Supported Reading 12:30-1:45 September 8, 2011 PDC

Balanced Literacy Time Recommendations Component Early Grades Upper Grades Word Work 30-40 minutes daily 20 minutes 2-3 days per week Independent Reading 120-200 minutes per week Supported Reading 150-200 minutes per week Writing

Supported Reading Reading and Responding Section of Imagine It! Shared Reading Comprehension Work (whole class, small group, peers) Read Alouds and Interactive Read Alouds Literature Study (Literature Circles, Book Club Groups, Novel Studies, etc.) Guided Reading/Reading A-Z

Shared Reading Experiences Emphasize a common language Encourage and respect different viewpoints and perspectives Ensure positive reading experiences Spark discussion and debate Support students’ enthusiasm for discovery Big Books, poems, textbooks All students must have access to the text Choose skill (teaching point) (fluency, word patterns, structure, etc.) Small group or whole group 4

Fluency lessons FDL (Fluency Development Lesson) Rasinski & Padak, 1998 (see The Fluent Reader, Rasinski, 1998) Teacher selects and reads aloud a short passage, modeling Accuracy - Pitch - Expression Discussion of meaning and vocabulary Students read chorally from individual copies – repeat several times and creatively (in parts, stand up, high voice, whisper…) Pair students – each reads 3 times Return to whole group – volunteer reads aloud Students choose 2-3 words for personal word bank. Place one copy in poetry notebook. One copy goes home for read aloud to anyone/everyone at home. Next day – read again and start process over with a new passage.

Before Reading Activities Rivet Prove It Guess Yes or No (Anticipation Guide) Alphabox Vocabulary Work Quick Writes A B C D E F G H I J K L M N O P Q R S T U V W X Y,Z

During Reading Echo Choral Partner Three Ring Circus Sticky Note ERT (Everyone Read to …) Reader’s Theater Book Club Groups Partner Group Independent Group Teacher Group

After Reading Written responses Graphic Organizers Drawing in Response Connections, Predictions, Favorite Part, Summary, Questions, Quick Writes Graphic Organizers Story Map, Venn Diagram, Feature Matrix Drawing in Response

Read Alouds Aim for 20-30 minutes daily. Use quality informational and narrative texts. (Integrate your subject areas and promote intertextual connections!) Deliberately plan which skills and strategies you will focus on with each text. Incorporate think-alouds into your instruction. Build in a day for rereading a text and incorporating skill extension (writing-based retelling, compare-contrast texts…).

Read Alouds Cont… Choose Texts that are: Choose Vocabulary that is: High interest & address standards For your target audience (gr. level, length…) Diverse and encourage multicultural connections Clear and accurate Created by same author or illustrator (create connections) Choose Vocabulary that is: Functional and meaningful Rich, varied, interesting without compromising text’s overall meaning Important to the story

Interactive Read Alouds Goal: engage students in actively using specific reading strategies while teacher guides and coaches. -specific and explicit reading strategies like predicting, questioning, clarifying, and summarizing -guide students to develop the ability to analyze texts and articulate their thinking in a safe environment. Solidify understanding of strategies Bring attention to attributes (pictures, bold print, etc.) -think alouds for explicit instruction and Showing the covert processes of good readers Shift responsibility 11

Structure for an Interactive Read Aloud Book Intro Think Alouds (at least 2) Turn and Talk Think Alouds Grand conversation Discuss Planning is key Sticky notes to focus lesson Model for participants Participants practice with the focus of making connections Share thoughts on process

Reciprocal Teaching (Brown & Palinscar) What is it? Provides practice in questioning, summarizing, clarifying and predicting Opportunities to discuss text within small chunks Provides scaffolding for students (start with heavy teacher modeling, move to teacher as facilitator / monitor)

Representing the Roles Princess Storyteller (Summarizing) Quincy Questioner (Questioning)

Reciprocal Teaching Roles Summarizer Questions to Ask What would be another good title for this story? What is this mostly about? What does the author want you to remember? What is the author’s purpose? How can I make this long story short? Questioner Questions to Ask Who? What? Where? When? What does this story make you think of? I didn’t know what ________ meant. Why do you think ________ did _______?

Reciprocal Teaching Roles Clarifier Questions to Ask What can you think of that would help you explain or understand the story better? I was confused by _________. What did ________ mean? Predictor Questions to Ask What do you think will happen next? If _________ happened, how would the character most likely act? What would happen if ________?

Comprehension routines are habits of thinking and organizing that facilitate reading and response in authentic contexts. These routines provide another context in which students can practice their reading comprehension strategies independently. Their purpose is to help students gain deeper understanding of the text and to equip students with a set of strategies they can use with other texts on their own. These are independent settings, which implies that students are able to work on their own, are knowledgeable about comprehension skills and strategies, know how to use routines, have access to texts at their independent levels, and have ample time for practicing and transferring these processes. Routines that are most effective for promoting comprehension in both whole-group and small-group settings at the primary level are Literature Circles, Reciprocal Teaching and Cross-Age Reading Experiences. -From Guided Comprehension in the Primary Grades (M. McLaughlin)

Book Club Discussions Students meet in small groups. Read and talk about a variety of picture books that present different perspectives on a topic. Students record Facts/Questions/Response. Class comes together to discuss important themes and lingering questions. Participants will be given time to look at the book sets at their table and note common themes and questions they have Allow participants to share thoughts/questions/concerns 18