction, contextual exemplars and application of the word using target questions.
3 minutes Mini-Lesson-Lecture Tier 3 Target Vocabulary: (New Words: tall tale and fable ) (Quick Review protagonist and antagonist)
Engagement Protocols: Sparkle Vocabulary Game, Think-Pair-Share-Listen-Repeat, Student Self-quiz, Glass-Bugs-Mud and or Red Card Green Card!
10 minute Alternative Tier 1 Word Work: Weekly spelling words, basal reading vocabulary or the National Reading Vocabulary. Buddies read the list of weekly vocabulary words to practice fluency, then students take turns using the word in a kid friendly sentence. After a buddy uses the word in a sentence their partner has to repeat the sentence to show they are listening.
10 minute Sparkle Vocabulary Game: Game words, cause, effect, compare, contrast, protagonist, antagonist, tall tale, and fable
3-5 Minute Brain Break
Response to Literature and Self-Reflection
10 Minutes Paired Learning Groups ELA Writing Stations: Students are paired and start, work on or complete a writing product. Keyword Outline, Story Map, Response to Socratic Seminar Readings, Self-Quiz Questions, Review Flashcards, Writers Workshop, Flashcards, Keyword Outline Sentence or Paragraph.
Paired Students: READ AND WRITE WITH YOUR TEACHER! (Response to Literature using Cornell Notes)
Paired students or individual student work on one aspect of the writing process. BRAINSTORMING, PRE-WRITING, DRAFTING, REVISING, EDITING AND PUBLISHING.
NO FLAT BUTT LEARNING! Standing, alternative seating, dynamic active cooperative learning, and FUN!
Reading Fluency: The ability to read with accuracy, automaticity, and with satisfactory rate to comprehend the text(speed), expression and phrasing
Word Work, Vocabulary, Word Analyses: The knowledge of words, their denotations, and connotations, their parts prefix-suffix-roots. and their contextual meaning. The understanding the meaning of words in a text is the foundation for reading comprehension.
Response to Literature and Journaling: Paired students or individual student work on one aspect of the writing process. BRAINSTORMING, PRE-WRITING, DRAFTING, REVISING, EDITING AND PUBLISHING. Response to Literature or Journaling, as you read, is the most effective way of understanding a work of literature and strengthening understanding of the writing process at the same time. With journaling you integrate reading and writing instruction, students will relate to the story/text more completely, they will deepen their knowledge of the ideas, themes, opinions, conflicts, settings, images, conversations, characters, and interesting facts.
Interleaved Reading Practice (ELA GAMES!): Mixed practice literacy games that stretch students knowledge using fun engaging literacy activities.
Socratic Learning and Thinking: Tactics and Strategies: "Read-along Read-Alouds that teaches “Metacognitive Thinking Strategies" Socratic Read-Aloud | This can be done with a short passage, picture book, poem, or chapter book.
Differentiated Literacy Stations: Self-guided “Independent” reading activities and learning stations provide opportunities for students to practice newly learned tasks, review concepts, summarize new information, reflect and self-evaluate what they’ve learned or what they are not clear on. They use five of the most powerful mind-tools for learning new information. Demonstrate mastery of previously taught skills. When students are released to work in small groups or pairs students build soft skills like cooperation, academic conversation, active listening and speaking.
Listening, Speaking and Effective Question: Embedding language skills in all reading lessons are critical to learning, students learn the fastest when they are using all their language skills to have discussions and teach other peers.
Phonological and Phonemic Awareness: The conscious awareness that words are made up of segments of our own speech that are represented with letters. Phonological Awareness is a more encompassing term than phoneme awareness Phonics: The relationship between letters and the sounds they represent
Targeting Specific Reading Skills, Domains Will Help Your Students Reading Ability Soar!
Reading Boot Camp
MAKING BEST PRACTICE FUN TO TEACH AND LEARN
READING FLUENCY AND READING COMPREHENSION
Sustained Engagement with Energetic Reading Activities to Develop Reading Fluency, Automaticity and Academic Word Knowledge
1. Repeated fluency practice
2. Read ALOUD wonderful literature daily!
3. Repeated exposure to tier 1, 2 and 3 academic vocabulary concepts using fun novel activities
4. Study reading structures and comprehension strategies "close reading" using genuine literature
5. Repeat all declarative lessons!
BRAIN BREAKS, SMILE BREAKS AND FORMATIVE HANDICRAFT!
