1. Supported Reading
12:30-1:45
September 8, 2011
PDC

2. Balanced Literacy Time Recommendations
Component
Early Grades
Upper Grades
Word Work
30-40 minutes daily
20 minutes 2-3 days per week
Independent Reading
minutes per week
Supported Reading
minutes per week
Writing

3. Supported Reading Reading and Responding Section of Imagine It!
Shared Reading
Comprehension Work
(whole class, small group, peers)
Read Alouds and Interactive Read Alouds
Literature Study (Literature Circles, Book Club Groups, Novel Studies, etc.)
Guided Reading/Reading A-Z

4. Shared Reading Experiences
Emphasize a common language
Encourage and respect different viewpoints and perspectives
Ensure positive reading experiences
Spark discussion and debate
Support students’ enthusiasm for discovery
Big Books, poems, textbooks
All students must have access to the text
Choose skill (teaching point) (fluency, word patterns, structure, etc.)
Small group or whole group 4

5. Fluency lessons
FDL (Fluency Development Lesson)
Rasinski & Padak, (see The Fluent Reader, Rasinski, 1998)
Teacher selects and reads aloud a short passage, modeling Accuracy - Pitch - Expression
Discussion of meaning and vocabulary
Students read chorally from individual copies – repeat several times and creatively (in parts, stand up, high voice, whisper…)
Pair students – each reads 3 times
Return to whole group – volunteer reads aloud
Students choose 2-3 words for personal word bank.
Place one copy in poetry notebook. One copy goes home for read aloud to anyone/everyone at home.
Next day – read again and start process over with a new passage.

6. Before Reading Activities
Rivet
Prove It
Guess Yes or No (Anticipation Guide)
Alphabox
Vocabulary Work
Quick Writes A B C D E F G H I J K L M N O P Q R S T U V W X
Y,Z

7. During Reading Echo Choral Partner Three Ring Circus Sticky Note
ERT (Everyone Read to …)
Reader’s Theater
Book Club Groups
Partner Group
Independent Group
Teacher Group

8. After Reading Written responses Graphic Organizers Drawing in Response
Connections, Predictions, Favorite Part, Summary, Questions, Quick Writes
Graphic Organizers
Story Map, Venn Diagram, Feature Matrix
Drawing in Response

9. Read Alouds Aim for 20-30 minutes daily.
Use quality informational and narrative texts. (Integrate your subject areas and promote intertextual connections!)
Deliberately plan which skills and strategies you will focus on with each text.
Incorporate think-alouds into your instruction.
Build in a day for rereading a text and incorporating skill extension (writing-based retelling, compare-contrast texts…).

10. Read Alouds Cont… Choose Texts that are: Choose Vocabulary that is:
High interest & address standards
For your target audience (gr. level, length…)
Diverse and encourage multicultural connections
Clear and accurate
Created by same author or illustrator (create connections)
Choose Vocabulary that is:
Functional and meaningful
Rich, varied, interesting without compromising text’s overall meaning
Important to the story

11. Interactive Read Alouds
Goal: engage students in actively using specific reading strategies while teacher guides and coaches.
-specific and explicit reading strategies like predicting, questioning, clarifying, and summarizing
-guide students to develop the ability to analyze texts and articulate their thinking in a safe environment.
Solidify understanding of strategies
Bring attention to attributes (pictures, bold print, etc.)
-think alouds for explicit instruction
and
Showing the covert processes of good readers
Shift responsibility 11

12. Structure for an Interactive Read Aloud
Book Intro
Think Alouds (at least 2)
Turn and Talk
Think Alouds
Grand conversation
Discuss
Planning is key
Sticky notes to focus lesson
Model for participants
Participants practice with the focus of making connections
Share thoughts on process

13. Reciprocal Teaching (Brown & Palinscar)
What is it?
Provides practice in questioning, summarizing, clarifying and predicting
Opportunities to discuss text within small chunks
Provides scaffolding for students (start with heavy teacher modeling, move to teacher as facilitator / monitor)

14. Representing the Roles
Princess Storyteller
(Summarizing)
Quincy Questioner (Questioning)

15. Reciprocal Teaching Roles
Summarizer
Questions to Ask
What would be another good title for this story?
What is this mostly about?
What does the author want you to remember?
What is the author’s purpose?
How can I make this long story short?
Questioner
Questions to Ask
Who? What? Where? When?
What does this story make you think of?
I didn’t know what ________ meant.
Why do you think ________ did _______?

16. Reciprocal Teaching Roles
Clarifier
Questions to Ask
What can you think of that would help you explain or understand the story better?
I was confused by _________.
What did ________ mean?
Predictor
Questions to Ask
What do you think will happen next?
If _________ happened, how would the character most likely act?
What would happen if ________?

17. Comprehension routines are habits of thinking and organizing that facilitate reading and response in authentic contexts. These routines provide another context in which students can practice their reading comprehension strategies independently. Their purpose is to help students gain deeper understanding of the text and to equip students with a set of strategies they can use with other texts on their own. These are independent settings, which implies that students are able to work on their own, are knowledgeable about comprehension skills and strategies, know how to use routines, have access to texts at their independent levels, and have ample time for practicing and transferring these processes. Routines that are most effective for promoting comprehension in both whole-group and small-group settings at the primary level are Literature Circles, Reciprocal Teaching and Cross-Age Reading Experiences. -From Guided Comprehension in the Primary Grades (M. McLaughlin)

18. Book Club Discussions Students meet in small groups.
Read and talk about a variety of picture books that present different perspectives on a topic.
Students record Facts/Questions/Response.
Class comes together to discuss important themes and lingering questions.
Participants will be given time to look at the book sets at their table and note common themes and questions they have
Allow participants to share thoughts/questions/concerns 18