As you take your seat, please take a few moments to think about the following questions: What is your experience in teaching reading? (what does classroom instruction look like?) What do you hope to gain from this workshop?

Developed by D. Godsen DePalma Based on the work of Irene Fountas, Gay Su Pinnell, Anita Archer, Michel McKenna, Marie Clay, Joetta Beaver and the Bureau of Education and Research

There are many! You can find them at : nysrrc.monroe.edu Reading academy sign up

Engagement Eager for reading and writing time Needs only occasional teacher redirection to stay on task Enjoys read-alouds and reacts to the book (nonverbally or verbally) Other evidence: Self-monitoring Recognizes meaning-changing errors and tries to self-correct during oral reading Rereads own writing and can identify parts that may confuse another reader Other evidence: Help-seeking Uses class resources (e.g., dictionary, Internet) for help Asks other students or adults for clarification when confused Other evidence:

We want to move children to the point where they decode first and then use context to select the intended meaning of a word. We do not want to encourage them to predict the word from context and only “sample” its letters to the extent needed to confirm this prediction.

Guided Reading Fluency is always the primary focus. In guided reading, the teacher coordinates reading components (comprehension, word recognition, fluency). Differentiated Instruction Fluency is the focus only for grade 1 and above only if decoding skills are strong. In differentiated instruction, the teacher isolates reading components to address deficits.

Is not round robin reading Is not stagnant grouping Pay close attention to who guided reading is for

What information covered to this point is new to you? What questions do you have? How can you apply these principles to the students (teachers) you currently work with refer to handout

Using the cards- Find someone who has a card of different color Share your quote with them Listen to their quote Have a brief discussion agreeing or disagreeing with the quote

Before Reading- research presented by Dr. Anita Archer Before Reading- The main areas you should focus on when introducing a text are… – Decoding – Vocabulary – Back ground Knowledge – Preview the story/article

Focus on the following video Use the process page to guide your thinking Think about the use of – Explicit Instruction – Whole group engagement – Repetition

Anticipation Guide – video clip Story structure, themes, concepts, background knowledge Focus on whole group engagement I’d Rather – video clip Story concepts, connecting to background knowledge Focus on whole group engagement

During Guided Reading, the classroom Teacher – Listens to students while they ‘whisper read’ or read silently – Coaches students on strategies covered – Takes anecdotal notes and running reading records

Right There – Answer directly stated in the text Author and You – Synthesize text On your own – Child uses his/her own experiences

Video Clip – scaffolded reading – Each child reads – Teacher gives a purpose for reading – Teacher coaches students as they read

Book knowledge Student knowledge Planning Pages (on moodle)

Why do we ask students questions while they read?

Discuss the story read Students respond Revisit text Assesses student’s understanding of what they have read View video clip

– Provide intentional fluency building practice. – Engage students in a discussion. – Have students answer written questions. – Provide engaging vocabulary practice. – Have students write summaries of what they have read.

Engagement Checklist (Reading Teacher) Engagement Checklist (Reading Teacher) Observation Page Planning Page BOTH ON THE MOODLE!

Running Reading Records DRA Other supporting assessments

THE GOAL OF ANY READING PROGRAM SHOULD BE TO HELP STUDENTS BECOME PROFICIENT, ENTHUSIASTIC READERS WHO ENJOY READING FOR A VARIETY OF PURPOSES. - Joetta Beaver

Overview Guided Practice Scoring and other Considerations D. Godsen 2006

Running records provide an assessment of text reading. They are designed to be taken as a child reads orally from a text. The teacher graphically records in a shorthand method everything the child when reading a passage or a book, to gain insight on strategies the student uses effectively and those with which the student needs help. Marie Clay (2002) An Observation Survey pg. 49

Records are taken to guide instruction Records are taken to assess text difficulty Records are taken to capture progress Marie Clay, pg

Avoid printed text. This is not realistic in a classroom setting. Also, printed text often will not allow for all of the child’s behavior to be recorded. Avoid using a tape recorder. Having to tape the assessment can be a crutch, and it limits your ability to record observations of behavior.

Sit next to the child so you can see the text as the student reads aloud. Mark the student’s every response on your recording sheet or a blank piece of paper. Start a new row of recording for each new line on the page. Record page numbers.

You will now have the opportunity to practice recording for each type of error. Refer to handout for coding system.

The Giving Tree Shel Silverstein        

FireFlies -Julie Brinckloe     open

Something Beautiful     jumping  Sarah jump Sybil  

Angelina and Alice - Katharine Holabird    and cried

Take records of emerging readers every weeks. Take one more often with students who are not making expected gains. Take records of each progressing and transitional readers every 4-6 weeks and more often with students not making expected gains. Take records of each fluent reader quarterly and more often with any students who begin to experience difficulty reading.