Social Emotional Intelligence Development, Wisdom of the hand and mind. (Developing A Growth Mindset)
1. Have Fun, Play, Dance, Sing, and Imagine!
2. Sing Songs, Do Handicraft, Learn Fun Lyrics! 3. Learn Dance Moves, Play Board Games!
4. Make Joyful Emotional Connections!
5. Use your imagination, exercise your imagination by creating art, plays, dances, and stories and then imagine some MORE!
ACADEMIC LISTENING, QUESTIONING, AND SPEAKING
Informational, Inferential, reflective, perceptive, affective, listening, questioning and thinking development
“Higher Order Thinking”
1. Use and develop reading activity that incorporates Bloom's and Webb's DOK question STEMS
2. Paired students focus on academic dialogue, effective questing, and active listening by using engaging reading protocols
3. Teacher and Students Model Socratic Inquiry Using a Variety of Socratic Seminars
KAGAN COOPERATIVE LEARNING AND WHOLE BRAIN TEACHING ENGAGEMENT STRATEGIES
1. Use cooperative learning structures and strategies whenever possible
2. Use Whole Brain Teaching and Power Teaching strategies whenever possible
MAKE READING BOOT CAMP YOUR OWN JOYFUL FUN READING PROGRAM!
1. MAKE IT FUN, FUN, FUN and MORE FUN!
2. Be Flexible, no script, no set schedule, try one game, reading engagement protocol (quick check), or one Socratic seminar every week.
3. IMAGINATION, EMOTION, HUMOR, VARIETY, NOVELTY, JOYFUL CHANGE, FRESH IDEAS, LEARN AND GROW WITH YOUR STUDENTS is the key to success!
Example 90 Minute Reading Block RTI READING BOOT CAMP
1. Reading Readiness | auditory discrimination, phonemic awareness, decoding/encoding skills, visual discrimination, tracking, sequencing, visual perception, visual and spatial memory, visual sequencing, working memory, auditory sequential memory, visual sequential memory, phoneme transposition, isolate and sequence phonemes. perceptual organization (visual attention), syntax and pattern recognition
2, Phonemic/Phonological Awareness | the smallest units of sound that can differentiate meaning, awareness of the phonological structure, or sound structure, of words.
3. Syntax and Diction | arrangement of words and phrases to create well-formed sentences (ideas) in the text,
that convey meaning. Writers use syntax and diction to create meaning, mood, tone etc.
4. Word analysis | meanings and spellings of prefixes, root words, and suffixes.
5. Visual Word Recognition | orthographic processing, knowing words by sight
6. Spelling and Writing Readiness | auditory discrimination, sequencing memory, visual perception, visual and spatial memory, letter grapheme orientation, visual sequencing, working memory, decoding/encoding skills, visual discrimination
7. Speech Pathology | speech (reading) production: phonation, producing sound; resonance; fluency; intonation, the variance of pitch; and voice, aeromechanical components of respiration.
8. Auditory processing and speaking | brain processes auditory information
9. Listening vocabulary and comprehension | Listening vocabulary refers to the words a person knows (can understand) when they hear them in spoken English. Listening vocabulary is always greater-than visual vocabulary, what they see in written English.
10. Oral reading rate | Reading Fluency
11. Reading vocabulary knowledge | tier 1, 2 and 3 Academic Vocabulary
Grade 1 & 2 Eclectic Phonetic Speller Based on a revised McGuffey Speller Grade 1 Lessons, plus tier 2 and Tier 3 Academic Vocabulary that spirals! You will be shocked at the vocabulary level expected in 1850 frontier America! Phonemic Awareness, Phonological Awareness, Phonics, Fry's Sight Word Phrases, Dolch sight words, sound-letter correspondence, bounced and stretched letters sounds, and or practice auditory discriminating, hearing the individual sounds “44 phonemes” of the English language.
RBC 2.0 Lessons Samples Reading and Writing |
Grade 4-8 Inference and Drawing Conclusion Reading Lesson with Mentor Text and Vocabulary
Grade 4-6 Sample Poetry Reading Lesson with Mentor Text and Vocabulary Review
|1st Grade Weekly Word Wall|
My 2009 Reading Boot Camp PPT "reading fluency"!
