Read to Achieve. Webinar 1 August 27, 2013. Judith.firstname.lastname@example.org. Read to Achieve Coordinator Kentucky Department of Education 19 th floor 500 Mero Street Frankfort , KY 40601 502-564-4970 ext. 4101. Webinar Agenda. Role of RTA Teachers Yearly Requirements
August 27, 2013
Read to Achieve Coordinator
Kentucky Department of Education
500 Mero Street
Frankfort , KY 40601
502-564-4970 ext. 4101
Administer a universal screener to determine students who will benefit from intervention. Administer a diagnostic assessment to determine the targeted need.
Plan intensive individualized instruction using the RTA grant-approved program. Grant-approved Read to Achieve Programs may not be changed or replaced but amendments may be submitted for review asking to supplement the current program.
District Name: _________________________________________________________________
School Name: _________________________________________________________________
Principal Name: _________________________________________________________________
RTA Teacher: _________________________________________________________________
Date Submitted: _____________________________________________________________________
Consistently monitor the progress of each student on the skills being taught. Craft instruction based upon the results of the progress monitoring.
Participate in quarterly webcasts at 2 p.m. ET
Attendance at the annual conference of the Kentucky Reading Association is encouraged but not required. (Oct. 17-19)
2013 Annual Conference
October 17-19, 2013
Hyatt Regency Hotel
2014 National Reading Recovery &
K-6 Classroom Literacy Conference
February 1-4, 2014
Program Evaluation Reports are due
and can be found on Survey Monkey.
On the KDE homepage, click on School Report Cards under the INITIATIVES section.
In the purple box, type 2012-2013, the name of your district, the name of your school and click VIEW CARD.
Your six digit school code will be in the light blue box on the right side of the page.
Search for RTA
on the Kentucky Department of Education website where all forms, updates, and program information is available.
One of the most compelling and well-established findings in the research on beginning reading is the important relationship between phonemic awareness and reading acquisition. (Kame’enue, et. Al., 1997)
The ability to hear, identify, and manipulate individual sounds phonemes
in spoken words.
banging on table opening drawer
blowing a whistle pouring a liquid
rubbing hands coughing
eating an apple crumpling paper
writing with a pencil snapping fingers
cutting with scissors stamping
scratching slamming a book
smashing crackers stirring with a spoon
turning on a computer walking
tearing paper chewing gum
eating ice applauding
ringing a bell blowing nose
These games offer good opportunities to review, exercise, and evaluate children's use of ordinal terms, such as first, second, third, middle, last.
Use familiar stories or poems to develop the ability to attend to differences in what students expect to hear and what they actually hear.
Around ring the rosies
Substitute Words Twinkle, twinkle orange star
Mary had a furry lamb
Swap Word Order Jingle bells, jingle bells, jingle way the all
Old MacDonald farm a had
Swap Word Parts Dumpty Humpty wall on a sat
There was an old lady who fallowed a swy
Switch order of events Goldilocks broke the chair and then sat on it
(Point to a child; that child responds by giving his name. Class repeats name out loud. Continue with one of the following: clapping it, whispering it, or saying it silently)
day bee bow boo
hay fee doe jay
pie pea mow two
ape cheese moose soap
bean desk pan stool
book dog pea stump
bow dress pen tie
bread eel phone train
brick glass shoe truck
broom ice skate