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Good-Bye Robin- Happy Retirement PowerPoint Presentation
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Good-Bye Robin- Happy Retirement

Good-Bye Robin- Happy Retirement

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Good-Bye Robin- Happy Retirement

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  1. Good-Bye Robin- Happy Retirement Years of Service: over 150 years Patti Gonzales & Mary Ellen Johnston Reading Coach & Intermediate Reading May 21, 2011

  2. What has been the number 1 – traditional oral reading strategy in the classroom for many years? Round robin readingfrom science, social studies, literature, reading basal and chapter books Students take turns reading parts of a text aloud while others are “following along” in their text

  3. NO More Round Robin Reading • We want Round Robin and Popcorn Reading to just quietly disappear • These strategies severely limit student access to connected text. Plus, the interruptive nature of turn taking provides poor models of skilled reading (Allington, 1980). • Round Robin reading can damage students’ social and emotional growth (Ivey, 1999).

  4. Guided Oral Reading But why can’t we just do what we’ve always done? Round Robin Oral Reading Each child reads too little; engagement is low Instructional time is wasted Focus on oral reading performance, less attention to comprehension

  5. Who Has Felt Like This?

  6. Why did Robin stay in school for all these years? To Read in front of others To develop confidence To model good reading To use with lower groups To check for understanding To practice/monitor reading with punctuation, phrasing, fluency and expression To make sure they are doing the reading Didn’t know what else to do

  7. ALTERNATIVES TO ROUND ROBIN • Independent Reading • Jigsaw Reading • Shared/Choral Reading • Echo Reading • Radio Reading • Partner Reading • ERT • Read Alouds • Reading-While-Listening • Guided Reading

  8. Independent ReadingNON-THREATENING practice Students silently read at their independent reading level-TEACHER confers with individual students • PROCEDURE: • Teacher provides a purpose for reading • Students select books to read independently • Teacher holds conferences with individual students to monitor fluency, accuracy and/or comprehension • Students record in reader’s response journals/or have book talks with their partners

  9. Jigsaw Strategy EASY & EFFECTIVE way to involve all students Increases instructional TIME ON TASK • PROCEDURE: • Each student receives a portion of the material to be read and introduced • Students leave their "home" groups and meet in "expert" groups • Expert groups discuss the material and brainstorm ways to present their material to the other members of their “home” group • The “experts” return to their “home” groups to teach their portion of the • material and to learn from the other members of their “home” group

  10. Distilling the Steps into 3 Stages STAGE 1:Assign students each to a Home Group Class of 20 Students {five Students to each Home Group} HOME GROUP A HOME GROUP B HOME GROUP C HOME GROUP D

  11. STAGE 2:Assign the five students of each Home Group to a different Expert/Research/Topic Group. HOME GROUP A ERT GROUP 1 ERT GROUP 2 ERT GROUP 3 ERT GROUP 4

  12. STAGE 3:Jigsaw ERT groups reconvene in original Home Group where each ERT member educates their specialty to their Home Group. ERT MEMBERS RETURN TO THEIR INITIAL GROUP AS EXPERTS ERT MEMBERS RETURN TO THEIR INITIAL GROUP AS EXPERTS ERT MEMBERS RETURN TO THEIR INITIAL GROUP AS EXPERTS ERT MEMBERS RETURN TO THEIR INITIAL GROUP AS EXPERTS HOME GROUP A HOME GROUP B HOME GROUP C HOME GROUP D

  13. What do students gain by using the Jigsaw Strategy? • STUDENTS WILL… • have the opportunity to teach themselves, which fosters depth of understanding. • have practice in peer teaching, which requires a deeper level of understanding of their topic. • contribute to a group discussion while developing an area of expertise within the overall project.

  14. What do students gain by using the Jigsaw Strategy? STUDENTS WILL… • have an opportunity to demonstrate personal responsibility. • think creatively, devising new, differentiated ways of teaching and presenting material. • work towards sharpening their teamwork skills. • improve in their thinking, listening, speaking, and problem solving skills.

  15. Shared/Choral Reading • Group/ whole class reads ALOUD & TOGETHER from same selection • NON-THREATENING practice • PROCEDURE: http://www.youtube.com/watch?v=dnF8sYsmWo8 • http://www.youtube.com/watch?v=LFRzl2Oe_Bs&feature=related • Orally read with students • Read at a fluent rate • Independent reading level of most students

  16. ERT= Everyone Read To….. TEACHER sets a purpose for reading and assigns A SECTION of the text for all students to silently read to. • PROCEDURE: • Teacher sets a purpose for reading (question/skill) • Assigns a section of the text to read • When time is up, students share with their partner information • obtained (turn and talk, think pair share) • Teacher observes partner sharing • Teacher shares information with group • Setting a purpose motivates and engages students

  17. Echo Reading TEACHER reads A SECTION ALOUD, then the students read the same section TOGETHER ALOUD NON-THREATENING practice • PROCEDURE: http://www.youtube.com/watch?v=CLpEkMUqZJg • Teacher orally reads to students • Together students orally read the same section again • Repeat above procedures until selection is completed