The Power of Students as Teachers, that can Think Critically!
Students need Curriculum that develops Critical Thinking, Theory of Mind, Executive Function, Creativity, Socratic Inquiry, Curiosity, Social Emotional Intelligence, Background knowledge and Cooperative Learning Skills! Curriculum should inspire students and teachers to reach the highest levels of understanding. The curriculum is not the published textbooks, even if published curriculum is exemplary it is just a supplement to the teachers’ rigorous expectations, expertise, knowledge, insight, and enthusiasm they model in classroom lessons.
If you want at-risk students to succeed you need to teach them critical thinking!
Sample Schedule of a Reading Boot Camp DAY!
Make Reading an Event!
A key reason Reading Boot Camp helps at-risk students pass State Reading and EOG/EOC test is the focus on critical higher order thinking, exposure to complex literature, and strategic reasoning activities in the form of games that incorporate tier 2 and tier 3 vocabulary words! The games, fluency practice, word work, close reading, music and lyrics, poetry, journaling "Close Writing/Response to Literature", dramatic plays, and fiction and non-fiction are intertwined with advanced academic concepts in a fast, fun, inspiring, and spiraling way. Blooms and Webb's question Stems and academic vocabulary are posted in the classroom for me and my students to keep the higher order thinking going.
RBC changes student’s habits and futures!
- Build students strengths with heuristic problem-solving
- Creating exemplary work ethic
- Develop Active Listening, Questioning and Speaking
- Developing Critical and Strategic Thinking
- Building Cooperative Learning Skills
- Building Academic Listening and Speaking Skill
- Building Social and Emotional Intelligence
- Developing greater Theory of Mind and Executive Function
- Thriving academically and curious students
- Participating actively and engaged in the learning
- Attaining challenging goals with precise effort and practice
- Taking responsibility for ones own learning
- Having fun pushing through academic challenges
- Building Emotional Intelligence
When you present truncated disingenuous ELA basal reading programs to students, you get what you put in. No root, no fruit! Many of CCSS ELA reading programs take up 10 hours of scripted instruction time per week, yet they only have one hour of on task reading allotted and no substantive Webb's DOK or Bloom's HOT question or question stems to engage students in academic dialogue? Most of the so-called new CCSS ELA curriculum is just republished rehashed worksheets or re-purposed materials designed to keep students busy! The secret to Reading Boot Camp is students spend most of the day reading genuine literature with deep introspective concepts that lend themselves to teachable moments. Reading books like Harry Potter and the Philosophers Stone lends itself to active student participation. collaborative dialogue, and Socratic inquiry because in covers every literary element, the human condition, and creates thousands of teachable moments!
All Curriculum Materials Are Shared Openly With Other Teachers ! Sean
|Fun Word Work Games!|
1. Cooperative Learning Structures
2. Reading Fluency Drills
3. Reading Quality/Vigorous Literature
4. Learning Poetry and Lyrics
5. Tier 2 and 3 Vocabulary games
6. Word Work | Word Study
7. Close Reading
8. Developing Quality Writing Strategies
9. Academic Listening and Speaking
10. Mentor text and structured graphic organizers, outlines and strategies to enhance reading comprehension
RBC Core Social Emotional Intelligence Content and Critical and Strategic Thinking
1. Energizing Brain Breaks
2. Teaching Social and Emotional Intelligence
3. Repeat all declarative lessons!
4. Use the 75/25 rule 75% Academic/25% Enrichment
5. Classic Strategy Board Games with a Twist
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 individual student silent reading and silent writing activities, the speed of auditory learning is lost. By finding cooperative, creative and effective ways to provide more listening, oral reading, and speaking activities, you can give all learners in your reading class an accelerated chance to develop their literacy skills. During all Reading Boot Camp literacy activities the students are either reading text or listening to text being modeled the within a cooperative learning or team structure. The repetition of seeing, hearing, and speaking vocabulary daily in fun and novel ways 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 kids had fun learning the 800-2350 most used words and are ready to use them.
2. Reading Boot Camp is just that, camp, with camp counselors (teacher) providing highly focused fast, rigorous, cooperative, enriching, active, challenging, and fun, and yes reading activities all day long.
