READING WORKSHOP SERIES

DAY 2

Jennifer Evans

Assistant Director ELA

St. Clair County RESA

Evans.jennifer@sccresa.org

http://www.protopage.com/evans.jennifer

Agenda

Research

Flexible Instructional

Groups – Your Small Group Profile

Text to Reader Match

Assessment Protocols

Reading Process

Lesson Plans

Variation in Amount of Independent Reading

Percentile Rank Minutes/Day Reading Words/Year

98 67.3 4,733,000

90 33.4 2,357,000

70 16.9 1,168,000

50 9.2 601,000

30 4.3 251,000

10 1.0 51,000

2 0 8,000

“Effective classroom teachers are the only absolutely essential element of an effective school.”

• Allington & Cunningham, 1997

When trust is combined with explicit instruction, our students acquire the skills necessary to become independent learners. Students will continue their learning even when they are not being “managed” by the teacher. (p. 18)

Providing choice Establish clear routines and procedures Explicitly explain why Provide lots of time for students to practice Build Stamina Good-fit books Anchor Charts Correct Modeling

Key to success:

Stages of Reading Development

It’s a start – often times students will show characteristics of multiple stages.

These frameworks can only serve as a guide for our teaching.

As professionals, we must focus on the real readers in front of us and respond to the actual behaviors we observe. (Regie Routman, (2000) p. 108-9)

At The Zoo

https://www.youtube.com/watch?v=qEd-mZsCVg8&list=PLFC2DC18916C8664E&index=10

What would you do? What instructional decisions would you make?

Using Your Reading Strategies Flip-Book

Determine the reading stage

Think about what you observed:

What does the student do

well?

What does the student use

but confuse?

What does the student not

know?

Chips In

Thinking about the reading process, discuss with your table how you help your students make a correct text to reader match.

Text to Reader Match

Features to consider when selecting a book:

○ Message and content (appeal to children)○ Genre (text structure)○ Language structure (nature, complexity,

tense, frequency, length of phrases, sentence patterns, length of book, etc.)

○ Word structures (familiar words, complex words, decodability)

○ Presentation and Layout (amount, placement, clarity of text)

Getting to Know Your Readers

Beginning conferences can seem like conversations where we get to know our students’ reading habits and behaviors and begin to create profiles of our students to help us plan instruction:

During these conversations we ask:• Why did you choose this book to read?• Do you like to read?• Do you read with anyone at home?• Why do you read?• When do you like to read?• Where is your favorite place to read?• Tell me about one of your favorite books. Why is it your favorite?• Is there a type of book that you do not like to read?• Do you have a favorite author?• What do you like best about reading?• What is something that is hard for you when you are reading?

Good Support•“Children at the

transitional stage read a lot of “series” books. Through their shared characters, settings, and events, these books support transitional readers’ development just as the repetitive language and structure of emergent and early texts supported them when they were starting out. (p. 17)”

Just as predictable texts support

young readers, Sharon Taberski (2000 On Solid

Ground) reminds us how series

books can provide similar support for

transitional readers.

Cautionary Tale…

Emergent – Early Readers:

Make sure students know the sounds…some are very good at memorizing and appear as great readers until about 2nd grade when their brain can’t hold anymore

Transitional Readers:

“have not had sufficient prior experience in having

discussions…when the curriculum gets more integrative and open-

ended in the third grade, primary reliance on the

same structured approaches actually

retards learning.”

We could consider transitional readers as “the great pretenders”;

unless we look closely at what they are doing as

readers and listen well, we may not realize they are not growing as readers.

