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Reading workshop series day 2
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Reading workshop series day 2

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  • Discuss ways teachers could build up their classroom libraries…book swaps, garage sales, scholastic 50% off, fund raisers, internet free resources, Reading A-Z,
  • Studies have shown that if a book is too hard, children become overwhelmed. Instead of attempting to read the text with the repertoire of strategies they have, children give up trying. In this situation it appears a child cannot read at all, even though on a more appropriate text they show the ability to use a host of reading strategies.The essence of matching children with books lies in finding the book that is “just right” for their current development. When books are selected, children can read successfully and overcome the few challenges a book may pose with little support from the teacher.
  • Time permitting – provide each table with books to practice leveling
  • Transcript

    • 1. Jennifer Evans Assistant Director ELA St. Clair County RESA Evans.jennifer@sccresa.org http://www.protopage.com/evans.jennifer
    • 2. Agenda Discussion of Homework / Review of Session 1 Flexible Instructional Groups – Your Small Group Profile Reading Process Text to Reader Match Leveled Text Lesson Plans Homework
    • 3. “Effective classroom teachers are the only absolutely essential element of an effective school.” - Allington & Cunningham, 1997
    • 4. Literacy development is dependent upon effective instruction, access to quality reading material and the time engaged in reading.
    • 5. Research  A study completed by Anderson et.al. illustrates that an avid reader in fifth grade reading 90 minutes per day scored in the 98th percentile on standardized tests.
    • 6. Classroom Libraries Research tells us that classroom libraries are utilized more than school or public libraries. Richard Allington suggests a primary classroom teacher needs to have a minimum of 1200 different titles in a classroom library and intermediate classrooms should have a minimum of 750 titles. Students must have access to books (at their level and their choice) in order to practice the skills and strategies being taught.
    • 7. Review Discussion of Homework: Article – Classroom Reading Assessments (chapter 1) by Frank Serafini m.socrative.com Join room 980994 Type response to question: What did you find was the most valuable piece of information for you in the chapter?
    • 8. Take 5 to review Reading Workshop Elements
    • 9. Small Group Profile Name Strengths Skill Needed Data
    • 10. Small Group Profile Name Reading Level Interests Strengths Strategies QSI Needed Level
    • 11. Rick’s Reading Workshop Overview  https://www.teachingchannel.org/videos/ reading-workshop-overview (5:22)
    • 12. Reading Process  Envelope Activity:  Sort the sentence strips under the following headings: ○ Emergent Reader Characteristics ○ Early Reader Characteristics ○ Transitional Reader Characteristics ○ Fluent Reader Characteristics
    • 13. Reading Development Stage Name The Learner Birth to grade 1 Emergent Literacy Phonological Awareness – gains control of oral language; relies heavily on pictures in text; pretends to read; recognizes rhyme Beginning grade 1 Decoding Phonics – grows aware of sound/symbol relationships; focuses on printed symbols; Grade 1 to Grade 3 Confirmation and Fluency Develops fluency in reading; recognizes patterns in words; checks for meaning; Grade 4 to 8 Learning the New (Single Viewpoint) Uses reading as a tool for learning; applies reading strategies; expands vocabulary; Secondary Multiple Viewpoints Analyzes what is read; reacts critically to texts; deals with layers of facts and concepts Higher Education A Worldview Develops a well-rounded view of the world through reading
    • 14. Chips In Thinking about the reading process, discuss with your table how you help your students make a correct text to reader match.
    • 15. Text to Reader Match  Features to consider when selecting a book: ○ Message and content (appeal to children) ○ Genre (text structure) ○ Language structure (nature, complexity, tense, frequency, length of phrases, sentence patterns, length of book, etc.) ○ Word structures (familiar words, complex words, decodability) ○ Presentation and Layout (amount, placement, clarity of text)
    • 16. Criteria for Determining Text Difficulty Emergent and Early Readers Transitional and Fluent Readers
    • 17. How to choose a good fit book  http://www.youtube.com/watch?v=rwtHG h0PVHo (1:40) Animated with Powtoon to show class  http://www.youtube.com/watch?v=n_2G YGjnAnA (2:35) The sisters Mini-lesson
    • 18. Good Fit Books  http://www.thedailycafe.com/members/2 28.cfm (management of book boxes 2:00)
    • 19. Managing book boxes  http://www.thedailycafe.com/members/5 98.cfm (4 min.) That book is too hard for you
    • 20. Just Right Books  http://www.youtube.com/watch?v=ocOS RUBi218 (3:20) Video for parents
    • 21. “Just Right” Books Independent Level 96%- 100% Accuracy with good comprehension and fluency “Just Right” Instructional Level 90-95% Accuracy Students can read with teacher support and instruction Frustration Level < 90% Accuracy “Too Hard”
    • 22. Leveled Text Fountas and Pinnell’s leveling list Text Complexity by Scholastic Level It iPad app ($4.00) Procedure to Level Books (Project STARS)
    • 23. Leveling Practice  Using the texts at your table, practice leveling them.
    • 24. Reading Level Correlation Charts Colored copy Word Fluency Added Leveled chart to use with Rit level (session 1)
    • 25. Mini-lessons for Independent Reading
    • 26. Lesson Plans
    • 27. Recap 1. Plan your small groups using data Understand the reading process 3. Create a good literacy environment 2. Be sure to have the correct text to reader match 5. Plan Guided Reading Lesson Plans
    • 28. Homework: Read Assessing Adolescents’ Motivation to Read and be prepared to discuss. Next time you come bring a lesson plan for a skill group

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