1. Instructional Practices to Develop Independent Readers
LEADERS IN LITERACY CONFERENCE
Instructional Practices to Develop Independent Readers
Power point template opening slide
Aiken County Public School District
January 13, 2017

2. Today’s Agenda Welcome and Introduction of Presenters Workshop Model
Effective Instructional Practice for Independent Reading
Reading Conferences
Monitoring Independent Reading
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3. Presenters
Theresa Spieker- 5th grade GT teacher, Mossy Creek Elementary
Holly Vaughn- Reading Coach, Clearwater Elementary
Lindsey Hager- Reading Coach, Mossy Creek Elementary
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4. Norms Be professional in your use of technology.
Be polite when defending your positions.
Be present in reflections and discussions.
Please limit side bar conversations to turn and talks.
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5. How can we use reading strategies to develop independent readers?
Essential Question
How can we use reading strategies to develop independent readers?
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6. Outcomes As a result of attending this professional development,
Participants will have a better understanding of how to monitor and conference with students during Reader’s Workshop.
Participants will know how to implement paired reading, stop and jot, and book clubs.
Participants will learn questioning techniques to deepen students' understanding.
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7. Reading Workshop Model
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8. Stop and Jot What is Stop and Jot?
Stop and Jot is a processing activity that gives students the opportunity to respond to questions in writing.
Why Should I Use Stop & Jot?
Asking students to think and write about what they are learning promotes retention and comprehension.
Checking for understanding helps students make sense of what they are learning before moving on to the next lesson.
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9. When to Use Stop & Jot Before the Lesson: To activate prior knowledge
To help assess what students already know
To assist with planning instruction
During the Lesson:
To provide opportunity for students to make sense of the material
To check for understanding
To give students time to create a written summary of auditory material
After the lesson:
To provide closure, check understanding, and clarify any misunderstandings
To clarify key ideas and critical pieces of information
To allow students to make connections to previously learned material
To allow students to find personal relevance
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10. Variations of Stop & Jot
Jot-Pair-Share
Quick Jot
Stop and Fill
Group Jot
Jot Survey- (Gallery Walk)
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11. Paired/ Partner Reading
Paired reading is a research-based fluency strategy used with readers who lack fluency.
When using partners:
More fluent readers can be paired with less fluent readers.
Children who read at the same level can be paired to reread a story they have already read.
Younger students can be paired with older students from an upper grade.
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12. Implementing Paired/ Partner Reading
Establish a routine for students so they know the step-by-step procedure to follow.
Will students read aloud?
Will they read together?
Will they take turns with each child reading a page or a paragraph?
Will one person read while the other follows along?
Decide on an error-correction procedure for students to use when reading.
Should they reread or correct misspoken words?
Should they signal to their partner if they are having difficulties?
Should the listening partner signal to the reading partner if they make a mistake?
How should they help a partner who comes to an unknown word?
Model the procedure with a partner to ensure all students understand how to use the strategy (be sure to show correct and incorrect procedures).
Remind students to offer praise and feedback frequently as their partners are reading.
Monitor and support students as they work.
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13. Reciprocal Teaching Through Book Clubs
Definition: Reciprocal teaching refers to an instructional activity that takes place in the form of a dialogue or conversation among students regarding segments of text.
The conversation is structured by the use of four strategies: predicting, clarifying, question generating/connecting, and summarizing. The students take turns assuming the role of teacher in leading this dialogue.
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14. Research
According to Rosenshine & Meister (1994), there are four important instructional practices embedded in reciprocal teaching:
Direct teaching of strategies, rather than reliance solely on teacher questioning
Student practice of reading strategies with real reading, not with worksheets or contrived exercises
Scaffolding of instruction; students as cognitive apprentices
Peer support for learning
Reciprocal teaching involves a high degree of social interaction and collaboration, as students gradually learn to assume the role of teacher in helping their peers construct meaning from text. In essence, reciprocal teaching is an authentic activity because learning, both inside and outside of school, advances through collaborative social interaction and the social construction of knowledge (Alverman and Phelps, 1998).
