Teaching reading: It IS rocket science!! Does NASA offer courses?

Simply put: what’s it all about? Teaching reading comprehension- the what Teaching reading process- the how

Teaching Reading Comprehension- the what Debbie Miller “Reading with Meaning” Adrienne Gear “Reading Power” Language document:

How do I know if my students understand what they are reading?

Teaching Reading Process- the how Marie Clay

Reading Process: What is it? Integration of: Visual cues: phonics, punctuation Structure cues: the way English sounds Meaning: the picture, what I know has happened in the story so far and what I predict might happen

Meaning Semantic Cue System Does it make sense? Structure Syntactic Cue System Does it sound right? Visual Graphophonic Cue System Does it look right? Continue The Reading Process ConfirmReject Sample/Predict Check Search/Reread

How do I know how my students are processing while reading? Running records from DRA- analysis: look for fluency, intonation, reading rate Running records ongoing throughout the year: every 5/6 weeks

To inform practice: Phrasing and fluency Read: Word by word in short phrases in longer phrases punctuation Reread for: phrasing punctuation Intonation: emerging developing generally effective Reading rate: slow inconsistent adequate too fast adjusted appropriately Whole class instruction through shared reading

How do I use the information from running records? Large group instruction: big book Small group instruction: guided reading

Learning Goal Teacher talk Read fluently Student talk We are learning to read so our reading sounds like talking

Success Criteria Teacher talk Sufficient rate Sufficient expression Student talk I can read at a ‘just-right’ speed I can read with expression when I ‘read’ the punctuation

Next Time: Monday, November 24 Take running records for each of your two marker students Do guided reading lessons Track changes Tell us what happened

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