Refining Reading Workshop

1. Refining Reading Workshop Session 2

2. Agenda • What is most essential for good workshop instruction? • Analyzing assessment data • Using data to inform instruction

3. What is essential to effective reading instruction?

4. “Enhanced reading proficiency rests largely on the capacity of classroom teachers to provide expert, exemplary reading instruction – instruction that can not be packaged or regurgitated from a common script because it is responsive to children’s needs.” - Allington

5. The Six “T”S of effective elementary literacy instruction 1. Time 2. Texts 3. Teaching 4. Talk 5. Tasks 6. Testing

6. Time • “Extensive reading is critical to the development of reading proficiency. Extensive practice provides the opportunity for students to consolidate skills and strategies teachers often work so hard to develop.” p. 742 • Independent and guided reading in workshop provides the essential TIME in text that students need. • Gains in our exceeds groups.

7. Texts • “Students need enormous quantities of successful reading to become independent, proficient readers. By successful reading, I mean reading experiences in which students perform with high levels of accuracy, fluency, and comprehension.” p. 743 • “In too many schools, lower-acheivingreaders receive appropriate reading materials only when they participate in special-support instruction. (Title, Sped, etc.)…….No child who spends 80% of his or her instructional time in texts that are inappropriately difficult will make much progress academically.” p. 743

8. Matching Reader and Text Level • “When struggling readers read routinely from texts that they could read at the historical “independent” reading level they made the greatest reading gains.” • What Really Matters in Response to Intervention (Allington) • “High success reading (Independent level accuracy) was the critical factor in accelerating reading development both in the study with first-grade struggling readers as well as in the other with third- and fifth grade struggling readers” • WHAT DOES THIS MEAN FOR OUR INSTRUCTION?

9. TEXTS….continued • “Highest achieving students 1) received a steady diet of “easy” texts – texts they could read with accuracy, fluency, and with good comprehension – and 2) consistently outgained both the average achieving and the lower-achieving students, year after year. “ • “They also noticed that motivation for reading was dramatically influenced by reading success.” p. 743

10. Motivation to read…. • “The correlation between engaged reading and comprehension on the NAEP suggests …… engaged reading can overcome traditional barriers to reading achievement, including gender, parental education, and income.” • What Really Matters in Response to Intervention P. 53 • “By providing struggling readers with the easy access to appropriate texts, we may be directly addressing this motivational problem.” • What Really Matters in Response to Intervention P. 53 WHAT DOES THIS MEAN FOR OUR INSTRUCTION?

11. teaching • “They modeled the thinking that skilled readers engage in as they attempt to decode a word, self-monitor for understanding, summarize while reading, or edit when composing.” • MODEL, MODEL, MODEL • Where does this happen in workshop?

12. talk • “Purposeful talk….problem-posing, problem solving talk related to curricular topics.” • “While there is evidence that more thoughtful classroom talk leads to improved reading comprehension, especially in high-poverty schools….” • What classroom based intervention would support this?

13. tasks • “The work the children in these classrooms completed was more substantive and challenging and required more self-regulation than the work that has been commonly observed in elementary classrooms. We observed far less of the low-level worksheet type tasks.” p. 745 • “Another factor related to student engagement was that the tasks assigned often involved student choice. We described the instructional environment as one of “managed choice.” p. 745

14. TESTing • “Improvement was noted based on where the students started and where they ended up, rather than on the latter alone.” p. 745

15. Final thoughts • “Exemplary teaching is not regurgitation of a common script, but is responsive to children’s needs. In the end, it will become clearer that there are no “proven programs” just schools in which we find more expert teachers – teachers who need no script to tell them what to do.”

16. Using assessments to inform your workshop Assessment FOR learning

17. Assessment FOR learning Using assessment to guide instruction Assessment OF learning Summative assessments “Sum up” what the child learned. Tell you OF what information or skills the child learned or mastered. Usually occur at the end OF the unit. FORmative assessments Help you plan FOR your next lessons. Tell you what the child can do, as well as what they need to do FOR improvement. Usually occur before, during, and after instruction.

18. Assessment FOR learning • FORmative assessments • Help you plan FOR your next lessons. • Tell you what the child can do, as well as what they need to do FOR improvement. • Usually occur before, during, and after instruction.

19. Informing your Mini-Lessons Using assessment data for your whole group Data from running records, conferencing, and Fountas and Pinnell Independent levels Instructional levels Strategic actions – MSV Fluency Comprehension Selecting books for classroom library Selecting books for guided reading Designing lesson topics that everyone is still gaining control over. Shared reading lesson focus Interactive Read Aloud – intentional conversation and think aloud Comprehension strategy lesson

20. Informing your small groups Using assessment data for your small group instruction Data from running records, conferencing, and Fountas and Pinnell Independent levels Instructional levels Strategic actions – MSV Fluency Comprehension Decisions about grouping Selecting texts for group lessons Preparing book orientation Teaching points for lesson Matching teaching points in guided reading Selecting ways to reread the text Book orientation Discussion questions for deeper meaning Teaching points for the guided reading Extending the meaning through writing.

