Reading Across the Curriculum March 8, 2018 RFF Day

Essential Questions Why are we all together learning about reading? How am I serving the readers in my classroom? Essential Questions

So what is guided reading? Guided Reading Sort time!!

Guided Reading Creating Meaning Where does meaning come from? -Meaning -Structure -Visual Guided Reading Creating Meaning V S

Guided Reading Creating Meaning

Guided Reading Creating Meaning Meaning/Semantics Students use background knowledge, context clues, illustrations to substitute a word that would make sense in the sentence. Example 1: But he said . . . Example 2: Guided Reading Creating Meaning Meaning/Semantics Frances likes jam on her bread. “jelly” laying The small cat was sleeping by the window.

Guided Reading Creating Meaning Structure/Syntax Students use what they know about grammar/structure to substitute a word that would make sense in the sentence. Example 1: But she said . . . . Example 2: Guided Reading Creating Meaning Structure/Syntax Frances likes jelly on her bread. “mustard” likes The small cat was sleeping by the window.

Guided Reading Creating Meaning Visual/Phonics Students use the way a word looks to substitute a word that would make sense in the sentence. Example 1: But he said . . . Example 2: Guided Reading Creating Meaning Visual/Phonics Frances likes jelly on her bread. “jolly” smile The small cat was sleeping by the window.

Guided Reading Creating Meaning The little boy wanted to ride the pony. The little boy wanted to ride the train. The little boy want to ride the house. Guided Reading Creating Meaning Meaning; Structure Structure Visual

Guided Reading Creating Meaning The “How To” STEP 1: Mark the Error Guided Reading Creating Meaning The “How To” As students are reading, annotate errors made by writing the letters M (for meaning), S (for structure), and V (for visual) in the column for errors on the running records sheet.

Guided Reading Creating Meaning The “How To” STEP 2: Analyze the Error Guided Reading Creating Meaning The “How To” Meaning: Did the meaning of the text have an impact on the child’s reading? Pictures and information taken from them are considered meaning cues. Syntax: Did the child read the sentence in a grammatical and linguistically reasonable manner? In other words, does it make sense as a sentence in English? If there was a substitution, for example, did he or she substitute a proper part of speech? Visual: What did the word look like? Did the student look at the word and make an attempt based on how it appears? Did he or she use a beginning or ending letter? A cluster of letters?

Guided Reading Creating Meaning The “How To” Running Records: Planning Guided Reading Creating Meaning The “How To” K A-C Emergent Readers Every 2 to 4 weeks 1 D-I Early Readers Every 4 to 6 weeks 2-3 J-P Transitional Readers Every 6 to 8 weeks 4-5 Q-Z Fluent Readers Every 8 to 10 weeks For running records, use any text, mark off 100 words, and have students read while you code and score. Analyze miscues after reading! At the end of GR and strategy groups Student arrival and dismissal Regular day - weekly/monthly

Serving our Students Standards and Discussion Pull up Launchpad and log in Find this icon and click on it Choose your grade level ELA Standards.PDF link Read over Reading Informational Standards and Reading Foundational Standards Discussion *ELA teachers— Which standards do you feel would tie in well with science, social studies and math? Which standards do students struggle with the most and why do you think that is? *Math teachers— Which standards fit well into science, social studies and math? How could you address these skills during your block? Serving our Students Standards and Discussion

Serving our Students The “How To” Prepare your introduction for your text Consider the content of the book, interest level, vocabulary used Prompt for Success on the 1st Reading Serving our Students The “How To” Prompt for Meaning (Semantics) Prompt for Text or Language Structure (Syntax) Prompt for Visual (Phonics) Main idea of the text How does the text work? Unusual text or language structure Think about the genre Repeated Phrases What words might be difficult Character names or other proper nouns Content Vocabulary

Serving our Students The “How To” Consider the texts you’re using Plan ahead of time with the text Serving our Students The “How To”

Serving our Students The “How To” Know where your students struggle—fluency or comprehension If it’s comprehension, plan your comprehension conversations by analyzing comprehension proficiency and Continuum Serving our Students The “How To” Within the Text Beyond the Text About the Text Summarizing Predicting Making connections Synthesizing Inferring Analyzing Critiquing

Serving our Students The “How To” Purposely make the connection between reading skills and math— showing students how to apply skills in different subject areas Serving our Students The “How To”

Reading Across the Curriculum Productivity Time Choose one activity that will benefit the students in your classroom Do a miscue analysis for MSV (best for K-2 teachers) Write a guided reading style introduction for a non-fiction text you are using next week in your classroom (best for math/science teachers) Calibrate comprehension discussion grading with the Rubric for Scoring Comprehension Conversation for your text level (best for 3rd-5th teachers) After determining area of need in comprehension, choose a strategy that you will try this week with your students and put it into your lesson plans (best for 3rd-5th all subjects) If you finish 1-2 of the above activities, explore other resources that have been shared today Reading Across the Curriculum Productivity Time

Revisit Essential Questions Why are we all together learning about reading? How am I serving the readers in my classroom? Revisit Essential Questions