3. Students as teachers, using cooperative learning structures or peer partners for 90% of the activities builds accountability for the teams, and creates personal and interdependent learning that fosters greater success faster. Students are trained to work as cooperative learners, sages, bosses, scribes, secretaries, praisers, and teachers with the ability to run all Reading Boot Camp cooperative learning structures and 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).
5. All Reading Boot Camp activities are Brain Based to enhance working memory, executive function and long-term memory of materials. The Best Whole Brain Teaching and methods are from Chris Biffle. https://www.youtube.com/user/ChrisBiffle
Students need Curriculum Equity that develops Theory of Mind, Executive Function, Creativity, Socratic Inquiry, Curiosity, Social Emotional Intelligence and Cooperative Learning
Manners and Respect!
We practice and model social etiquette, manners, cooperative learning, and academic dialogue on day one! We start with students learning to work cooperative and build teams that facilitate academic and social and emotional interdependence. We practice and model daily all desired behaviors and outcome even standing up and greeting visiting dignitaries (parents or teachers), cordial teacher and student dialog, and teacher-student colloquy. Students giggle at first shaking hands and learning to greet and be greeted, but they soon feel empowered with the new found skills of manners. Students are looking for direction, guidance, structure, and a positive purpose in life! Learning cooperation, positive academic interdependence, social etiquette, manners, and pride in showing executive function gives students a sense of honor and virtue. Sorry for the florid verbiage I tend to go on but we are talking old-school decorum. Students who shine and take to the cooperative learning structures, superior manners are given the job of class prefect or class models to help other students acquire the positive skill needed in school to succeed.
Teaching student’s cooperation
Teach students cooperation, trust, imagination, school etiquette, classroom manners, honesty, perseverance, discipline and responsibility or any other important life skill during your literacy block with fun interactive modeling, play acting, or the sharing of great literary tales of happiness and perseverance.
Learning Social Emotional Intelligence
Students begin their day with stories of high adventure, perseverance, duty, courage, sacrifice, within minutes of entering my class. They learn very early in school that learning to read, write and do math is important, but cooperation, character, manners, and empathy are more important if students want to thrive in school. The first four weeks of Reading Boot Camp are dedicated to teaching reading and writing and the process associated with language, yet the kids would never know that because they are having fun.
Before you begin your search for a reading solution for your school, you will need to take time for deep introspection on why you are seeking a reading intervention. Test results never played into my thinking when implementing new methods. I was only concerned that I could never let 70% of my students pass through my class without learning to read and love literature. Spending 20 days of high intensity, literary immersion, is not for the faint of heart. You will have total support from your students who struggle with reading. They will see your mindful wisdom and join the journey with passion. Parents who desire an education for their children will love the idea and support you fully. In a perfect world, you will have love and support from your administrator, parents, fellow teachers, and students.
Reading Boot Camp was originally designed for 4th, 5th, and 6th grade.
Reading Boot Camp is being tested in even more primary grades this year around the world!
1st, 2nd, and 3rd-grade programs are available!
“arouse in the other person an eager want. He who can do this has the whole world with him. He who cannot walks a lonely way.” ― Dale Carnegie, How to Win Friends and Influence People
The Dale Carnegie book "How to Win Freinds" is a must read for any classroom teacher that wants to inspire and create a classroom full of critical thinkers.
Reading/ELA Success Taxonomy
Making Literacy and Critical Thinking Work!
Academic Dialogue "Active Listening, Questioning and Speaking" (Developing Socratic Inquiry to develop and build knowledge)
Sustained Engagement with Rigorous ELA Curriculum (Reading quality literature that inspires rich dialogue, questioning and thinking)
Social Emotional Intelligence and Character Development (Developing Presence of Mind, Executive Function and Build Cooperative Learning Structures and Strategies Skills)
Critical, Strategic, Inquiry, Higher Order Thinking and Mind Development
Music and Lyrics
Whiteboard E-books and Librivox Audio Books
Comprehension Building Games
Peer Tutoring | Cooperative Learning Structures
Book Clubs/Literature Circles
Reading Masters By Grade Competition
Make Reading an Adventure!
Reading Boot Camp is Fun and Academically Enriching! Students learn that reading is a magical sojourn that takes you away to distant lands and adventures!
Imagine how fast kids learn difficult concepts like protagonist, antagonist, plot, drama, and so many other literary ideas when they get to act them out.
