Reading workshop series day 5
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Reading workshop series day 5

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Reading workshop series day 5 Reading workshop series day 5 Presentation Transcript

  • Jennifer Evans Assistant Director ELA St. Clair County RESA Evans.jennifer@sccresa.org http://www.protopage.com/evans.jennifer
  • Agenda Guided Reading Lesson Review Words Their Way (QSI) Progress Monitoring (Running Records) Homework
  • Homework Discussion Discussion of Homework: Article – Research Base for Guided Reading as an Instructional Approach 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?
  • Lesson Plan Review  Share your lesson plan with your table group.  Discuss strengths.  Did you teach it? If so, how did it go? If not, what final adjustments will you make before teaching it?  How are the students doing with the selected strategy?
  • Why Words Their Way?  Words Their Way is… Developmentally appropriate Grounded in Research Takes students from what they know to what they don’t know Is Motivating
  • Words Their Way Collect Data: Spelling sample Student writing Spelling Inventory (QSI) Analyze data to determine stage What students use What students misuse What is absent Plan Instruction Organize small groups Developmentally appropriate word study Monitor Growth
  • Ten Principles of Word Study Instruction  1. Look for what students use but confuse.  2. A step backward is a step forward.  3. Use words students can read.  4. Compare words “that do” with words “that don’t.”  5. Sort by sight and sound.  6. Begin with obvious contrasts first.  7. Don’t hide exceptions.  8. Avoid rules.  9. Work for automaticity.  10. Return to meaningful texts.
  • Words Their Way Videos  http://www.youtube.com/watch?v=DUof XtF18GY (3 min for parents)  http://www.youtube.com/watch?v=NGgki QgtnnU (3 min introduction to Words Their Way)
  • Characteristics of Stages of Spelling Emergent Early Letter Name Letter Name Within Word Syllable and Affixes / Derivational Relations
  • Word Sorts  http://www.mypearsontraining.com/pdfs/TG_WTW_WordSor ting.pdf  Words Their Way Word Sort Within Word Examples handout  Lewis Byrne autofill $8.00 see example: http://www.youtube.com/watch?v=Fn2132GJz9A  Words Their Way iPad http://www.youtube.com/watch?v=- XKtWNhCPkI  http://www.youtube.com/playlist?list=PL85F360B935DA2D6 F (WTW Video Series)
  • Handouts Word Wall Activities Grade 1 Sequence Oral Fluency Norms
  • Running Records Research shows that implementation of running records improves student achievement in both reading and writing.
  • The Running Record is a method of recording a student’s reading behavior. It provides the teacher with information that can be analyzed to determine the strengths and needs of an individual student. A Running Record can be taken at any time on any reading material. What Are Running Records?
  • Choosing the Right Book What level is the book at? Independent • 95-100% accuracy • Independent/ Self- Sustained Reading Instructional • 90-94% accuracy • Guided Reading Hard • 89% and less • Frustration level Select a text that will challenge the reader a little, but will allow them to be successful with the instructional scaffolds you provide them. Running Records may be done on text that is seen or unseen, depending on their level of reading development.
  • Does it look right? Does it sound right? Does it make sense? Proficient readers use all three cueing systems simultaneously and efficiently. When children have trouble comprehending, they are not attending to one of the cueing systems.
  • Does the error look like the word?
  • The meaning or general context of the story/sentence is reflected in the substitution.
  • Analysis of the text should only take into account the text up to and including the error: Sentence: I like to see horses at the farm. Error: I like to fly horses at the farm. Only read through the error: I like to fly.
  • It’s important for teachers to conference with a child immediately after taking a running record. The conference should include what the child has done successfully and one or two teaching points. Immediately after a running record
  • After the Running Record – ask yourself… What is the child’s strength? What cues and strategies are missing from his/her repertoire? What part/parts of this running record could you go back and use as a reinforcement of strategy use? Is this selection of text appropriate for this child? What level would you use for tomorrow’s lesson?
  • Retrospective Miscue Analysis  See handout  Student was ultimately responsible for defining the strategy he/she used and the fact that the student was an active participant in the dialog, not someone that was being “told” what to do and/or talked “at”.
  •  http://eworkshop.on.ca/edu/core.cfm?p= main&modColour=1&modID=2&m=121& L=1 (show me – play)  http://www.youtube.com/watch?v=ZO- 4OYiJiUA (teacher with Lucas)  http://www.youtube.com/watch?v=votEntro eLQ (Coding a running record series) Practice See How It’s Done:
  • Practice  My Shadow
  • My Shadow Running Record  Compare the running record you took on My Shadow with the following…
  • Teaching Point Discuss with your table group what teaching point you would make with the student. Practice retrospective miscue analysis at your table group
  •  http://www.learnnc.org/lp/editions/readas sess/983  Videos: http://www.youtube.com/results?search_ query=running+records&oq=running+rec ords&gs_l=youtube.3..0l10.116265.1183 75.0.118635.15.12.0.3.3.0.112.894.11j1. 12.0...0.0...1ac.1.11.youtube.JQSSGwV wJIc Other Practice
  • Exit Ticket  Write any questions you would like answered in the last session.  Write any suggestions you would like for future reading Professional Development to help you implement reading workshop with fidelity.
  • Homework: Read Redesigning Reading Instruction and be prepared to discuss. Next time you come bring a word study lesson plan for one group of students and a completed running record
  • Questions?