Good Morning!

1. Please do the following by 9:05: 1. Find the table with your reading sign up sheet. 2. Get out two different colors of pens (or a pen and a pencil). Read and mark the Guided Reading and Independent Reading text Mark familiar/important info with one color and new info with another. 3. Your table will need 2 pair of scissors. You will need the “Mohammed” from last class to code/ Good Morning! .

2. Goals for Today • Learn how to do a running record with miscue analysis • Examine the components of typical reading assessments • Describe stages of writing development • Present and listen to peers as you engage in a Carousel on the readings from Graves

3. Substitution They did not have books. • Omission they dove the waves • Insertion splashing and spraying the water… • Correction in the shade of the tall palm tree… • Multiple attempt How lucky he was to live in a Somali village… • Partial word Mohamed loved to go swimming in the sea.

4. Mohamed loved to go swimming in the sea. How lucky he was to live in a Somali village right on the Indian Ocean! The sandy shore rang with the happy shouts and cries of the village boys and girls. They liked to race one another into the surf, splashing and spraying the water into a white dancing foam before they dove into the waves. Mohamed and his young sister, Asha, spent all the time they could in the cool, clean sea, swimming and playing water games. They were good swimmers because their mother had taught them.

5. What do you notice about this reader? • How many errors did she make? • What types of errors were they?

7. Mohamed loved to go swimming in the sea. How lucky he was to live in a Somali village right on the Indian Ocean! The sandy shore rang with the happy shouts and cries of the village boys and girls. They liked to race one another into the surf, splashing and spraying the water into a white dancing foam before they dove into the waves. Mohamed and his young sister, Asha, spent all the time they could in the cool, clean sea, swimming and playing water games. They were good swimmers because their mother had taught them.

8. E SC

9. What do you notice about this reader? • How many errors did she make? • What types of errors were they?

10. How are these readers similar and different? • What do you think is meant by “all miscues are not created equally”? • Which reader is of greater concern to you? Why?

11. Assessing Reading Development Informal Reading Inventories (IRIs) • Graded words lists • Graded passages • Running records/miscue analysis • Graphophonic/syntactic/semantic errors • Comprehension questions/retelling • Frustration/instructional/independent levels • Other components

12. Graded Words Lists

13. Coding a Running Record Code my reading in the following ways:

14. GradedPassage One day a mother rabbit and her child were taking a nap. A fox ran by. He looked wild but he was very mild. The fox liked to make soup. He would find wild things that grew in the woods. He would grind them up and put them into his soup. “Are you ready for some soup?” asked the fox. “Yes,” said the mother rabbit. “Wake up, child. The kind fox has made us some soup.” “Soup, soup, soup,” said the rabbit child “We always have soup. All we ever have is soup! I hate soup!” This made the fox feel very mad. He began to grind his teeth. He said, “I am a kind fox. I am always mild. I don’t ever get mad but you made me mad!” He ran away into the woods. “Oh no! said the mother rabbit. “You made the fox mad. He has always been so kind and mild. Now he will be a wild fox and won’t make us soup ever again. We have always had his soup. What will we have now?” “Stew!” said the rabbit child. “I will make stew.” “You are a child,” said his mother. “How can you make stew?” The rabbit child said, “I can go into the woods and find wild things to grind up and put into the stew.” “No you can’t,” said the mother rabbit. “The fox is wild now. Wild foxes eat rabbits!”

15. Text Leveling: A-Z Books • http://www.suu.edu/faculty/lundd/readingsite/readingresources/bookleveling.htm

16. Lexile Text Leveling • http://www.lexile.com • Lexile text measure: based on two strong predictors of how difficult a text is to comprehend: word frequency and sentence length. Other factors that affect the relationship between a reader and a book: content, age and interests of the reader, design of the actual book. • Lexile levels target a 75% comprehension rate of an independent reading text that has some challenge. If a reader wants to read a text that is easier to comprehend and has little challenge (e.g., readability of 90%), the reader can choose a text that is approximately 250L below.