  18. Radio Reading TEACHER assigns text to students to read, students present to class NON-THREATENING practice • PROCEDURE: • Teacher assigns reading • Students independently read assignment • Students transform text into a radio news announcement to provide relevant information • Students rehearse “news” announcement • Students present to class • Discuss announcement

  19. Read Alouds TEACHER sets a purpose for reading students listen to reading and discuss “think alouds” with partner • PROCEDURE: • Teacher introduces the text/ vocabulary • Teacher sets a purpose for the selected book • Teacher stops reading at selected points to “think aloud” and emphasize the focus point • Students turn and talk with their partner to “think aloud” • Teacher circulates group and “listens” in as partners talk • Teacher shares with the group information heard

  20. Partner Reading • EASY & EFFECTIVE way to involve all students • NON-THREATENING practice • PROCEDURE: • Assign students partners • Designate amount to read to partner • When an error is heard, have students use the “Ask, then Tell” procedure: • Ask“Can you figure out this word?” • Tell“The word is _________.” • “Read the sentence again.”

  21. Partner Reading Variations Side by Side- Reading to a Partner Students sit next to each other with one book between them. One partner reads & points to the words; the other partner follows along. Students take turns reading a section. Shoulder to Shoulder- Reading to a Partner Students sit facing opposite directions with shoulders aligned. Each partner has a book. Students take turns reading a section. Reading WITH a Partner Students sit side to side with one book between them. Both partners read at the same time as partner one touches the words.

  22. Establishing Partners • Avoid pairing highest and lowest skilled readers • Consider taking lowest readers into a small group for practice with the teacher

  23. Establishing Partners • Michael • Andrea • Eric • Julie • Amy • Heidi • Mary • Harry • Sarah • Andrew • Matt • Jazmine • Bobby • Celisse • Marsha • Kris • Sammy • Jamie • Orlando • Miquel • Sue • Krystal • Francis • Angelica

  24. Reading-While-Listening TEACHER sets a purpose for reading student listens to a story on tape and follows along • PROCEDURE: • Teacher sets a purpose for reading • Student listens to and follows along silently in the text • To model fluency, phrasing, intonation and expression ‘Reading While Listening’ is an approach that allows the struggling reader to silently ‘rehearse’ a passage by first following along silently in the text while listening to the prerecorded story or passage.

  25. Guided Reading Teacher scaffolds the students to process the text independently with a focus on developing reading strategies • PROCEDURE: • Teacher introduces text, vocabulary and access background knowledge • Teacher establishes a purpose for reading, makes predictions • Students are engaged in the discussion of the book • Teacher assigns pages/ chapters/ whole book to be read independently • Teacher listens to individual students orally read • Teacher assigns an activity to be completed after reading (optional)

  26. The purpose of guided reading is to meet the varying instructional needs of all the students in your class, enabling them to greatly expand their reading powers. Guided Reading Fountas and Pinnell (p.189 – 191, 193).

  27. When you introduce a text, you: • establish a purpose for reading • make predictions • introduce vocabulary • Explore and access prior knowledge • help them attend to critical features of the text • anticipate the features that may be difficult • Make connections

  28. During reading, you: • sample oral reading • Guide students • help students make analogies • record specific needs for later review • avoid constant interruption of the flow of reading

  29. Extending the Meaning of the Text • After Reading Sometimes you may want to ask students to write about the text or do some other activity designed to extend the understanding. • Compare and contrast • analyze characters • explore concepts from different perspectives • Make connections • use graphic organizers • further reading • data gathering

  30. Cooperative Learning Strategies: • Four Corners • Turn and Talk • Group investigation • Think Pair Share • Numbered Heads Together • Roundtable • Three step interview • Community Circle

  31. 3-2-1 Reflection • 3 things I learned • 2 things I am going to try • 1 thing I want to know more about

  32. Questions and Reflections

  33. References • Rasinski, Timothy and Opitz, Michael . “Good-Bye Round Robin.” “Twenty-five Effective Oral Reading Strategies.” • Ash, G. W., Kuhn, M. R., & Walpole, S. "Analyzing 'inconsistencies' in practice: Teachers continued use of round robin reading." Reading and Writing Quarterly, 25 (2009): 87-103. doi: 10.1080/10573560802491257 • Rasinski, T. V. "A brief history of reading fluency." In S. J. Samuels & A. E. Farstrup (eds.) What research has to say about fluency instruction (pp. 4-23). International Reading Association: 2006. • Aronson, Elliot. “The Jigsaw Classroom” – how the Jigsaw strategy works, and how to set up a Jigsaw task or classroom http:/www.jigsaw.org/ • Nichols, W.D., Rupley, W.H., & Rasinski, T. (2009). Fluency in learning to read for meaning: Going beyond repeated readings. Literacy Research and Instruction, 48(1), 1‐13. doi: 10.1080/19388070802161906