reading strategies flip book teacher's meeting10 27-14
TRANSCRIPT
Reading StrategiesJennifer Evans
Assistant Director ELASt. Clair County RESA
[email protected]://www.protopage.com/evans.jennifer
2
Capac Elementary
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Team
Monthly PD Days
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Team
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?