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16. Predicting • Predicting sets a purpose for reading.
• Before reading, preview elements of text structure.
• Preview the text’s cover, title, illustrations, (and tables) to look for
clues about:
- Fiction: setting, characters, (problem), events, and theme
- Nonfiction: content, main ideas
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17. Clarify Clarifying helps students monitor their comprehension.
Help students identify:
- unfamiliar or difficult words
- unclear sentences and passages
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18. Questioning
Questioning increases students’ awareness of the text’s important ideas.
The language of questioning may include the question words: who, what, where, when, why, how, and what if.
Students may use Post-its to mark passages to turn into questions.
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19. Summarize
Summarizing requires students to recall and arrange only the important ideas in a text.
Students may use story structure to summarize fiction texts.
Students determine the important points of nonfiction and arrange them in logical order.
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20. How to Implement Reciprocal Teaching Effectively
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22. Before Reading
Determine stopping points in the text for applying comprehension strategies and discussing the text.
Activate students’ background knowledge about topic or theme.
3. Preview the text’s title, illustrations, headings, tables, etc.
4. Teacher models predicting and invites students to predict.
Record predictions on the reciprocal teaching graphic organizer.
5. Remind students to think about questions to ask and to look for
words and passages to clarify. You may provide sticky notes for this.
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23. During Reading
1. Read the text together: teacher read-aloud, choral reading, whisper reading in small groups, or silent reading.
2. Students develop questions and identify words and passages for clarifying.
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24. After Reading
Return to predictions. Teacher models how to check predictions.
Teacher and students check the other predictions.
2. Teacher models clarifying and invites students to share words and
passages that need clarifying.
3. Teacher models question asking and invites students to ask and
discuss their questions.
4. Teacher models summarizing or guides the students in creating a
summary.
Reflect on the usefulness of the strategies.
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25. How do we hold students accountable?
Monitoring and Conferring
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26. This looks like …. Exit Slips Sticky Notes
Book Logs (Status of the Class)
Response Journals
Anecdotal Notes
Teacher Observations
Discussions
Running Records
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27. Exit Slips
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28. Response Journals
Reflects the students learning and thinking during worktime
Connects the mini lesson to the worktime
Hold students accountable for their reading
Allows teachers to monitor students progress on skills and strategies
Can be done during or after the students reading
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31. Sticky Notes
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34. Book Logs /Status of the Class
This Shows you…
Who is reading at home
Who is “faking it” –examples to look for–
Students with books way above reading level
Tons of pages in a day or large discrepancies in pages read
Constant abandoning
Who keeps abandoning books
Who needs help finding books at their level
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35. Reading Conferences
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36. Why Do Reading Conferences?
Get to know what every student is reading
Set goals with students
Hold students accountable for their reading
Redirect incorrect reading habits
Reinforce correct habits
Informally assess
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37. When Do I Do Reading Conferences?
Anytime students are reading independently
Step away from a guided reading group
4-5 students per day = once a week per student
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38. How Do I Do Reading Conferences?
Meet students where they are, while they are reading, for 2-3 minutes
Ask about the book they are reading
Have them read aloud for a minute
Write down a strength or struggle
Discuss the text, strength, struggle
Set reading goals
Keep anecdotal notes for each student (status of the class, sticky notes, conference notes)
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41. How can we use reading strategies to develop independent readers?
Essential Question
How can we use reading strategies to develop independent readers?
aiken county public school district

42. Outcomes As a result of attending this professional development,
Participants will have a better understanding of how to monitor and conference with students during Reader’s Workshop.
Participants will know how to implement paired reading, stop and jot, and book clubs.
Participants will learn questioning techniques to deepen students' understanding.
aiken county public school district

43. Questions?
Theresa Spieker- 5th grade GT teacher, Mossy Creek Elementary
Holly Vaughn- Reading Coach, Clearwater Elementary
Lindsey Hager- Reading Coach, Mossy Creek Elementary
aiken county public school district