- Kagan Cooperative Learning Structures and Active Engagement Strategies
- Educational Käsityö | Formative Handicraft Principles in Schools
- Fine Arts Enrichment
- Positive Behavior Support and or Restorative Practices Principles in Schools
- Theory of Mind and Executive Function Development
- Critical and Strategic Thinking Development
- Inquiry Based Learning Practices
- Project Based Learning Practices
- Problem-Based Learning
- Reading and Writing Best Practices
- Math, Science and STEM Best Practices
The Legendary Lands Rules
The Game can be played using modified Risk rules or used as a teaching aide or simulation, replacing the dice rolls with the students knowledge to determine the outcome.
The “Boss” may assign students at the table the jobs of ‘banker, scribe, geographer, meteorologist and or chronologist’ or students playing in small groups can change jobs before each new round. The banker will make sure all vocabulary cards, character pieces, glass beads, florins (money); dice are accounted for and will make certain that players vocabulary cards are in good condition before the start of the game.
Draft ideas for new Character Cards for, "The Legendary Lands!"
|Lady Alice Amelia Wonderland|
|CCSS ELA Reading Boot Camp GAME CARDS|
You and your students can make Steampunk characters or use literary characters like Alice in Wonderland.
- Lady Alice Amelia Wonderland | Airship Designer and Captain
- Lord Jack “The Bean” Quick | Steampunk Mechanic and Engineer
- Mr. Wolf | Sky Pirate
- Miss Red R. Hood | Wolf Hunter, Geographer and Cartographer
- Mr. P. N. Boots | Ships Captain Retired
- Kate "Bonnier" Crackernuts | Restaurateur, Airship Caterer and Chef
- Baron Von Rum Pelstiltskin | Time Bandit and Part Time Gold Weaver
- Mr. Harry "Mad" Hatter | Tea Monger and Clockwork Engineer
- Count Harry Beast | Barrister of Enchantments and Curses
|Steampunk Airship | Steampunk Sky Pirates|
B. minimum of one scholar must remain on a Territory at all times to show who is in possession of that territory.
Time Bandits, Sky Pirates, Sea Pirates Probability Charts
Legendary Lands Conveyance
Lose half your scholars
Sky Pirates, Time Bandits, Sea Pirates
Lose half your money or lose 2 turns
Roll 3 or higher
Roll a Six
3 Atlantis Miles
Roll 4 or higher
6 Atlantis Miles
Roll a Six
Scenario Ideas | Limited Rounds 3, 5 or 7 Rounds
Students can also use test prep reading passages and multiple-choice answers but this slows down the play. Read the Passage and answer the question: Get it correct or lose your turn or lose your playing piece!
Sample Reading Passages
A solar cell (also called a photovoltaic cell) is an electrical device that converts the energy of light directly into electricity by the photovoltaic effect. It is a form of photoelectric cell that when exposed to light can generate and support an electric current without being attached to any external voltage source. The term "photovoltaic" comes from the Greek meaning "light", and from "Volt", the unit of electro-motive force, the volt, which in turn comes from the last name of the Italian physicist Alessandro Volta, inventor of the battery (electrochemical cell). The term "photo-voltaic" has been in use in English since 1849. Words 128 reading Level High School
If answered correctly Move 6 or win the Battle
|Student Made Boards |
"The Legendary Lands"
- A solar cell generates electricity using heat.
- The term "photovoltaic" comes from the Italian meaning "light"
- A photo-voltaic cell works without an outside power source.
massive than Earth. Reading Level Middle School
Which of these statements is not true?
- Saturn is the largest planet in the solar system and has nine large rings.
- Saturn is named after the Greek god Saturn.
- Titan, Saturn’s moon is larger than all others moons in the solar system except one.
The reason I put so much time, research, thought, and effort into developing Reading Boot Camp!
I have Dyslexia and Dysgraphia, I never passed a single reading test, writing test, spelling test or State Standardized test in my public school life. I dropped out of High School, or I should say, I was pushed out of High school because my failing academics. I went on to graduate from the U of A, and NAU with the highest honors, I did graduate studies in multicultural education in Sweden. The only thing I got from all the standardized testing was bad grades , low self-esteem, low self-worth and a sense that I was stupid. I hated school and the "curriculum" was worthless at meeting my literacy needs. Sean D. Taylor M.Ed
Reading Boot Camp White Board Slides!