You will now be given the opportunity to practice recording records with a partner. One person will read the provided text WITH ERRORS while the other records.

Overview of the DRA Authentic reading assessment for K-8 students. Assesses: comprehension oral reading fluency accuracy

DRA Enables teachers to: Determine a reader’s independent assessment level Confirm or redirect ongoing reading instruction Group students effectively for reading experiences and instruction Identify students who may be working below proficiency and need further assessments

DRA Components Provides an overview of the assessment Gives directions for administering the assessment Includes information for analyzing the information gathered Shows how to report student progress Teacher Resource Guide

There are 3 points to be taken into consideration when scoring a record.

To gain a percentage score on words read Take the total number of words read, subtract the number of miscues, and divide by the total number of words. Words read – miscues total words 100 – = 90 %

Comprehension is a CRITICAL ‘checkpoint’ to consider during a RRR Retelling DRA comprehension rubric ** You will assess comprehension in other ways in addition to the record.

Fluency is also a CRITAL ‘checkpoint’ Look at number of hesitations Immediate after record, record how reading sounds Use of NAEP fluency rubric **You will assess fluency in other ways in addition to the record.

Fluency Accuracy Comprehension

Think about the following levels. Discuss with a partner the accuracy rate, fluency rate and comprehension rate you think would be appropriate for each category: Independent Reading Instructional Frustration

-level at which students can read a text without assistance -95% - 100% accuracy

Students work in small instructional groups with a teacher facilitating. 90% - 94% Accuracy (With comprehension & fluency)

This text is too difficult for the child to read and can become frustrating to the child, putting at risk motivation, comprehension and fluency. Under 90% accuracy

We expect students to acquire the skills, knowledge, and attitudes required for proficiency in comprehension of text. This is the most important goal of reading instruction.We expect students to acquire the skills, knowledge, and attitudes required for proficiency in comprehension of text. This is the most important goal of reading instruction. - J. Torgesen

Knowing the readers Knowing the texts Understanding the reading process

Review behaviors for the leveled text at your grade level. (see Scholastic handout) As a grade level, determine how these behaviors are taught in whole and small group. Be prepared to share out as whole group.

BOOKS FOR- Read Aloud Shared Reading Guided Reading Independent Reading (see handout for complete descriptions) What is the purpose of each? ACTIVITY In small Groups, sort the purposes for each

Book and Print Features » length, print, layout, punctuation, illustrations Content, Themes, Ideas » familiarity, sophistication, complexity Text Structure » narrative, Expository Language and Literary Features » perspective, language structure, literary devices, vocabulary, words (see handout)

There are many!!! Determine what system will be used in your building, and ONLY use one Examples: Lexiles, DRA, Guided Reading… (see handout with leveled text info for correlation chart)

Each text level presents the opportunity for students to learn and grow as a reader. In addition to the skills and strategies outlined in your scope and sequence, review the characteristics of leveled text for your grade level, as well as the NYS Literacy Competencies for reading at your grade level.

Step 1 – Begin with your data What assessments do you currently use? Please note in small group discussion, then we will share out with the group.

Decoding Survey (see handout) Phonemic Awareness Survey (see handout) Sight Word Assessment

Group students according to skill/strategy need. REMEMBER, your goal for small group work is to determine what is the MOST critical skill for each student. MAXIMIZE your students time - using data to inform your instruction.

1.Introducing the text 2.Reading the text 3.Revisiting and discussing the meaning of the text 4.Teaching skills or process strategies text 5.Extending the meaning of the text 6.Working with words SEE HANDOUT

Assessments will help guide you t ensure you are addressing individual student needs. Other Resources for grade level material: – NYS Literacy Competencies – Core Scope and Sequence – IDEA Maps

Identify 3-5 skills/concepts you teach well at your grade level with a star next to each concept. Identify 3-5 skills concepts that are new to you with a ‘?” Think about how these competencies work with your existing curriculum. Note any changes in the ‘classroom application’ column of your process page.

Reflection Questions: How much time do I spend on reading instruction? Where does reading instruction appear in my schedule? How much reading instruction does each child receive each week? How do I differentiate this? Do I have leveled texts? Action Steps: Upon reflecting on your lesson delivery, focus on one area to improve (before, during or after reading). Please bring back new strategies you tried, and how this worked for your students.

Strategy instruction Centers Classroom Management