Gayla Reid K-2 Content Specialist K-2 Reading Academy Day 3

Day 3 Agenda Welcome/ “Rules” JOY Inclusion Leveled Teaching Lesson Flow Property Card: Comprehension Lunch (1 ½ hrs) Property Card: Fluency Management and organization Closure

“How to Play Rules” Players will: – Be an ACTIVE player AND listener – Be respectful and use kind words – Have an open mind for new ideas – Take care of personal needs (restroom/water/cell phone)

JOY Take out a sticky note and record the following: J = Something you JUST did for yourself O = One thing YOU would like to do for yourself Y = One thing YOU have learned so far this week

Emergent Lesson Framework Day 1: Phonemic Awareness Activity(2 min) Sight Word Review(2 min) Read a New Book(8 min) Learn a New Word(3 min)

Emergent Readers Framework Day 2: Sight Word Review(2 min) Reread Yesterday’s New Book(7 min) Learn New Word(2 min) Word Study(4 min)

Emergent Reader Framework Day 3: Familiar Read(4 min) Learn New Word(3 min) Guided Writing/WTW writing(8 min)

Early Readers Day 1: Sight Word Review(1 min) Read New Book(12 min) Teach New Sight Word(2 min)

Early Reader Framework Day 2: Sight Word Review (1 min) Continue reading or reread book (8 min) Teach New Sight Word (2 min) Word Study (4 min)

Early Reader Framework Day 3: Learn New Sight Word(2 min) Guided Writing(13 min)

Transitional Reader Framework Day 1: Before Reading(3 min) Preview/Vocabulary During Reading(10 min) Prompt for strategies After Reading(2 min) Teaching Points

Vocabulary Work 4 steps to Introduce Vocabulary – Define. Say new word and simple definition Do not ask students if they know the word. – Connect new word to students’ background knowledge – Relate the new word to text – Turn and talk. Have each partner use word in a sentence

Vocabulary Point If an unfamiliar word is defined in the text, the illustration, or the glossary, do no introduce the word. Instead, prompt students to use the text clues to help them figure out the meanings of new words

Transitional Reader Framework Day 2: Finish Reading Book Word Study Sound Boxes Analogy Charts

Transitional Reader Framework Day 3: Guided Writing -B-M-E -Five-finger retell -S-W-B-S - Events and details - Problems and character’s feelings about it; solution and character’s feelings about it

Break

Reading Prompts Think about your reading instruction. What strategies do you use when students come to a word they cannot read? Share with your table partners

Reading Prompt Strategies Emergent: pg. 88 Early: pg. 118 Transitional: pg.158

Property Card: Guided Reading Introduction of new book (Jan Richardson) What were “key pieces” Jan did that helped prepare the student to be successful at reading the book? What was the purpose of her writing the word on the dry erase board?

Comprehension Mingle On an index card, write your name in the center Top Left Corner: Which comprehension skill do you LOVE to teach Top Right Corner: Which comprehension skill does your students have the greatest success with Bottom Left Corner: Which comprehension skill do you like the LEAST to teach Bottom Right Corner: Which comprehension skill does your students have the poorest success with?

Comprehension Mingle Stand with your index card When music begins, “mingle around the room” When music stops… FREEZE.. and find a partner Listen for directions

Property Card: Comprehension taught. Genres must be directly taught.

Comprehension Share with your partner… Which genres does your grade level have the responsibility of teaching? On a scale of 1-5, how confident are you with teaching all of your grade level genres? When are students reading different genres?

Comprehension Comprehension Skills – All skills are taught within a certain type of genre – Skills are NOT taught in isolation Post-It Note Activity: – Level Readers – Comprehension – Sticky Notes

LUNCH

Fluency Share with your table… – How and when do you take fluency test on your students? – What reading levels should you use to take fluency test (independent or instructional)? Fluency… – Cold read ---Practice ---Final read ---Chart growth

ELAR Management What are other students doing when you are at your teacher table? Things to consider with students out at independent stations… – Will they rotate or move on free will – What will they do with finished/unfinished work – How will you handle noise level – How will you handle students coming to teacher table? – How will you organize the station materials?

QUESTIONS

Closing Thoughts

Closing Reflection On monopoly paper, write the following: – Name/school and June Academy – 3 things you learned this week – 2 things you want to immediately implement when school starts – 1 thing you would like more information on *Please leave any comments to better this presentation**