reading strategies flip book teacher's meeting10 27-14

Reading StrategiesJennifer Evans

Assistant Director ELASt. Clair County RESA

Evans.jennifer@sccresa.orghttp://www.protopage.com/evans.jennifer

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Capac Elementary

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Why are we here and how today's meeting is relevant to you?

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Capac Vision for Multi-tiered System of Supports

Day One of School-wide Reading:

• School-wide Reading Kick-Off• Critical Reading Skills – Complete

• (Relate Big 5 to Reading Strategies Flip book)• School-wide Reading Assessment System• School-wide Schedules for Reading

Instruction• Review and Reflection

Learn PortOverview of Essential Components of Elemen

tary Reading

MiBLSi

AgendaWhat:

Reading Strategies Flipbook

Why: To support

Teachers With Instructional

Decisions

How: Practice

Observing Reading

Behaviors

Regie Routman…Conversations

“There must be a match between what we teach and the child’s needs, interests, engagement, and readiness to learn. It takes a knowledgeable teacher, not a program from a publisher, to determine and assess what needs to be directly taught and how and when to teach it.”

The following principals are not new. They have been proven by years of research as well as

classroom experience.

Students need lots of time to

read.

Students need to read books that interest

them.

Students need to be read to

(in all grades).

Students need to see adults

reading.

Students need teachers who

are knowledgeable about reading.

Students need access to a

wide variety of reading

material.

Variation in Amount of Independent Reading

Percentile Rank Minutes/Day Reading

Words/Year

98 67.3 4,733,000

90 33.4 2,357,000

70 16.9 1,168,000

50 9.2 601,000

30 4.3 251,000

10 1.0 51,000

2 0 8,000

Using Your Reading Strategies Flip-Book

Determine the reading

stage Think about what you observed:

What does the student

do well?

What does the student

use but confuse?

What does the student not know?

Characteristics of Readers

Emergent

Early

TransitionalSelf-

ExtendingAdvanced

See Reading Strategies Flip Book

Emergent

Pre K – 1 (Levels A-B)

Rely on language and meaning as they read simple texts with only one or two lines of print.

Are beginning to control reading behavior, such as matching spoken words, one by one, with written words on the page.

Early

K-2 (Levels B-H)

Have achieved control of early behaviors such as reading from left to right (directionality) and are beginning to do some reading without pointing.

Have acquired a core of frequently encountered words.

Can read books with several lines of print, keeping the meaning in mind and solving simple words.

Transitional

2-3 (Levels H-M) 3-4(Levels M-R)Have early behaviors well under control and can read texts with many lines of print.

Use multiple sources of information while reading for meaning.

Read fluently.

Do not rely heavily on pictures.

Have a large core of frequently used words they can recognize quickly and easily.

Are working on solving more complex words through a range of word analysis techniques.

Self-Extending

4-6 (Levels R-Y)Make use of all sources of information flexibly in a smoothly orchestrated system.

Can apply strategies to reading longer, more complex texts.

Have a large core of frequently used words.

Can solve many other words, including multi-syllable ones, quickly.

Are still building background knowledge and learning how to apply what they know to longer, more difficult text.

Portrait of a Reader – Learn NChttp://www.learnnc.org/lp/editions/readassess

/1302

- Rosalie – Emergent - Ben – 4th grade

At The Zoohttps://www.youtube.com/watch?v=qEd-mZs

CVg8&list=PLFC2DC18916C8664E&index=10

What stage of reading development? What behavior did you observe? What would you say? What instructional decisions would you

make?

1:23

Practice

The New Watch

What stage?

What did you observe?

What would you say?

What instructional decisions would you make?:52

The Big Bad Wolf

What stage?

What did you observe?

What would you say?

What instructional decisions would you make?4:54

Clifford

What stage?

What did you observe?

What would you say?

What instructional decisions would you make?2:49

What stage?

What did you observe?

What would you say?

What instructional decisions would you make?5:08

A Candy House

What stage?

What did you observe?

What would you say?

What instructional decisions would you make?:40

Abby K.

To be continued…March 9, 2015

PLC Reflection Opportunity

PlanningWith your team, discuss the students you are currently teaching and what

behaviors you’ve observed. Decide what would be the best instructional decision based on your observations.

More Practice:

With a partner, take turns reading as if you were a child at your grade level. Practice making instructional decisions based on the reading behaviors.

Reflect Reading Observations Just Practiced

Choose More Practice Choose Planning

Other Resources

Teacher Self-Reflection

Action Plan

Reading Workshop Look-fors

Review Teacher Self-Reflection for Reading Workshop

Highlight Where you are on the Continuum

Select one area to concentrate on:

For example in Teaching Strategies : My goal is to successfully implement all

components of a guided reading lesson including before, during,

and after activities. Or

Grouping: I am just beginning to observe students’ reading

behaviors and to think about forming groups based on levels of

text; I have not identified other ways that I use to group students. Usually I teach the whole class.

Keep This in Mind:

Questions?