METHODS AND MATERIALS IN READING/LIT WEEK 8 Betsy Brown SUNY Geneseo Agenda Discussion of Readings Goal Setting/Conferences Assessment leads to Goal Setting which leads to conferences Strategy Instruction Using the CAFE menu and other resources to help students become better readers Record Keeping Review of Instructional Inquiry and Theory/Practice Presentation Discussion of Readings Well break into groups. Each group will be required to write the VIP (Very Important Point) of the Chapters of CAFE and our article Sustained Reading Makeover. Youll have about 10 minutes before we share as a group. Goals and Strategies using CAFE Together, you and the student can pick a GOAL. Goals are created to IMPROVE: Comprehension, Accuracy, Fluency, Expand Vocabulary, Reading Behaviors After a GOAL is chosen, you need to pick a STRATEGY that will help the students achieve their GOAL. Use the CAFE Menu or other strategies.CAFE Menu It important to constantly review the difference between goals and strategies so students understand. See CAFE menu in the back of your book. Take a minute to review goals and strategies. Individual Reading Conferences There are two types of individual reading conferences that a teacher may do throughout the year: Goal Setting Conference Keeping Track of Goal Conference Keep track of student progress in your reading notebook *Well talk more about the keeping track conferences and the notebook after the break. Goal Setting Begins with Assessment How do you assess a students reading ability? Developmental Reading Assessment Johns Reading A-Z Fountas and Pinnell Once your assessment is done, it is time to analyze and determine strengths and goals for the students. Use the CAFE menu to help you Involve your students if possible The Difference between Reading Levels Fountas and Pinnell uses levels A Z to show reading progress. They determine these levels by using characteristics to describe them. You can find these in their book: Continuum of Literacy Learning. It is important for teachers to know these characteristics when assessing children and determining what level they reading are at. Get to know Readers at Different Levels! Youll get a section from Fountas and Pinnells Continuum. Review the characteristics of the reader at your level. Youll meet up with others who has the same (or similar) level as you to talk over what you notice. Be ready to share with a larger group! After you talk it over, youll meet up with a different group. This group will have a variety of levels. Compare and contrast the reader characteristics. Think about what needs to take place to help kids progress through the levels. Initial Goal Setting Conference 1. Assess Individual Student 2. Discuss findings with student Tell me about yourself as a reader Let me tell you what I noticed about you as a reader 3. Set Goal and Identify Strategy with student to achieve goal Set Goal and Identify Strategy 4. Student declares goal In notebook or on CAFE menu 5. Model strategy with student and allow guided practice time 6. Set next conference time and fill out Strategy Group form (Boushey & Moser, 2009) How do I know what goal/strategy to set? Use Sample Needs and Strategies chart from the CAFE Book (p. 153) What we are seeingPotential GoalsPossible StrategyAlternative Strategy Reading too quicklyFluencyAdjust and apply different rates to match text Phrasing, use punctuation Cant remember what was read ComprehensionCheck for Understanding Retell or Summarize Make a picture or mental image Lets Practice Well watch Gabriel read a book from the F&P Benchmark Assessment System. Follow along using the completed form. After the clip, Use the assessment data given to you, to determine his strengths and goals appropriate for the student. Well pair up to talk about the strengths and possible goals for this student. Break!! Please remember sign attendance sheet. Meet back in 10 minutes Thank you for bringing snacks! What is Strategy Instruction? In your notebook, write down your thoughts on Strategy Instruction. Workshop Structures (Recommended times) Mini Lesson ( mins.) Teacher teaches whole group Independent/Buddy Reading ( 20 40 mins.) Teacher is observing, conferring or working with small groups while students are reading (independently, in pairs, or listening to reading) Share (5 10 mins.) Students share strategies and thinking with whole group STRATEGY INSTRUCTION Teaching kids to read strategically means that we show them how to construct meaning when they read. Comprehension strategy is most effective when teachers: Model their own use of the strategy repeatedly over time Show students their thinkingand articulate how that thinking helps them better understand what they read Discuss how the strategy helps readers make meaning Respond in writing Excerpt from Harvey and Goudvis - Strategies that Work (2000) Be Explicit! When teaching students new strategies, make sure they know: HOW, WHEN, and WHY. Practice how to be EXPLICIT! For Example: To help you better understand a story, you can Retell the Story. When you are finished with a book, or even a chapter, you stop and think about the characters, setting, problem, and solution. When you take the time to retell the story, you are improving your comprehension. Lets Practice! Pick a strategy from the CAF menu. Practice being explicit. Use the example below to help you: Readers sometimes see words they do not know how to say. To help you read the word, you can chunk it. To chunk a word, you look for the small chunks of the word you know and say those. Then, you put the chunks together to say the word. When you chunk a word, it makes it easier to pronounce. If you finish early, try another strategy. Be Explicit: HOW, WHEN, WHY! Strategy Instruction in Action Well watch a few teachers as they teach in different settings. Look to see how explicit their instruction is: Do you think the kids would be able to answer: When do you use the strategy? How do you do the strategy? Why do you use the strategy? After each clip, be prepared to talk about what the teacher do well and what could be improved. Keeping Track of Student Progress Using a Conferring Notebook Look at CAFE book Chapters 2 4 Sections may include: Calendar and Tracking Form Separate Sections for each Student Section For Group Instruction Section for Ready Reference Forms Remember: It is your notebook and you need to use/create forms that you will use! There is no CORRECT way, as long as you are keeping track of your students progress. Well check out how my notebook has changed over the years. My Conferring Notebook I changed the Sisters Forms! Youll find all of my forms on myCourses. They are word documents so that if you can change them if you need to. Check out Beth Newinghams Website! Check out a Goal Setting Conference! Notice how the conferring notebook is used. Instructing during Conferences and Keeping Track of Student Progress 1. Listen to student read self selected text Observe and record notes 2. Discussion on progress of goal and use of strategy Look at Readers Notebook for evidence 3. Determine if Goal and Strategy are still appropriate 4. Model/Reinforce strategy and allow time for guided practice Take notes on student progress 5. Set new conference date Write in calendar You may set task for student to complete in between conferences Lets check out a few Conferences Watch for teacher following the steps of a typical conference Watch for how long the conference takes Listen to what the teacher says Other Resources: Day-to-Day Assessment in the Reading Workshop by Sibberson and Szymusiak One to One: The Art of Conferring with Young Writers by Calkins, Hartman, White Hows it Going? By Carl Anderson How can conferences (one on one instruction) extend into other content areas? Talk with your partner about how this might work. Instructional Inquiry Review of Assignment Questions, Comments, Concerns? See me if you are having difficulty finding a classroom to use in this project. Theory and Practice Presentations Any questions? Next Week Please complete the assigned readings Well talk about small group instruction and learn more about record keeping Be sure you have a teacher to do your Instructional Inquiry with AND dates to observe. Contact me with any questions, concerns, suggestions, thoughts, etc. Phone: (585) Have a great week!