Jennifer Evans

Assistant Director ELA

St. Clair County RESA

Evans.jennifer@sccresa.org

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

Agenda

Guided Reading Lesson Review

Words Their Way (QSI)

Progress Monitoring (Running Records)

Homework

Homework Discussion

Discussion of Homework: Article –Research Base for Guided Reading as an Instructional Approach

m.socrative.com

Join room 980994

Type response to question:

What did you find was the most valuable piece of information for you in the chapter?

Lesson Plan Review

Share your lesson plan with your table

group.

Discuss strengths.

Did you teach it? If so, how did it go? If

not, what final adjustments will you

make before teaching it?

How are the students doing with the

selected strategy?

Why Words Their Way?

Words Their Way is…

Developmentally appropriate

Grounded in Research

Takes students from what they know to what

they don’t know

Is Motivating

Words Their Way

Collect Data:

Spelling sample

Student writing

Spelling Inventory (QSI)

Analyze data to determine

stage

What students use

What students misuse

What is absent

Plan Instruction

Organize small groups

Developmentally appropriate word study

Monitor Growth

Ten Principles of Word Study

Instruction 1. Look for what students use but confuse.

2. A step backward is a step forward.

3. Use words students can read.

4. Compare words “that do” with words “that don’t.”

5. Sort by sight and sound.

6. Begin with obvious contrasts first.

7. Don’t hide exceptions.

8. Avoid rules.

9. Work for automaticity.

10. Return to meaningful texts.

Words Their Way Videos

http://www.youtube.com/watch?v=DUof

XtF18GY (3 min for parents)

http://www.youtube.com/watch?v=NGgki

QgtnnU (3 min introduction to Words Their Way)

Characteristics of Stages of Spelling

EmergentEarly Letter

NameLetter Name

Within Word

Syllable and Affixes /

Derivational Relations

Word Sorts

http://www.mypearsontraining.com/pdfs/TG_WTW_WordSorting.pdf

Words Their Way Word Sort Within Word Examples handout

Lewis Byrne autofill $8.00 see example: http://www.youtube.com/watch?v=Fn2132GJz9A

Words Their Way iPad http://www.youtube.com/watch?v=-XKtWNhCPkI

http://www.youtube.com/playlist?list=PL85F360B935DA2D6F (WTW Video Series)

Handouts

Word Wall Activities

Grade 1 Sequence

Oral Fluency Norms

Running Records

Research shows that implementation of running records improves student achievement in both reading and writing.

The Running Record is a method of recording a

student’s reading behavior.

It provides the teacher with information that can be analyzed to

determine the strengths and needs of an

individual student.

A Running Record can be taken at any time on any reading material.

What Are Running Records?

Choosing the Right Book

What level is the book at?

Independent

• 95-100% accuracy

• Independent/ Self-Sustained Reading

Instructional

• 90-94% accuracy

• Guided Reading

Hard

• 89% and less

• Frustration level

Select a text that will challenge the reader a little, but will allow them to

be successful with the instructional scaffolds you provide them.

Running Records may be done on text that is seen or

unseen, depending on their level of reading development.

Does it look right?

Does it sound right?

Does it make

sense?

Proficient readers use all

three cueing systems

simultaneously and

efficiently.

When children have trouble

comprehending, they are not

attending to one of the

cueing systems.

Does the error

look like the

word?

The meaning or general

context of the

story/sentence is reflected

in the substitution.

Analysis of the text

should only take into

account the text up to and

including the error:

Sentence: I like to see

horses at the farm.

Error: I like to fly horses

at the farm.

Only read through the

error: I like to fly.

It’s important for teachers to

conference with a child

immediately after taking a

running record.

The conference should include what the child

has done successfully

and one or two teaching points.

Immediately after a running record

After the Running Record – ask

yourself…

What is the child’s strength?

What cues and strategies are missing from his/her repertoire?

What part/parts of this running record could you go back and use as a reinforcement of strategy use?

Is this selection of text appropriate for this child? What level would you use for tomorrow’s lesson?

Retrospective Miscue Analysis

See handout

Student was ultimately responsible for

defining the strategy he/she used and the

fact that the student was an active

participant in the dialog, not someone that

was being “told” what to do and/or talked

“at”.

http://eworkshop.on.ca/edu/core.cfm?p=

main&modColour=1&modID=2&m=121&

L=1 (show me – play)

http://www.youtube.com/watch?v=ZO-

4OYiJiUA (teacher with Lucas)

http://www.youtube.com/watch?v=votEntro

eLQ (Coding a running record series)

Practice

See How It’s Done:

Practice

My Shadow

My Shadow Running Record

Compare the running record you took on

My Shadow with the following…

Teaching Point

Discuss with your table group what

teaching point you would make with the student.

Practice retrospective

miscue analysis at your table

group

http://www.learnnc.org/lp/editions/readassess/983

Videos: http://www.youtube.com/results?search_query=running+records&oq=running+records&gs_l=youtube.3..0l10.116265.118375.0.118635.15.12.0.3.3.0.112.894.11j1.12.0...0.0...1ac.1.11.youtube.JQSSGwVwJIc

Other Practice

Exit Ticket

Write any questions you would like

answered in the last session.

Write any suggestions you would like for

future reading Professional Development to

help you implement reading workshop with

fidelity.

Homework:

Read Redesigning Reading Instruction and be prepared to discuss.

Next time you come bring a word study lesson plan for one group of students and a completed running

record

Questions?