21. Informing your individual instruction Using assessment data in your individual instruction Data from running records, conferencing, and Fountas and Pinnell Independent reading levels Instructional levels Strategic actions – MSV Fluency Comprehension Book choices for independent book boxes Placing students in small groups Interacting with the student during small groups and individual conferences Responding to the student in the reader’s notebook

22. Evidence of Comprehension and Fluency

23. Let’s give it a try Score and analyze a sample…..

24. Analyze a benchmark • The Loose Tooth – Cecelia • Tutorials – Scoring and Analyzing Oral Reading Behaviors – Samples • Use the blank Loose Tooth to mark as you listen.

26. Scoring

27. Analyzing • An individual error is less informative than a pattern of errors, and the clearer the pattern, the more helpful it is for informing teaching. • You will generally not have enough time during the reading conference to scrutinize each running record, but you need to do this later as you assess their errors and self-corrections to get a better sense of their strategic behaviors.

28. Analyzing M… For every error and self correction, ask yourself these three questions: Did the meaning or message influence the error? Did the structure of the sentence up to the error influence the response? Did visual information from the print influence any part of the error? When an error or self-correction is made, write the letters MSV in the appropriate column(s). Circle the letters to show if error/sc used meaning, structure, or visual information. S… V…

29. Analyzing a Running Record • To explain the error, consider only up to the point of the error. • To explain a self-correction consider what might have led the child to spontaneously correct the error. • Analyze each self-correction as an error first, and then as a self-correction. Ask yourself, what extra information did the reader add to make the self-correction?

30. Instructional decisions…. • Write 3 statements about Cecelia’s reading. • What are the strengths? • What does the student still need control over? • What are your next steps for this student?

31. Instructional Decisions from our assessments What does this mean for instruction for this student?

32. Do an F&P • Follow Kulsum as she reads Bubbles • Sample Assessment Conference System 1 • Follow along on the completed FP markings. • What decisions can you make as a teacher for Kulsum?

33. “If the only tool you have is a hammer, you will see every problem as a nail.” - Maslow 8 Instructional Decisions from Running Records

34. What tools does the child use to make meaning from text? • Solving Words • Monitoring and Correcting • Searching for and using Information • Maintaining Fluency • Adjusting • Predicting • Making Connections and Asking Questions • Inferring • Synthesizing • Analyzing • Critiquing

35. Decision 1: Is this text level independent, instructional, or frustration? • INDEPENDENT LEVEL: A-K 95 – 100% L-Z 98 – 100% • “High success reading” • Book boxes • INSTRUCTIONAL LEVEL: A-K 90 – 94% L-Z 95 – 98% • Guided small group Instruction • Intervention groups • FRUSTRATION LEVEL: A- K Below 90% L-Z Below95% • To be avoided

36. Decision 2: Are they using visual cues? TOOLS THEY NEED: Tools for Strategy instruction: Word Solving (Phonics – word parts) “Does that look right?”

37. Decision 3: Are they using structure cues? TOOLS THEY NEED: Tools for strategy instruction: Monitoring and Correcting “Do we say it that way?” HINT – Think - Mad Libs

38. Decision 4: Are they using meaning cues? TOOLS THEY NEED: Tools for Strategy Instruction: Word Solving (context clues) “Does that make sense?”

39. Decision 5: Is the child self-correcting? TOOLS THEY NEED: Goal is close to a 1:1 ratio. Tools for Strategy Instruction: Monitoring and Correcting

40. Decision 6: Is the child READING WITH FLUENCY? TOOLS THEY NEED: • Maintaining fluency • Adjusting rate, expression, phrasing • Shared Reading • Reader’s Theater

41. Decision 7: Is the child able to retell the story? TOOLS THEY NEED: Within the Text Tools for Strategy Instruction: Summarizing, searching for and using information

42. Decision 8: Is the child able to make personal meaning? TOOLS THEY NEED: Beyond the Text Strategy Instruction: Predicting, connecting, inferring, synthesizing

43. Decision 9: Are there other children with these patterns of errors? Who else needs these tools? Small Group Instruction and Planning

44. Intervention organizer • What are the 2 areas of need for the student at this time? • How could you use this organizer to create groups within your classroom?

45. Continuum of literacy learning • KNOW YOUR TARGETS - Not just the levels. • What kinds of reading behaviors should students know and be able to do by the end of your grade level? • Read through the ending target for your grade. • How could this help you?