12:30-1:45 September 8, 2011 PDC

Supported Reading 12:30-1:45 September 8, 2011 PDC

Balanced Literacy Time Recommendations

Supported Reading • Reading and Responding Section of Imagine It! • Shared Reading • Comprehension Work (whole class, small group, peers) • Read Alouds and Interactive Read Alouds • Literature Study (Literature Circles, Book Club Groups, Novel Studies, etc.) • Guided Reading/Reading A-Z

Shared Reading Experiences Emphasize a common language Encourage and respect different viewpoints and perspectives Ensure positive reading experiences Spark discussion and debate Support students’ enthusiasm for discovery

Fluency lessons FDL (Fluency Development Lesson) Rasinski & Padak, 1998 (see The Fluent Reader, Rasinski, 1998) • Teacher selects and reads aloud a short passage, modeling Accuracy - Pitch - Expression • Discussion of meaning and vocabulary • Students read chorally from individual copies – repeat several times and creatively (in parts, stand up, high voice, whisper…) • Pair students – each reads 3 times • Return to whole group – volunteer reads aloud • Students choose 2-3 words for personal word bank. • Place one copy in poetry notebook. One copy goes home for read aloud to anyone/everyone at home. • Next day – read again and start process over with a new passage.

Before Reading Activities • Rivet • Prove It • Guess Yes or No (Anticipation Guide) • Alphabox • Vocabulary Work • Quick Writes

During Reading • Echo • Choral • Partner • Three Ring Circus • Sticky Note • ERT (Everyone Read to …) • Reader’s Theater • Book Club Groups Partner Group Independent Group Teacher Group

After Reading • Written responses • Connections, Predictions, Favorite Part, Summary, Questions, Quick Writes • Graphic Organizers • Story Map, Venn Diagram, Feature Matrix • Drawing in Response

Read Alouds • Aim for 20-30 minutes daily. • Use quality informational and narrative texts. (Integrate your subject areas and promote intertextual connections!) • Deliberately plan which skills and strategies you will focus on with each text. • Incorporate think-alouds into your instruction. • Build in a day for rereading a text and incorporating skill extension (writing-based retelling, compare-contrast texts…).

Read Alouds Cont… • Choose Texts that are: • High interest & address standards • For your target audience (gr. level, length…) • Diverse and encourage multicultural connections • Clear and accurate • Created by same author or illustrator (create connections) • Choose Vocabulary that is: • Functional and meaningful • Rich, varied, interesting without compromising text’s overall meaning • Important to the story

Goal: engage students in actively using specific reading strategies while teacher guides and coaches. Interactive Read Alouds

Structure for an Interactive Read Aloud • Book Intro • Think Alouds (at least 2) • Turn and Talk • Think Alouds • Turn and Talk • Grand conversation

Reciprocal Teaching(Brown & Palinscar) What is it? • Provides practice in questioning, summarizing, clarifying and predicting • Opportunities to discuss text within small chunks • Provides scaffolding for students (start with heavy teacher modeling, move to teacher as facilitator / monitor)

Representing the Roles Quincy Questioner (Questioning) Princess Storyteller (Summarizing)

Reciprocal Teaching Roles Summarizer Questions to Ask • What would be another good title for this story? • What is this mostly about? • What does the author want you to remember? • What is the author’s purpose? • How can I make this long story short? Questioner Questions to Ask • Who? What? Where? When? • What does this story make you think of? • I didn’t know what ________ meant. • Why do you think ________ did _______?

Reciprocal Teaching Roles Clarifier Questions to Ask • What can you think of that would help you explain or understand the story better? • I was confused by _________. • What did ________ mean? Predictor Questions to Ask • What do you think will happen next? • If _________ happened, how would the character most likely act? • What would happen if ________?

Comprehension routines are habits of thinking and organizing that facilitate reading and response in authentic contexts. These routines provide another context in which students can practice their reading comprehension strategies independently. Their purpose is to help students gain deeper understanding of the text and to equip students with a set of strategies they can use with other texts on their own. These are independent settings, which implies that students are able to work on their own, are knowledgeable about comprehension skills and strategies, know how to use routines, have access to texts at their independent levels, and have ample time for practicing and transferring these processes. Routines that are most effective for promoting comprehension in both whole-group and small-group settings at the primary level are Literature Circles, Reciprocal Teaching and Cross-Age Reading Experiences. -From Guided Comprehension in the Primary Grades (M. McLaughlin)

Students meet in small groups. Read and talk about a variety of picture books that present different perspectives on a topic. Students record Facts/Questions/Response. Class comes together to discuss important themes and lingering questions. Book Club Discussions

12:30-1:45 September 8, 2011 PDC