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June 15, 2016

June 15, 2016. Stude n t s should s pe n d th e bu l k of thei r t im e reading conti n uous tex t . Stude n t s n e ed t o rea d hig h -quality text s t o bui l d a rea d in g proces s . Stude n t s n e ed t o rea d a v a riet y of text s t o buil d a readin g proces s .

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June 15, 2016

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  1. June 15, 2016

  2. Studentsshouldspendthe bulk of their timereading continuoustext. Studentsneedtoreadhigh-quality textstobuilda reading process. Studentsneedtoreadavarietyoftextsto build areadingprocess. Studentsneedtoreadalargequantityof textsto buildareading process. Studentsneedtoreaddifferenttextsfordifferentpurposes.

  3. 6) Studentsneedto hearmanytextsreadaloud. Studentsneeddifferentlevelsofsupportatdifferent times. “Level” meansdifferentthingsin differentinstructional contexts The more studentsreadfor authenticpurposes,the more likely theyaretomake aplace forreading in theirlives. Studentsneedto see themselvesasreaders with tastes andpreferences.

  4. Read Aloud Shared Reading Guided Reading Independent Reading Word Work Phonics

  5. …isa time whenthe teacherreadsqualitytext aloudtothe wholeclass andstopsat plannedpoints to askquestionsthatelicit studentresponse.Studentslearntothink deeplyabouttext, tolistentoothers, andto growtheir ownideas.

  6. acquaintchildrenwitha varietyofgenresandtext • structures, • fostertheircomprehensionproficiencyboth by relievingthe • burdenof decodingand by scaffoldingtheirthinking, • model prosody, • buildvocabularyandknowledge,and • createpositivebeliefsaboutandattitudestowardreading. PreparingforaScience Read-Aloudby MichaelC.McKennaandSharonWalpole

  7. Readingaloudintheclassroomcanlessenthe oral languagegapbetweenchildrenwhowerereadto by parentsandthosewhowerenot. • Readingaloudtochildrenincreaseslanguageand literacydevelopmentwhenteachersareintentional andpurposefulaboutwhytheyread, whattheyread,andhowbooksareread. • Readingaloudincludesstrengtheningcognitivedevelopmentandinstilling a senseofstory structure andorganization.

  8. …is a type of focuslessonin whicheitherenlarged printis utilized,or allstudentshave the textto “share” the reading process. The teacherusesthis time, explicitlymodelingreadingstrategiesandskills thatthe studentsneedtolearn.Theresponsibility for reading is “shared” betweentheteacherand thestudents,althoughtheteacherreadsmost of the text.

  9. StrategiestaughtduringSharedReading • K-2Strategies • Directionality • One-to-one matching • Locatingknownwordsandletters • Applicationof aphonicsskill • Predictandconfirm • Self-correctionstrategies • 3-6Strategies • Fix-up strategies • Predictandconfirm • Self-correctionstrategies • Visualization • Vocabularystrategies • Makingconnections • Setting apurpose • Text features • Asking questions • Determiningtext • importance • Graphicorganizers • Visualization • • • Vocabularystrategies • Makingconnections • Setting a purpose • Text features

  10. … is the component inwhich theteachermeetswith a small groupthatneedstoworkon a specific strategy or thathasa similarreadinglevel.Each studenthasa copyof the textandreadsitquietly. Theteacher usesthistime toexplicitlyteachandtohave studentspracticethestrategythey needtolearn while providingimmediatefeedback.

  11. STRUCTUREOFAGUIDEDREADINGLESSON SELECTION OFATEXT: Theteacherselectsatextthatwillbejustrighttosupportnewlearningforthegroup-attheinstructionallevel. INTRODUCTIONTOTHETEXT: Theteacherintroducesthetexttoscaffoldthereadingbutleavessomeproblem­ solvingforreaderstodo. READINGTHETEXT: Studentsreadtheentiretextsoftlyorsilently.Ifstudentsarereadingorally,the teacher mayinteractbrieflytoteachfor,prompt,orreinforcestrategicactions. DISCUSSIONOFTHETEXT: Theteacherinvitesstudentstodiscussthetext,guidingthediscussionandliftingthestudents'comprehension. TEACHINGPOINTS: Theteachermakesexplicitteachingpoints,groundedinthetext,anddirectedtowardexpandingthestudents'systemsofstrategicactions. WORDWORK: Theteacherprovidesexplicitteachingto helpstudentsbecomeflexibleandefficientinsolvingwords. "'" Iffurtherworkwiththemeaningis needed,studentsextendtheirunderstandingofthetextthroughwritingand/ordrawing(maybeindependent).

  12. What are myotherstudentsdoing? WordStudyPractice! IndependentWritingopportunity! Givestudentsresponsibilityfor readingtext independently! 3rd gradersmustbe ableto read andunderstand one millionwordsontheirown!

  13. …is atime whenstudents readtext(eitherself-selectedor teacherrecommended)at theirIndependentReadinglevel to practicereading strategies,developfluencyandautomaticity.The teacherconferswithstudentsone-on-one, promptsthe useof thestrategies,discussesvarious aspectsofthetext,andlearnsabouteachstudentasa reader. Studentsmayrespondtothetextinmeaningfulways throughwriting, discussing,orsketching.

  14. Word Work …is the component thatallows studentsworkwithwords throughfun andengaginglessons. Throughwordstudy,studentslearnletters and the sounds they make.They thenmove on toroot words,suffixesandprefixes,andhow toderive meaningof words.

  15. Focuson how wordswork Word Work • WordWork InstructioninReadingincludes: • phonemicawareness • phonics • vocabulary WordWork InstructioninWritingincludes: • phonics • grammar spelling

  16. Word Work

  17. Resources: Button, K.,M.Johnson,&P.Furgerson.InteractiveWritingina PrimaryClassroom.The ReadingTeacher49, 6:446-454. Dorn,Linda;French,Cathy;&Jones,Tammy.ApprenticeshipinLiteracy:Transitions Across Readingand Writing.York,Maine:StenhousePublishers,1998. Fountas, Irene C.VoicesonWordMatters.Portsmouth,NH:Heinemann,1999. Fountas, Irene C.&Pinnell,GaySu.GuidedReading:GoodFirstTeachingforAll Children.Portsmouth,NH:Heinemann,1996. McCarrier,Andrea;Pinnell,GaySu; &Fountas, Irene C.InteractiveWriting:How LanguageandLiteracyComeTogether,K-2. Portsmouth,NH:Heinemann,2000.

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