Comprehension components do not correlate to the curriculum PLOs
Can be misused for quantitative data collection
Mandatory in some districts twice or thrice each year for data collection
Common misassumption that reading levels are exact
Emphasis is on the decoding, not on deep comprehension
Standardized tests are poorly constructed (research and curriculum), do not measure group comprehension and are skewed against rural and aboriginal children
Running Records SO T R SO tim SC R went
5 Minutes more on Common Text
Go ahead, touch your kit.
Look through it.
Get familiar with it.
Write your questions on a post-it note.
Official EPRA video #1 EPRA Grade 2.mov
Use the chart
Make notes about what you learn that is important to you.
Any final questions about the Common Text?
Good. Now we are moving on.
Each school has a kit
You can use it any time you have questions
You can use any kit with any grade/combined grade class
This works best with guided reading sized groups
This gives you information about what reading behaviours/strengths your students have, and gives you an approximate reading level
Non fiction text
4 levels for Kindergarten (1, 2, 3, 4)
6 levels for Grade 1 (2, 3, 8, 12, 16, 16+)
6 levels for Grade 2 (8, 12, 16, 17, 21, 23)
Leveled Text: Kindergarten
Leveled Text: Grade 1
Leveled Text: Grade 2
Introduce all the texts to the group – title, a few pages, a little bit of discussion
Review how to select a ‘just right’ text (Daily Five, BookMatch, or the language you use in class)
Decide if you will have them complete the thinking page (optional)
Leveled Text: Helpful hints
Mixed level groups
No more than 6 at a time
Have students read to you before doing the thinking page
Be comfortable asking, “Did you look at ____? It might be a better fit.”
Do a bit, do it well
Skip the thinking page to start with – keep the time to a minimum
Do not use these books for teaching! (CLEAN)
Have the other students working on their own
Give the group 40 minutes, but allow extra time for students who need time to finish
Teach the students strategies to determine independent/instructional/frustration levels
Tell them: this helps me help you find the right fit books
Running record page can be used several times throughout the year
Time to get your hands on it
15 minutes to read the materials, especially the protocol
Write your questions on the post-it notes
Each of you be ready to BE a student that you are imaging this NOT working with
Leveled Text: My turn
I am relaxed and only do as much as I need to, in order to get the information I need to be a better teacher for you
Bring it on!
Leveled Text: Scoring/Coding/Marking or whatever euphemism you want to use…
Highlighter pen/Quick Scale/Continuum
Worksheet from PS Reading for Information
Highlight key words
Write a few goals for the class or a group when you see trends
Make some individual notes somewhere, with whatever you use, or right on the conference page (I call it my report card talk)
If you are doing your entire class, there will, this time only, be release time (1/2 day) to work with me on coding and developing a class profile (please contact me)
How to Use a Literacy Teacher
I will model, demonstrate, team teach any of this with the intention of teaching you to do it yourself
I will sit with you after you have done a group and have a professional What’s Next conversation
I will offer suggestions (if asked) on strategies to support item x in your world
I will meet with you, upon invitation, to go over how to do the Common (May/June) Text Assessment in your class and then schedule ½ day for everyone to code together here at the SBO (no in lieu of time)
Why Are We Doing This – Research!
My hero, Richard Allington, who compiles all the best literacy research across the world says…
In studying the nation’s best first and fourth grade classrooms, the practice of using multi-text and multi-level instruction and curriculum design was paramount. Every student was reading with text at their own level, not at ‘grade-level’.
Struggling readers need more teacher time, more intensive reading lessons, and more teacher-directed reading lessons targeted to their specific instructional needs.
Do 8 things, do them well and do them now:
Begin an intervention plan
Match reader and text level
Dramatically expand reading activities
Use very small groups or tutoring
Coordinate intervention with the core classroom (in addition, not instead)
Deliver intervention by expert teachers
Focus instruction on meta-cognition and meaning
Use texts that are interesting to students
Do not think ‘one size fits all’ with intervention or classroom instruction; using a class set of the same reading materials will ensure that students will continue to fall behind. Multi-level texts for the content areas are essential.
Effective classrooms have a distribution of whole-group, small group and side-by-side instruction.
The proportion of the school day allotted to whole-class assessment is a predictor of a school’s academic success/achievement. The more whole-class teaching offered, the lower the academic achievement in that school.
There is significantly greater growth in schools where teachers have been trained to do running records (and their subsequent analysis, diagnosis and intervention – assessment for learning) and student reading development is monitored over time.
A Bit More Video…
EPRA Grade 2.mov
I will understand the differences, similarities and the purposes of the Common and Leveled kits
I will be familiar with both processes.
I will look for ways to make this useful in my teaching environment
I will remember many useful concepts, including running records, reading levels, correlation charts, observable reading behaviour and open-ended thinking