1. Organizing for Comprehension Instruction EDC423

2. Objectives – You will be able to: Identify key literacy events to include in daily reading instruction Explain what happens in a guided reading group and how instructional techniques fit within the Before/During/After lesson frame

3. 7 Main Literacy Events (according to Cornett) Opening Literacy Routines Interactive Read Aloud (IRA) Daily Engaged Independent Reading (DEIR) Small Group/Independent Work Writing Workshop Embedded Comprehension Instruction in content areas Performances and Exhibits

4. Which of these are non-negotiable? Small group instruction/independent work Independent reading Interactive read-aloud Writing (does not have to be writing workshop) Embedding comprehension instruction in content areas

5. What about the other ones? Opening Literacy Routines (OLR) – We always have routines to both organize instruction and prepare students for the day’s learning. The instruction does not have to be singing/chanting, etc., as in Cornett’s examples Performance and Exhibits – It is always a good idea to allow students to showcase their work, but there are more ways to do this than presented in your text, and their focus is not always on comprehension (e.g. may be focused on writing)

6. What about Guided Reading We hear the term guided reading, what does that mean? – The teacher works with a small group of student and « guides » them through the reading process. – Usually, students are reading books that are appropriate to their reading level, rather than everyone reading the same book – Focuses on problem solving (difficult words, structure, comprehension) teaching students how to monitor their reading and adjust when necessary

7. What happens in guided reading? Before ReadingDuring ReadingAfter Reading Teacher Selects an appropriate text (instructional level— supportive, but students will need some scaffodling) Introduces the text Leaves some questions to be answered through reading “listens in” as students reading Observes reading behaviors Assists students with areas of difficulty Takes notes on strategy use, word solving, etc. Discusses text with students Invites response Returns to text for one or two teaching opportunties (e.g. finding evidence, discussing problem solving (for words or comp) Assesses understanding Possibly engages students in extending the text Students Engage in talk about the text Raise questions Build expectations Notice information Reading whole or part of text (softly or silently) Request help when needed Discuss the text Check predictions/react personally Revisit text to problem solve May re-read (to partner or independently) Extend text

8. What do students do when the teacher is in small group? Word Study – Phonics (word patterns) – Spelling (Make-A-Word) – Build and Extend Vocabulary (word journals, vocabulary activities) Fluency & Phrasing (podcasts; Reader’s Theatre practice) Writing Extensions and Response – Response Journals – Graphic Organizers Book Corner (Discussions, Partner Reading, Silent Reading) Theme Extensions / Inquiry

9. What about a basal program? A “basal reading program” sometimes called a “core reading program” is a series of student anthologies and teacher’s editions that move sequentially through skills and strategies In most basal programs, students are reading the same text at the same time In small groups, students may then be reading a different text (easier or harder)

10. What does a basal reading program look like? Week At a Glance Whole Group Interactive Reading Guided Reading (Small Group Differentiated Reading) Rotation Groups outside of guided reading Writing and Language Arts (Spelling; Process Writing) * Time for Inquiry

11. Differentiating Instruction Within The B/D/A Lesson Framework Let’s see how a guided reading lesson plays out across different levels

12. + Differentiating with PARTICULAR P lace: location or aspects of space A mount: content covered; time allotted R ate: content coverage (skip) T arget/Task: process or product I nstructional Support: model > gradually release C urricular Materials: difficulty/structure/genre U tensils: Media or tools matched to needs L evel of Difficulty: challenge, surprise, interest A ssistance: with teacher, group, partner, alone R esponse Options: diverse and multimedia

13. Homework Cornett, Ch. 8 (p. 257-267) - Fluency Vasinda & McLeod (2011): Reader’s Theatre and podcasting Read Hollis Woods (p. 1-54) and complete summary chart – locate a favorite passage/paragraph and practice to read aloud

14. How does guided reading differ from reading workshop? Reading workshop usually means that students are reading a book at their level (you might hear something like “a just right book for every student all the time”) The teacher usually instructs the whole group via a “mini-lesson” before students read As students read, the teacher serves as a facilitator, checking in with students and instructing when needed Students usually keep some record of their reading (a journal perhaps) and have the opportunity to discuss their text with others (who did not read it )