Beyond Leveled Books by Karen Szymusiak & Franki Sibberson p. 4

How to choose a good fit book

http://www.youtube.com/watch?v=rwtHGh0PVHo (1:40) Animated with Powtoon to show class

http://www.youtube.com/watch?v=n_2GYGjnAnA (2:35) The sisters Mini-lesson

Motivation to Read Profile from the 1st Session

Just Right Books

http://www.youtube.com/watch?v=ocOSRUBi218 (3:20) Video for parents

Independent Level 96%- 100% Accuracy with good comprehension and fluency

“Just Right”

Instructional Level 90-95% Accuracy Students can read with teacher support and instruction

Frustration Level < 90% Accuracy “Too Hard”

“Just Right” Books

If the Book Fits, Read it! PP

Leveled Text

Fountas and Pinnell’s leveling list

Level It iPad app ($4.00)

Procedure to Level Books (Project STARS)

Text Complexity by Scholastic

Classroom Libraries

Research tells us that classroom libraries are utilized more than school or public libraries.

Richard Allington suggests a primary classroom teacher needs to have a minimum of 1200 different titles in a classroom library and intermediate classrooms should have a minimum of 750 titles.

Students must have access to books (at their level and their choice) in order to practice the skills and strategies being taught.

Break

Look at your Assessments

Informal Assessments

Listening In

Turn and Talk

Teacher/Student Conference notes

Running Records

Notes From Small Group Instruction

Observations

Hand Signals

Rubrics

Journals

Self-Evaluations

On Demand Writing

Formal Assessments

DIBELS

Pre/Post Assessments

MEAP/NWEA/STAR Reading-Math

DRA

Comprehension Tests

Published Writing

Presentations

Think About Assessment Administration and Protocol

Selena Example

An assessment states: (page 8)

“Have a conversation with the student, noting the key understandings the student expresses. Use prompts as needed to stimulate discussion of understandings the student does not express. It is not necessary to use every prompt for each book. Score for evidence of all understandings expressed – with or without a prompt. Circle the number in the score column that reflects the level of understanding demonstrated.”

“It is not necessary to use every prompt for each book.”

Teachers may interpret this in different ways.

What if they don’t ask any prompts on any test?What if they ask every prompt on every test?What if they change what the prompt says?What if they add their own prompts?

“Note Any Additional Understanding”

If a student provides other information, how do you score it?Selena did not state that the picture showed the

skunk was happy (or had lots of room) in her retell, so she received a score of a 2. ○ What if Selena gave additional much deeper

information?○ What if Selena gave additional irrelevant

information?○ What if Selena gave similar information?○ What if Selena goes off on an incorrect tangent

and changes what she said earlier?

Assessment Scoring Protocol Notes

Collaboration

Discuss the protocols you use to administer and

score your assessments

Discuss any issues / problems that you

face

Determine protocol you will use

Looking at your data…

Roughly sketch out how you

would look at your data

and plan what

students would be in what group

Grouping for Instruction

“There must be a match between what we teach and the child’s needs, interests, engagement, and readiness to learn. It takes a knowledgeable teacher, not a program from a publisher, to determine and assess what needs to be directly taught and how and when to teach it.”

--Conversations, by Regie Routman

Small Group Profile

Name Reading Level

Interests Strengths Strategies Needed

QSI Level

Practice/Investigation

We need to practice to make

instructional decisions based on data. Start by practicing

assessments.

Or… create checklists/

records to help plan and monitor

your students using data to

guide instruction

Or…practice leveling texts

Or…practice using your data to plan a lesson

Assessment Practice

Practice specific examples of assessment protocol for:DibelsDRAInformal Reading InventoryBenchmark Assessment

• OR…

Leveling Practice

Using the texts at your table, practice leveling them.

• OR…

Lesson Plans

1. Plan your small groups using data

Understand the reading process

2. Be sure to have the correct

text to reader match

3. Create a good literacy environment

5. Plan Guided Reading

Lessons

Recap

Homework:

Next time you come bring a copy of 2

weeks of your reading lesson plans

Be sure to include whatever data you use to plan your

instruction

Struggling Readers

https://www.youtube.com/watch?v=Vj-UdSSQ7p8 (9 min)