mirp) monitoring independent reading practice” - … lesson plan titles ... antonyms, synonyms,...

“(MIRP) Monitoring Independent Reading Practice”

n PROGRAM OVERVIEW D u r i n g M I R P, M o n i t o r e d

Independent Reading Practice , students silently read leveled books that are at their independent reading level. Depending on their grade and ability levels they can read individually or with a buddy for 20-30 minutes a day. As the students read, the teacher walks around and listens to 3-5 students read each day. At this time the teacher has the opportunity to listen to the student read, assessing how the student is applying the reading strategies/ behaviors taught using checklists, rubrics or anecdotal notes. The teacher then can make those important decisions on the appropriateness of the text level that the child is reading at, and make instructional plans on what that individual child’s needs are.

n OVERALL VALUE This program ensures that all children

increase the amount of time daily that they are actively engaged in reading books that are at their independent level. This additional reading practice and teacher one-on-one monitoring has increased student motivation, fluency levels, vocabulary, and comprehension. Students enjoy reading and moving to the next level, and having one-on-one time with the teacher to discuss their reading progress.

For further information contact…

Kathy RobinsonLake Country Elem. School

516 County Road 29

Lake Placid, Florida 33852

863.699.5050

[email protected]

2007 - 2008 Idea Catalog of exCellenCe

n LESSON PLAN TITLESThe lesson plans included use

examples of leveled readers and accompanying readers that are available through Reading A to Z. Teachers can print off books for students that are well behind or well above grade level. These books are also helpful for ELL and ESE students.

1. The Internet - Level T- Non-Fiction

2. Scaredy Crow - Level L - Fiction

3. Retelling Rubrics

ForadditionalLessonPlanscontacttheProgramTeacher

n MATERIALS This program requires approximately

8-10 book boxes, a collection of leveled books, and 20-30 minutes daily per classroom. While a subscription to Reading A to Z is important to us as we are currently building our classroom libraries of Fountas and Pinnell Guided Reading Leveled books, it is not totally necessary to achieve the MIRP goal for students.

n ABOUT THE DEVELOPER Kathy Robinson has a B.A. in

Elementary Education from St. Leo College, and has endorsements in both ESOL and Reading. Mrs. Robinson is a National Board Teacher with certification in Early Childhood Generalist.

She has been working in Lake Placid Schools for 30 years and is currently working at Lake Country Elementary as the Literacy Curriculum Resource Teacher. This is her third Developer grant.

n OUTSIDE RESOURCES Reading A to Z Website:

http://www.readinga-z.com/

H H H

~ A Returning Developer ~~ A Returning Developer ~

“Monitoring Independent Reading Practice” Kathy RobinsonLesson Plan No 1: The Internet

n SUBJECTS COVEREDReading

n GRADESKindergarten - Eight

n OBJECTIVES • To provide additional reading

practice at student’s independent reading level.

• To provide teachers with reading materials that are appropriate to their students’ individual needs

• Provides teachers with quick assessment tools for use during daily monitoring of students’ reading

• Provides students with either enrichment or remediation materials that have a high interest level

• Provides work for enrichment or remediation students that is respectful and meaningful

n SUNSHINE STATE STANDARDS

LA.A.1.2.1 The student uses a table of contents, index, headings, captions, illustrations, and major words to anticipate or predict content and purpose of a reading selection.

LA.A.1.2.2 The student selects from a variety of simple strategies, including the use of phonics, word structure, context clues, self-questioning, confirming simple predictions, retelling, and using visual cues to identify words and construct meaning from various texts, illustrations, graphics, and charts.

LA.A.1.2.3 The student uses simple strategies to determine meaning and increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships.

LA.A.2.2.1 The student reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges events in chronological order.

LA.A.2.2.5 The student reads and organizes information for a variety of purposes, including making a report, conducting interviews, taking a test, and performing an authentic task.

n MATERIALS1. Copy of text at student’s independent

reading level

2. Teacher monitoring tool: rubric or question stems

n DIRECTIONS 1. Students read silently for 20 to 30

minutes daily.

This lesson shows how you can useReadingAtoZguidedreadingstoriesasindependentreaders.Becausetheyareleveledteacherscanthenusethematthechild’sindependentreadinglevel.The attached lesson plan shows howeasily a teacher could monitor thatchild’s comprehension by using thecomprehension strategies/questionsincludedinthelesson.

n EVALUATION/ASSESSMENT

1. Teacher walks around and listens to students read to check for fluency, decoding strategies used, and appropriateness of text.

2. Teacher then assesses student’s comprehension by having student retell or oral discussion

3. Teacher adjusts reading level based on percentage of words read correctly. 90-95% Accuracy Ins t ruc t iona l leve l 96-100% Independent level

n EXTENSION ACTIVITIESStudents can complete extension

worksheet as part of a literacy center, or to replace regular class work that is not at the appropriate level for that child, either too high or too low.