17. A Second Grade Library A Fourth Grade Library

18. Writing • Please break into two smaller groups at your table. • Each group: cut apart the six writing samples.

19. Stages of Writing Development • Scribble stage

20. Isolated letter stage

21. Transitional stage

22. Stylized sentence

23. Writing stage

24. Order of Development • Cut apart the writing samples. • Put them in order by developmental stage. • Discuss your reasoning. What is it that each child knows and can do?

31. 1 2 3 5 4 6

32. As you come in from break… • Get out your Graves book and review the chapter with your group. • You will get some information for a group task.

33. Carousel, Part 1 For sharing your chapter with the class, decide: • What is fundamental? • How can you teach it? • Where does it connect with the standards? • How will you know if English learners are making progress with respect to these “fundamentals”? Create a group poster that addresses each of these points. Please be done by 11:20. A: post on the north wall, B: post on the south wall.

34. Carousel, Part 2 • One person will stay with the chart to explain/answer questions for 3-4 minutes. • Each group will start at the next chapter in order. (exception: Those who need interpreters: Please cluster yourselves at one chart.) • At the signal, move to the next chart (4 rotations). Another person returns to the chart to present/answer questions. • Written reflection at the end; please take notes during chart presentations.

35. Sharing Action 3.5 • Find a partner at your table • Give each person 3 minutes to share their writing. • Take time to discuss how it felt to do this writing and share it with another person

36. R.I.C.A: The Test • Three parts: - multiple choice (about 50% of the score) - focused problems/instructional tasks (A and B: 5% each, C and D: 10% each) - case study (20%)

37. Test-taking Strategies • Time • Multiple choice: 90 minutes • Short essays: 15 minutes each • Long essays: 25 minutes each • Case study: 60 minutes

38. Multiple choice • Difficult • 70, some experimental • Don’t waste too much time • Answer every question • Stems: long! • 2 types: content, scenario

39. Case Essays • 2 short (15 minutes), 2 long (25 minutes) • Short: 75-100 word answer • Long: 150-300 word answer (1 typed page=225-250 words) • Hypothetical situation • Get to the point • Identify strategy, provide information, explain why it is appropriate • Write legibly

40. Case Study • Raw data • Identify: strengths, needs, strategies to address each area of need

41. Consider test developers • They want you to convey an understanding of reading that is “balanced”… • direct, explicit teaching; • objective met in pleasant, no-nonsense way • Includes “teaching of skills”… • automatic behavior • “and strategies” • behavioral choice

42. For Next Time Teach the Fundamentals of Writing • Read: Read p. 14 to 20 in the Common Core Standards (College and Career Readiness in Writing as well as the CCSS in Writing K-5) and Graves. Sign up to read one of the following chapters in the Graves text: 7, 12, 13, 14. • Due: Language Arts Assignment #2 Paragraph/section from children’s literature text (original text or Xeroxed copy) with hard copy of mini-lesson on conventions (see Action 12.8, p. 207)

43. Bibliography • Guided Reading: Good First Teaching for all Children by Fountas and Pinnell • Reading Essentials by Regie Routman • Continuum of Liteacy Learning by Fountas and Pinnell • The Power of Retelling by Vicki Benson and Carrice Cummins • Leveled Books K8: Matching Texts to Readers for Effective Teaching by Fountas and Pinnell • Guiding Readers and Writers Grades 3-6: Teaching Comprehension, Genre, and Content Literacy by Fountas and Pinnell • Guided Reading: Making it Work by Schulman and Payne • Guided Comprehensio in Grades 3-8 by McLaughlin and Allen • Show Them How to Write by Mary Hodgson • The Craft of Children’s Writing by Judith Newman • Teaching Young Writers: Strategies that Work by Lola M. Schaefer

44. RICA