Welcome Please arrange your groups to make sure that: …each person attended a different guided reading visitation …there are at least 2 student teachers from primary and 2 from intermediate placements

Shelfelbine’s Framework for Reading Assessment and Instruction

Goals Process guided reading observations Continued examination of guided reading A look at vocabulary instruction

Share from Observations Questions to guide your discussion: What lesson components did you notice? What purposes did these components serve? What connections did you make between your visit and prior experiences?

Video: Guided Reading As you watch, consider: What do the students do? What does the teacher do? What does the teacher acknowledge? What questions does the teacher ask? How do students signal teacher support? How does the teacher respond? What is the lesson procedure?

Comparison: Video In what ways did this lesson compare to what you observed in your guided reading visitation? What further questions do you have?

Shifts in the Reading Process Emergent Early Transitional Self-extending Advanced

K-W-L What do you know about guided reading? What do you want to know about guided reading? What did you learn about guided reading? Look at the K column; was any of your prior knowledge inaccurate? Make additions to revise. Go to the W column; check any questions that got answered.

Language and Vocabulary: A balanced approach… learning solely writing word through context definitions and experience

Vocabulary Instruction Why? How? Which words?

Research estimates that students learn… …approximately 3,000 to 4,000 words each year …accumulating a reading vocabulary of approximately 25,000 words by the end of elementary school …and approximately 50,000 words by the end of high school.

Three-tiered Approach First Tier Words –Basic words run, ball, is Second Tier Words –Academic words –Found in many curriculum areas vocabulary, example, create, add Third tier words –Content words –Low-frequency words –Words needed to understand the concept nutrient, digestive, ingesting Beck and McKeown, 1985

Conceptual Understanding Teach a label for a familiar referent Expand meaning of a familiar referent “pillow”“bag” Teach an additional label for a familiar referent “manuscript writing”/”printing” Expand the referents for a familiar label “sofa”/”couch”“soda”/”pop” Teach a new label for an unfamiliar referent “snake”

Identify words from… reading selections asking students word lists

Vocabulary Strategies and Techniques Associating Contextualizing Categorizing Visual Imaging Analyzing Word Awarenesss Wide Reading Referencing

Associating

Associating: Concept Wheel brave courageous valiant daring bold having courage : DAUNTLESS ; 2 : making a fine show : COLORFUL ; 3 : EXCELLENT, SPLENDID <the brave fire I soon had goingDAUNTLESS COLORFUL EXCELLENT SPLENDID

Associating/Visualizing: Verbal Visual Word Association brave In my life: my definition:opposite:

Contextualizing

Categories of help –Definition: The nucleus is the center of the atom. –Synonym: When the major surrendered, the others gave up too. –Summary: When John heard the noise, his knees began to shake. His hands were wet and cold. He felt as if he couldn’t move. He was terrified. –Simile: The cat’s eyes glowed in the dark as if they were little lights. –Example: Joan is a very selfish child. For instance, she never lets any of the other children play with her toys. –Groupings: I had to shop for dinner and bought bread, meat, tomatoes, and yams.

Contextualizing: Cloze Sheila Rae started off, skipping. “I am brave,” she sang. “I am _____.” She stepped on every crack. She walked backwards with her eyes closed. She ________ at stray dogs, and ________ her teeth at stray cats. And she ________ that the trees were ________ creatures. She climbed up them and broke their fingers off. Snap, snap, snap. Sheila Rae walked and walked. She turned corners. She crossed streets. It suddenly occurred to Sheila Rae that nothing looked ________. f gr b pre f

Next time… Harvey & Goudvis, chapters 1-5 Find a text for use in your placement classroom that would be especially effective for teaching predicting strategies. Bring the text to class and be prepared to share it with colleagues along with minilesson ideas. You do not need to write up these minilesson ideas.

Bibliography Guided Reading and Guiding Readers and Writers (grades 3-6), both by Fountas and Pinnell Evidence-Based Reading Instruction: Putting the National Reading Panel Report into Practice by IRA Creating Strategic Readers: Techniques for Developing Competency in Phonemic Awareness, Phonics, Fluency, Vocabulary and Copmprehension by Valerie Ellery Bringing Words to Life: Robust Vocabulary Instruction by Beck et al. Sheila Rae, the Brave by Kevin Henkes