3. Regie Routman…Conversations
“There must be a match between what we
teach and the child’s needs, interests,
engagement, and readiness to learn. It
takes a knowledgeable teacher, not a
program from a publisher, to determine
and assess what needs to be directly
taught and how and when to teach it.”
6. Using Your Reading Strategies Flip-
Book
Determine the
reading stage
Think about
what you
observed:
What does the
student do
well?
What does the
student use but
confuse?
What does the
student not
know?
8. Emergent
Pre K – 1 (Levels A-B)
Rely on language and meaning as they read simple texts
with only one or two lines of print.
Are beginning to control reading behavior, such as
matching spoken words, one by one, with written words
on the page.
9. Early
K-2 (Levels B-H)
Have achieved control of early behaviors such as reading from left to
right (directionality) and are beginning to do some reading without
pointing.
Have acquired a core of frequently encountered words.
Can read books with several lines of print, keeping the meaning in
mind and solving simple words.
10. Transitional
2-3 (Levels H-M) 3-4(Levels M-R)
Have early behaviors well under control and can read texts with many
lines of print.
Use multiple sources of information while reading for meaning.
Read fluently.
Do not rely heavily on pictures.
Have a large core of frequently used words they can recognize quickly and
easily.
Are working on solving more complex words through a range of word
analysis techniques.
11. Self-Extending
4-6 (Levels R-Y)
Make use of all sources of information flexibly in a smoothly orchestrated
system.
Can apply strategies to reading longer, more complex texts.
Have a large core of frequently used words.
Can solve many other words, including multi-syllable ones, quickly.
Are still building background knowledge and learning how to apply what
they know to longer, more difficult text.
12. Portrait of a Reader – Learn NC
http://www.learnnc.org/lp/editions/readassess/1302
- Rosalie – Emergent
- Ben – 4th grade
13. At The Zoo
https://www.youtube.com/watch?v=qEd-
mZsCVg8&list=PLFC2DC18916C8664E&index=10
What stage of reading development?
What behavior did you observe?
What would you say?
What instructional decisions would you make?
1:23
14. What stage?
What did you observe?
What would you say?
What instructional decisions would
you make?5:08
A Candy House
What would your teaching point for this student be? What area in the flip book would you look? What strategies could be suggested to move this student forward?
Rosalie: Literacy play boxes; Word games
Ben: Early – can only decode by letter sounds – “chunking”
Transitional – only reads one type of book ; has difficulty reading for information -
Stage: Emergent – Child pays little attention to print in the world:
Strategy: one-to-one matching; environmental print; work with names; read the room; etc.
The ultimate goal of this workshop series is to provide teachers with the ability to make instructional decisions based on observations. To empower teachers to use data to guide instruction and to move all of their students to higher levels of literacy success.
Early – (still reads by pointing, recognizes most high frequency words, checks one source of information against another to problem solve, uses information from pictures, he recognizes known words built on sight words (thin – things) but is inconsistent with this strategy) – Transitional (longer text)
Reads words he knows, but stops at every new or unfamiliar word: Help him to use all three cueing systems – does it make sense?
Reads word – by – word: work on pre-reading so student makes predictions and reads to confirm or adjust predictions
Start after 1:00 when teacher figures out the camera
Early (uses letter – sound information to solve problems but does not use other cueing systems to determine if it sounds right, looks right, or makes sense – she does not check one source of information against another to solve problems) –Transitional (has a large core of known words that are recognized automatically but isn’t quite to the many lines of print – chapter books- quite yet.)
Struggles with names and problem solving when she comes to them
Inconsistent with reading unknown words (Charlie)
Early: If a child reads words he knows but stops at every new or unfamiliar word, then: Help them learn to use all three cueing systems by…
Transitional: (however, she doesn’t pay attention to ending punctuation – Early – and adds ending to words)
A child reads quickly but inaccurately and with limited comprehension: help them read at a pace that supports comprehension-
adjust and apply different rates to match text, cross check, Use phrasing, use punctuation,
Transitional – reads quickly but inaccurately with limited comprehension – cross check – reads right through words without asking “does that make sense or does it sound right? Fix-up strategies; fluency for the new words;questioning
Instead of “freeze to death” she said “freeze and deeth”
“Nightgoons”
“Science” instead of “since”
“woke” instead of “awoke”
“ran over hisself” instead of “ran for his life”
Mispronounce “humans”
