1. Presented by April Kelley September 7 th, 2011 Reading Observations

2. Name Brief Educational Background Most important thing I want to see when I’m in a classroom Introductions

3. Video

4. What do I already know about observing a reading lesson? Burning Questions What do I want to know about observing a reading lesson?

5. Essential Questions… What are the critical components of a whole group reading lesson? What are the critical components of a guided reading lesson? What other critical attributes do I need to be aware of in a classroom during a guided reading lesson? How do we provide feedback that will elicit self- reflection in order to improve our instruction?

6. Partner Discussions Reading Walk-Through Observation Form

7. Instructor models instructional tasks when appropriate Why and when would a teacher need to model an instructional task?

8. Explicit Instruction Involves… Direct explanation The teacher’s language is concise, specific, and related to the objective. A visible instructional approach which includes a high level of teacher/student interaction. Actions of the teacher are clear, unambiguous, direct, and visible. Clear what the students are to do and learn. Nothing is left to guess work.

9. Instructor provides explicit instruction What is explicit instruction? What is involved in providing explicit instruction?

10. Instructor engages students in meaningful interactions with language during lesson. What engagement strategies work well? What does “makes relationships among concepts overt” mean?

11. Instructor provides multiple opportunities for students to practice instructional tasks. Why would we need to provide multiple opportunities? When are group responses feasible?

12. Instructor provides feedback and encouragement. What are affirmations? What is the biggest trap that you see teachers fall into when correcting students’ errors?

13. Students are engaged in the lesson during teacher-led instruction. On average, what percent of the time do you feel your students are engaged in instruction in your school?

14. Work Stations and Guided Reading These 2 indicators will be discussed later in training.

15. Instructor provides quality reading comprehension instruction. How will teachers know which reading comprehension strategies to focus on?

16. Questions What questions do you have about the Reading Walk-Through Observation form for myself or Summer?

17. What is Guided Reading? Guided reading enables children to practice strategies with the teacher’s support, and leads to independent, silent reading.

18. What is Guided Reading? Small group instruction Students grouped according to needs 15-25 minutes Text selected by teacher Teacher introduces text and student read out loud (k-2) and silently (2-3) Teacher work briefly w/ individuals as group reads Teacher/student discussion follows reading Extension activities may follow lesson

19. Purpose Enable children to use and develop strategies “on the run”. Focus primarily on constructing meaning while using problem-solving strategies.

20. Goal Help children learn how to use independent reading strategies successfully.

21. Sources of Information Semantic (Meaning) Does that make sense? Syntactic (Structure) Does that sound right? Graphophonic (Visual) Does that look right?

22. Classroom Set-Up Students not taking part in the lesson were actively engaged in literacy activities. Partner Discussion: What does this mean to you? What does it look like?

23. Environment Checklist Is there an identifiable area for small- group, focused instruction? Is there an area suitable for a large group? Are there small-group work areas? Are there areas for individuals to work quietly? Are the special work areas clearly labeled?

24. Environment Checklist (cont.) Are the storage areas accessible and well organized? Are there places identified for collecting students’ completed work? Does the teacher have unobstructed views of all the areas? Are display spaces available for students? Are the resources clearly labeled?

25. Routines for Working Independently How to work in small groups. How to buddy-read with a partner. What to do when finished a task. How to move around the classroom. How to move to another activity. How to maintain acceptable noise levels. How to choose books from the class library. What to do when needing help. Showing courtesy to each other.

26. How are routines taught, practiced, and reinforced?

27. Explicit Instruction Video Teach Routines

28. Practice Routines Gradual Release of Responsibilities Training the Troops  6-Week Plan  Use timer as motivation  Freeze & Check

29. Reinforced Routine __________ consequences first, __________ consequences if it doesn’t work. Choice Charts Para Plans

30. Work Stations Manageable Meaningful Sustainable

31. Work Stations… Physical areas set aside for specific learning purposes. Have appropriate materials to enable children to explore and work independently (individuals or small groups) and behave as learners. Task-Oriented with clear expectations. Most productive and easy to manage are open- ended.  (e.g., word study center, young children may make their names and as many of their friends’ names as they can).

32. Possible Work Stations Reading (Buddy, Independent, Browsing Boxes) Writing Word-Work ABC’s Spelling Listening/Recording Read or Write Around the Room Pocket Chart Computer Literacy

33. Using a Work Board Names of children in groups  Heterogeneous (not ability or G.R. groups)  Stay same for period of time (1 month) Names and pictures (icons) of stations. Rotate names to right each day Icons changed/rearranged each week If choice involves a special project, make a temporary icon.

34. Using a Work Board (cont.) Students complete task & then move to next task in row. Students leave assigned work task, goes to G.R. lesson, & then return to same station he left to finish or clean up. Time at each station depends upon task  e.g., listening = 1 book, browsing box = 3 books Limit # of students in each station (record # on icon). If station is full, students move on to next station and then come back to it.

