This document appears to be a presentation about reading instruction. It includes sections on assessment, grouping students, independent reading levels, choosing appropriate texts, and using data to guide instruction. Key points discussed include using informal and formal assessments to understand students' reading abilities and needs, grouping students flexibly based on data, matching readers with texts at an appropriate level, and using assessment information to plan targeted small group lessons. The presentation emphasizes using data and teacher knowledge to meet students where they are and differentiate instruction.
6. “Effective classroom
teachers are the
only absolutely
essential element of
an effective school.”
• Allington & Cunningham, 1997
7. Key to success:
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
8. 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)
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?
10. 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?
11. Chips In
Thinking about the reading
process, discuss with your
table how you help your
students make a correct text
to reader match.
12. 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)
13. 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?
14.
15. 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.
16. 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
17. 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
18. How to choose a good fit book
http://www.youtube.com/watch?v=rwtHG
h0PVHo (1:40) Animated with Powtoon to show class
http://www.youtube.com/watch?v=n_2G
YGjnAnA (2:35) The sisters Mini-lesson
Motivation to Read Profile from the 1st Session
19. Just Right Books
http://www.youtube.com/watch?v=ocOS
RUBi218 (3:20) Video for parents
20. “Just Right” Books
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”
22. Leveled Text
Fountas and Pinnell’s
leveling list
Level It
iPad app
($4.00)
Procedure to Level
Books (Project STARS)
Text
Complexity
by
Scholastic
23.
24.
25.
26. 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.
29. 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
31. 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.”
32. “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?
33.
34. “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?
36. Collaboration
Discuss the
protocols you use
to administer and
score your
assessments
Discuss any
issues / problems
that you face
Determine
protocol you will
use
37. Looking at your data…
Roughly
sketch out
how you
would look
at your
data and
plan what
students
would be in
what group
38. 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
39. Small Group Profile
Name Reading
Level
Interests Strengths Strategies
Needed
QSI
Level
40.
41. 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
42. Assessment Practice
Practice specific examples of
assessment protocol for:
Dibels
DRA
Informal Reading Inventory
Benchmark Assessment
• OR…
43. Leveling Practice
Using the texts at your table, practice
leveling them.
• OR…
49. 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
50. 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
The ultimate goal of this workshop series is to provide teachers with the ability to make instructional decisions based on observations. To empower teachers to use data to guide instruction and to move all of their students to higher levels of literacy success.
What would your teaching point for this student be? What area in the flip book would you look? What strategies could be suggested to move this student forward?
Studies have shown that if a book is too hard, children become overwhelmed. Instead of attempting to read the text with the repertoire of strategies they have, children give up trying. In this situation it appears a child cannot read at all, even though on a more appropriate text they show the ability to use a host of reading strategies.
The essence of matching children with books lies in finding the book that is “just right” for their current development. When books are selected, children can read successfully and overcome the few challenges a book may pose with little support from the teacher.
Time permitting – provide each table with books to practice leveling
http://www.fountasandpinnellleveledbooks.com/ - $25 subscription
http://www.booksource.com/departments/leveled-reading.aspx - leveled book collections for purchase
http://www.heinemann.com/products/E04909.aspx - book list books for purchase
Discuss ways teachers could build up their classroom libraries…book swaps, garage sales, scholastic 50% off, fund raisers, internet free resources, Reading A-Z,
Regie Routman (2000) cautions:
“Some schools have witnessed a leveling craze so that teachers will only select books based on level and feel they cannot conduct guided reading groups without it. What is most important for selecting books starting in middle - upper elementary is that the content and story line are developmentally appropriate, interesting, and relevant as well as accessible. Additionally, consider that complexity of plot, time sequence, character development, and the author’s writing style all play a role in determining a book’s difficulty. Once the child is reading well…levels can actually be limiting factors because they don’t take into account students’ varying interests, background knowledge, and motivation. (p. 84)
Students are often informally assessed on their reading and writing development. The informal assessments allow for the teacher to quickly decide which students need remediation, more practice or enrichment with specific skills and strategies. Teachers may informally assess their students by simply listening in as the students are talking with their peers. High level questioning should be used to guide student conversations. Teachers may informally assess the students reading and writing development by utilizing journals. The journals allow a quick peek into the students’ heads and show the students’ strengths and weaknesses.
Formal assessment are also used within the classroom. Many of the formal assessments are mandated by the school district or state. The formal assessments are used to guide my instruction.
Students will earn their grades by earning points. Many of the scores will come from rubrics. Rubrics are sent home on a biweekly basis so you know how your child is doing in the classroom. Students will be evaluated on the quality and quality of reading journals, reading logs, written responses, active participation during discussions, published pieces of writing, comprehension tests, and quantity of writing produced during Writer’s Workshop.
This page is in week 1 copies
If they forgot their data, have them use the data from NWEA in week 1
All of the samples of record keeping are in week 1
As teachers are all at different stages of implementing a Reading Workshop, provide them work time to work on what they need…practicing scoring assessments; creating documents to help them organize their data; practice leveling texts and matching their students to correct texts; or practice using their data to plan a lesson
Next Steps in Guided Reading Lesson Plans – PH required to use
