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...
WHAT DO THE EXPERTS SAY?
Fountas & Pinnell, Debbie Miller, Regie Routman,
Gail Boushey & Joan Moser all agree…
It’s not ab...
Structuring your reading
block
The 5 literacy activities that
promote reading growth:
Independent reading
Read with Someon...
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
...
What a student has to say about independent reading
Supports reading
comprehension
Promotes higher order
thinking skills
Allows for independent
practice
Provides insight into...
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 tau...
What’s key?
Word families
Vocabulary
Sorting
(recommended for Guided Reading
levels A-V)
WORD WORK (SPELLING)
Fountas and ...
Helps with fluency
Predictor of reading comprehension
Aids vocabulary development
(more essential in earlier grades)
LISTE...
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 stud...
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,Boush...
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 wi...
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 ...
IN ADDITION
Running records also:
Prepare you for discussions with
parents
Help you monitor meaning
Plan developmentally
a...
DISTRICT USE
Big picture of student
needs
Title I School Wide School
Shared responsibility
Data turned in quarterly
Weekly...
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 Phon...
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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 your students grow as readers. It is research based!

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Promoting independence in reading

  1. 1. Billie Rengo Literacy Coach Grantsburg School District
  2. 2. What we learn with pleasure we never forget. Alfred Mercier PURPOSE
  3. 3. 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
  4. 4. WHAT DO THE EXPERTS SAY? Fountas & Pinnell, Debbie Miller, Regie Routman, Gail Boushey & Joan Moser all agree… It’s not about keeping students busy.
  5. 5. 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
  6. 6. Books worth reading are worth re-reading. Holbrook Jackson LOVE OF READING
  7. 7. 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
  8. 8. What a student has to say about independent reading
  9. 9. Supports reading comprehension Promotes higher order thinking skills Allows for independent practice Provides insight into each child’s thinking WORK ON WRITING
  10. 10. COMPLIMENTS OUR CURRICULUM
  11. 11. Left: teacher example/modeling Above: student reading response letter The gradual release process…
  12. 12. What a student has to say about their reading response journal
  13. 13. 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
  14. 14. What’s key? Word families Vocabulary Sorting (recommended for Guided Reading levels A-V) WORD WORK (SPELLING) Fountas and Pinnell, Baer, Routman,Boushey & Moser
  15. 15. Helps with fluency Predictor of reading comprehension Aids vocabulary development (more essential in earlier grades) LISTENING TO READING Fountas and Pinnell, Routman,Boushey & Moser
  16. 16. What literacy activities do you currently have your students do? What is the purpose? REFLECTION Miller
  17. 17. 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
  18. 18. COMMONALITIES AMONGST GRADE LEVELS 2nd grade 3rd grade
  19. 19. CHARTS 5th grade class 6th grade class
  20. 20. Involve students To become a better reader/writer Emphasize stamina and urgency PURPOSE Fountas and Pinnell, Routman,Boushey & Moser
  21. 21. WHAT DOES IT LOOK LIKE IN DIFFERENT GRADES?
  22. 22. 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
  23. 23. ANALYZING RUNNING RECORDS Powerful Information Struggling Readers Identify instructional needs Design instruction
  24. 24. 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
  25. 25. 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
  26. 26. 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
  27. 27. REFLECTION How do you currently use running records? How would you like to use them further?
  28. 28. QUESTIONS? bsimo@grantsburg.k12.wi.us
  29. 29. 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.

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