35. Alternatives to Work Board Clothes pins Round Rotation Chart Pre-made bulletin boards Must-Do’s, May Do’s Your ideas???

36. Think about a teacher with strong classroom management skills. What does he/she do to pull it off? Partner Discussion

37. Essential Elements: Before the Reading TeacherChildren  Selects an appropriate text (90-95% accuracy)  Aligns lesson focus with grade level standards  Prepares a written lesson plan  Ensures group size is small  Prepares introduction

38. Essential Elements: Before the Reading TeacherChildren  Briefly introduces story (anticipatory set)  Activates background knowledge  Discusses text features  Teaches vocabulary  Sets 1-2 Reading Tasks  Plans for fast finishers  Provides visuals for reading task and fast finishers  Engage in conversations  Raise questions  Build expectations  Notice information  Refer to visuals

39. Book Selection How do we choose books that are appropriate at the beginning of the year and get our groups started?  What placement assessments do you use?  What do you use to move students in groups? Running records progress chart

40. Purpose of a Running Record Reference Page

41. Sample G.R. Lesson Plans

42. Before Reading (Introduction) Video Reflection

43. Essential Elements: During the Reading TeacherChildren  “Listens In”  Observes reading behaviors (strategy use)  Confirms problem-solving attempts  Interacts w/ students & assists w/ problem-solving  Makes notes about strategy use & plans for teaching points  Read the whole text or a unified part to themselves (softly or silently)  Use thinking response tools  Request help in problem solving when needed

44. Teacher Decisions As teacher listens to children read, he/she makes decisions about:  What strategies can this child use?  What strategies does this child need to learn?  What should I teach next?  What prompting language would be powerful?

45. Prompting for Independence Effective Questioning Strategies

46. Hand Prompting Tool

47. What do we do when it doesn’t make sense? Reading Strategies

48. Effective Questioning & Prompting Practice The dog ran to the ______. Then Max was sent to his romp without any supper. Dogs don’t like the feeling of in their teeth.

49. Reading the Text Video Reflection

50. Essential Elements: After the Reading TeacherChildren  Revisits reading purpose  Guide use of thinking response tools  Invite personal response  Returns to text for 1-2 teaching opportunities  Assesses children’s understanding  Sometimes extends the story through activities  Talk about the story  Check predictions and react personally to story  Revisit the text at points of problem-solving as guided by teacher  May reread story to partner or independently  Sometimes engages in extension activities

51. Essential Elements: After the Reading TeacherChildren  Writes notes to reflect on the lesson and plan for the next one  Learns about students individual reading skills

52. Discussing the Text Video Reflection

53. Timing Lesson lasted 20-30 min? Introduction = 5-10 min. & well planned? Reading aloud individually or silently Reading Selection Fit Time Frame Discussion = 5-10 min.

54. Suggested K-2 Process 1. Introduce the book 2. Picture Walk 3. Introduce 2 new and important words 4. Hand out books to students 5. Each child reads story aloud 6. Teacher monitors group during oral reading 7. Teacher makes 2 important teaching points and leads a comprehension discussion 8. Extension activity (optional)

55. Watch entire lesson Mark checklist as observer Be ready to discuss with partner Guided Reading Lesson (K-2)

56. What went well? What was missing? Guided Reading Lesson (K-2)

57. Tools & Strategies Learning Focused Dialogue

58. Coaching Reference

59. Practice Feedback How would you provide feedback to the teacher teaching the 4 th grade ELL guided reading lesson? What might you point out? What questions might you ask?

60. Practice Feedback How would you provide feedback to the teacher teaching the Kindergarten lesson? What might you point out? What questions might you ask?

61. Guided Reading Schedules Read the information independently. Highlight important parts for you. Place ? next to confusing parts. 2 minutes

62. Why is it okay to not meet with every group every day? Research suggests that these students actually learn just as much if not more from working independently.  The Council for Exceptional Children (1990) compiled a list of general characteristics of high-ability learners. One on the list: sustains concentration for lengthy periods and shows outstanding responsibility and independence in classroom work

63. Maximizing Our Time with Para-Educators Guidelines:  Working directly with students Managing work stations Providing interventions Offering extensions Working 1-1 w/ students Working w/ small groups Conducting fluency checks

64. Maximizing Our Time with Para-Educators (cont.) Key to making it successful:  Sharing your expectations  Modeling  Co-teaching (optional)  Observing & giving feedback  Communicating Sample Lesson Plan

65. How do you see paras being used in your school’s classrooms? Maximizing Our Time with Para-Educators

66. Future Conversations Revisit Burning Questions

67. esu6pdsurveys.wikispaces.com Thank you!!!