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Promoting independence in reading
 

Promoting independence in reading

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Are you a new or experienced teacher? Do you teach elementary or middle level reading? This presentation will help you take the guess work out of structuring your reading block so that you can help ...

Are you a new or experienced teacher? Do you teach elementary or middle level reading? This presentation will help you take the guess work out of structuring your reading block so that you can help your students grow as readers. It is research based!

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    Promoting independence in reading Promoting independence in reading Presentation Transcript

    • Billie Rengo Literacy Coach Grantsburg School District
    • What we learn with pleasure we never forget. Alfred Mercier PURPOSE
    • HOW MUCH TIME IS ENOUGH? 90 minutes a day Actual reading vs. activities about reading Reading volume linked to achievement Struggling readers don’t read enough
    • WHAT DO THE EXPERTS SAY? Fountas & Pinnell, Debbie Miller, Regie Routman, Gail Boushey & Joan Moser all agree… It’s not about keeping students busy.
    • Structuring your reading block The 5 literacy activities that promote reading growth: Independent reading Read with Someone Work on Writing Word Work Listening to Reading THE BIG PICTURE Fountas and Pinnell, Baer, Routman,Boushey & Moser
    • Books worth reading are worth re-reading. Holbrook Jackson LOVE OF READING
    • READ TO SELF (Independent Reading) 30 minutes lower grades 45 minutes grades 3-6 The biggest factor in reading growth and achievement! Fountas and Pinnell, Routman,Boushey & Moser
    • What a student has to say about independent reading
    • Supports reading comprehension Promotes higher order thinking skills Allows for independent practice Provides insight into each child’s thinking WORK ON WRITING
    • COMPLIMENTS OUR CURRICULUM
    • Left: teacher example/modeling Above: student reading response letter The gradual release process…
    • What a student has to say about their reading response journal
    • READ WITH SOMEONE Helps students “become more self sufficient and less reliant on the teacher for assistance” Students taught to support each other’s decoding strategies and comprehension Helps fluency Fountas and Pinnell, Routman,Boushey & Moser
    • What’s key? Word families Vocabulary Sorting (recommended for Guided Reading levels A-V) WORD WORK (SPELLING) Fountas and Pinnell, Baer, Routman,Boushey & Moser
    • Helps with fluency Predictor of reading comprehension Aids vocabulary development (more essential in earlier grades) LISTENING TO READING Fountas and Pinnell, Routman,Boushey & Moser
    • What literacy activities do you currently have your students do? What is the purpose? REFLECTION Miller
    • Introduce one activity at a time Small, repeated amounts of practice Explicit description of behaviors I-charts Every student receives recognition and praise for doing the right thing. INGREDIENTS FOR INDEPENDENCE Fountas and Pinnell, Routman,Boushey & Moser 1st grade
    • COMMONALITIES AMONGST GRADE LEVELS 2nd grade 3rd grade
    • CHARTS 5th grade class 6th grade class
    • Involve students To become a better reader/writer Emphasize stamina and urgency PURPOSE Fountas and Pinnell, Routman,Boushey & Moser
    • WHAT DOES IT LOOK LIKE IN DIFFERENT GRADES?
    • WHAT DOES THIS ALL MEAN FOR YOU? Structure of reading block doesn’t change Allows you to do running records, conference with students, or work with small groups
    • ANALYZING RUNNING RECORDS Powerful Information Struggling Readers Identify instructional needs Design instruction
    • IN A GIVEN DAY… I did running records to: Measure growth See if a student had chosen a good fit book See if a student was working towards their goal See what strategies a student was applying Identify future goals for students
    • IN ADDITION Running records also: Prepare you for discussions with parents Help you monitor meaning Plan developmentally appropriate word work Give students grades/proficiency scores on report cards Individualize instruction
    • DISTRICT USE Big picture of student needs Title I School Wide School Shared responsibility Data turned in quarterly Weekly running records done on students below benchmark RTI
    • REFLECTION How do you currently use running records? How would you like to use them further?
    • QUESTIONS? bsimo@grantsburg.k12.wi.us
    • REFERENCES Bear, Donald R., Marcia Invernizzi, Shane Templeton, and Francine Johnston. Words Their Way Word Study for Phonics, Vocabulary, and Spelling Instruction . 4th ed. Saddle River, NJ: Prentice Hall, 2007. Print. Fountas, Irene, and Gay Su Pinnell. Guiding Readers and Writers Teaching Comprehension, Genre, and Content Literacy. Portsmouth, NH: Heinemann, 2000. Print. Fountas, Irene, and Gay Su Pinnell. Guided Reading Good First Teaching for All Children. Portsmouth, NH: Heinemann, 1996. Print. Fountas, Irene, and Gay Su Pinnell. When Readers Struggle Teaching that Works. Portsmouth, NH: Heinemann, 2008. Print. Fountas, Irene, and Gay Su Pinnell. Word Matters Teaching Phonics and Spelling in the Reading/Writing Classroom. Portsmouth, NH: Heinemann, 1998. Print. Boushey, Gail, and Joan Moser. The Daily 5. Portland, ME: Stenhouse Publishers, 2005. Print. Miller, Debbie. Teaching with Intention Defining Beliefs, Aligning Practice, Taking Action. Portland, ME: Stenhouse Publishers, 2008. Print. Routman, Regie. Reading Essentials The Specifics You Need to Teach Reading Well. Portsmouth, NH: Heinemann, 2002. Print.