H H H


n SUBJECTS COVERED Reading Assessment and Evaluation

n GRADESKindergarten - Eight

n OBJECTIVES 1 To provide teachers with a way

to quickly, easily, and accurately identify a student’s independent reading level

2 To provide teachers with assessment tools for use during daily monitoring of student independent reading

n SUNSHINE STATE STANDARDS

LA.A.1.2.2 The student selects from a variety of simple strategies, including the use of phonics, word structure, context clues, self-questioning, confirming simple predictions, retelling, and using visual cues to identify words and construct meaning from various texts, illustrations, graphics, and charts.

LA.A.1.2.3 The student uses simple strategies to determine meaning and increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships.

n MATERIALS • Copy of either text that student

is currently reading at his/her independent reading level or a “Guided Reading” Leveled Fluency Passage

• Teacher monitoring tool: rubric or question stems

• Recording sheet for making anecdotal notes

n DIRECTIONS 1. Teacher sits beside a student and

listens to him/her read.

2. As teacher listens, she makes anecdotal notes in regard to decoding strategies, fluency rate, appropriateness of text.

This lesson shows how you can useaReadingA toZFluencypassage todeterminetheindependentreadinglevelofachild

“Monitoring Independent Reading Practice” Kathy RobinsonLesson Plan No 2: Scaredy Crow - Level L - Fiction

n EVALUATION/ASSESSMENT

1. Teacher then may assess student’s comprehension by having student retell or through oral discussion

2. Teacher adjusts reading level based on percentage of words read correctly. 90-95% Accuracy Ins t ruc t iona l leve l 96-100% Independent level

n EXTENSION ACTIVITIESStudents can use Fluency passages

and timers to time each other, followed by graphing of increased rate.

H H H


Contact Program Developer for

additional lesson plan information

“Monitoring Independent Reading Practice” Kathy RobinsonRubric


Materials Budget SuPPLIeR ITem DeSCRIPTIoN CoST QuANTITy ToTAL CoST

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Teacher’s Name __________________________________

School: _________________________________________

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Subtotal

Tax if applicable

Shipping if applicable

TOTALBUDGETAMOUNT

“Monitoring Independent Reading Practice” Kathy RobinsonLesson Plans Materials Budget

Reading A to Z Reading A to Z Subscription $79.95 1 $79.95

Amazon Books - Level Books: Matching Texts to Readers

for Effective Teaching 32.00 2 64.00

Amazon Book: The Fountas and Pinnell Leveled Book

List, K-8, 2006-2008 50.00 1 50.00

Kathy RobinsonLake Country Elementary

$193.95

$193.95



“Monitoring Independent Reading Practice” Kathy RobinsonAdditional Information



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Guided Reading Observations

Names Title/Level Comments



Retelling Rubric – Nonfiction

Nonfiction RetellingScoring Form

Student’s Name _______________________________ Date ______________

Book Title ____________________________________ Score ______________

Rubric for Scoring Individual Story Elements

Complete, detailed 3 points

Partial 2 points

Fragmentary (sketchy) 1 point

Inaccurate or not included 0 points

Key Elements Prompts 0 1 2 3Topic What is this book about?(understands the topic)

Main idea(s) What are the main ideas of the book (sections)?

Details Name the supporting details of each main idea.(recalls details linked to main ideas)

Organization How is the information in the book organized?(knows how the (e.g., chronological, classification, randomly)book is organized)

Command of What are some of the key terms presentedVocabulary in the book?(uses key vocabulary from story)

Accuracy N/A(retells facts accurately)

Level of prompting: high (1), medium (2), none (3)

Total pointsObserver Comments:

Interpreting the Point Totals

Level Total Points

Skilled 15–21

Developing 8–14

Needs work 0–7

ReadingA–ZTM © Learning Page, Inc.



Fiction RetellingScoring Form

Student’s Name _______________________________ Date ______________

Book Title ____________________________________ Score ______________

Rubric for Scoring Individual Story Elements

Complete, detailed 3 points

Partial 2 points

Fragmentary (sketchy) 1 point

Inaccurate or not included 0 points

Key Elements Prompts 0 1 2 3

Beginning How does the story begin?

Setting Where does the story occur?

Characters Who are the main characters? Which was most important? Why?

Problem What is one important problem in the story?

Sequence What important things happened in the story?What was the order of events?

Resolution How is the problem solved? How does the story end?

Level of prompting: high (1), medium (2), none (3)

Total pointsObserver Comments:

Interpreting the Point Totals

Level Total Points

Skilled 15–21

Developing 8–14

Needs work 0–7

ReadingA–ZTM © Learning Page, Inc.

Retelling Rubric – Fiction

mirp) monitoring independent reading practice” - … lesson plan titles ... antonyms, synonyms,...

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