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Jennifer Evans 
Assistant Director ELA 
St. Clair County RESA 
Evans.jennifer@sccresa.org 
http://www.protopage.com/evans....
2 
Why are we here and how 
today's meeting is relevant 
to you? 
________________________________________________________...
Capac Vision for Multi-tiered 
System of Supports 
Day One of School-wide Reading: 
• School-wide Reading Kick-Off 
• Cri...
Learn Port 
 Overview of Essential Components of Elementary 
Reading 
MiBLSi
Agenda 
What: 
Reading Strategies 
Flipbook 
Why: 
To support Teachers 
With Instructional 
Decisions 
How: 
Practice Obse...
Regie Routman…Conversations 
“There must be a match between what we 
teach and the child’s needs, interests, 
engagement, ...
The following principals are not new. They have 
been proven by years of research as well as 
classroom experience. 
Stude...
Variation in Amount of Independent 
Reading 
Percentile Rank Minutes/Day Reading Words/Year 
98 67.3 4,733,000 
90 33.4 2,...
Using Your Reading Strategies Flip- 
Book 
Determine the 
reading stage 
Think about 
what you 
observed: 
What does the 
...
Characteristics of Readers 
Emergent 
Early 
Transitional 
Self-Extending 
Advanced 
See Reading Strategies Flip Book
Emergent 
Pre K – 1 (Levels A-B) 
Rely on language and meaning as they read simple texts 
with only one or two lines of pr...
Early 
K-2 (Levels B-H) 
Have achieved control of early behaviors such as reading from left to 
right (directionality) and...
Transitional 
2-3 (Levels H-M) 3-4(Levels M-R) 
Have early behaviors well under control and can read texts with many 
line...
Self-Extending 
4-6 (Levels R-Y) 
Make use of all sources of information flexibly in a smoothly orchestrated 
system. 
Can...
Portrait of a Reader – Learn NC 
 http://www.learnnc.org/lp/editions/readassess/1302 
 - Rosalie – Emergent 
 - Ben – 4...
At The Zoo 
 https://www.youtube.com/watch?v=qEd-mZsCVg8& 
list=PLFC2DC18916C8664E&index=10 
 What stage of reading deve...
Practice
The New Watch 
What stage? 
What did you observe? 
What would you say? 
What instructional decisions would 
you make? :52
The Big Bad Wolf 
What stage? 
What did you observe? 
What would you say? 
What instructional decisions would 
you make? 4...
Clifford 
What stage? 
What did you observe? 
What would you say? 
What instructional decisions would 
you make? 2:49
What stage? 
A Candy House 
What did you observe? 
What would you say? 
What instructional decisions would 
you make? 5:08
What stage? 
Abby K. 
What did you observe? 
What would you say? 
What instructional decisions would 
you make? :40
To be continued…March 9, 2015
PLC Reflection Opportunity 
Reflect Reading Observations Just Practiced 
Choose More Practice Choose Planning 
More Practi...
Other Resources 
Teacher Self- 
Reflection 
Action Plan 
Reading 
Workshop Look-fors
Review Teacher Self-Reflection for Reading 
Workshop 
Highlight Where you are on the Continuum
Select one area to concentrate on: 
For example in Teaching Strategies : 
My goal is to successfully implement all 
compon...
Keep This in Mind:
Questions?
Reading strategies flip book teacher's meeting10 27-14
Reading strategies flip book teacher's meeting10 27-14
Reading strategies flip book teacher's meeting10 27-14
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Reading strategies flip book teacher's meeting10 27-14

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Reading strategies flip book teacher's meeting10 27-14

  1. 1. Jennifer Evans Assistant Director ELA St. Clair County RESA Evans.jennifer@sccresa.org http://www.protopage.com/evans.jennifer
  2. 2. 2 Why are we here and how today's meeting is relevant to you? _______________________________________________________________________________________________________ Capac Elementary Students
  3. 3. Capac Vision for Multi-tiered System of Supports Day One of School-wide Reading: • School-wide Reading Kick-Off • Critical Reading Skills – Complete • (Relate Big 5 to Reading Strategies Flip book) • School-wide Reading Assessment System • School-wide Schedules for Reading Instruction • Review and Reflection
  4. 4. Learn Port  Overview of Essential Components of Elementary Reading MiBLSi
  5. 5. Agenda What: Reading Strategies Flipbook Why: To support Teachers With Instructional Decisions How: Practice Observing Reading Behaviors
  6. 6. 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.”
  7. 7. The following principals are not new. They have been proven by years of research as well as classroom experience. Students need lots of time to read. Students need to read books that interest them. Students need to be read to (in all grades). Students need to see adults reading. Students need teachers who are knowledgeable about reading. Students need access to a wide variety of reading material.
  8. 8. Variation in Amount of Independent Reading Percentile Rank Minutes/Day Reading Words/Year 98 67.3 4,733,000 90 33.4 2,357,000 70 16.9 1,168,000 50 9.2 601,000 30 4.3 251,000 10 1.0 51,000 2 0 8,000
  9. 9. 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?
  10. 10. Characteristics of Readers Emergent Early Transitional Self-Extending Advanced See Reading Strategies Flip Book
  11. 11. 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.
  12. 12. 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.
  13. 13. 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.
  14. 14. 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.
  15. 15. Portrait of a Reader – Learn NC  http://www.learnnc.org/lp/editions/readassess/1302  - Rosalie – Emergent  - Ben – 4th grade
  16. 16. 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
  17. 17. Practice
  18. 18. The New Watch What stage? What did you observe? What would you say? What instructional decisions would you make? :52
  19. 19. The Big Bad Wolf What stage? What did you observe? What would you say? What instructional decisions would you make? 4:54
  20. 20. Clifford What stage? What did you observe? What would you say? What instructional decisions would you make? 2:49
  21. 21. What stage? A Candy House What did you observe? What would you say? What instructional decisions would you make? 5:08
  22. 22. What stage? Abby K. What did you observe? What would you say? What instructional decisions would you make? :40
  23. 23. To be continued…March 9, 2015
  24. 24. PLC Reflection Opportunity Reflect Reading Observations Just Practiced Choose More Practice Choose Planning More Practice: With a partner, take turns reading as if you were a child at your grade level. Practice making instructional decisions based on the reading behaviors. Planning With your team, discuss the students you are currently teaching and what behaviors you’ve observed. Decide what would be the best instructional decision based on your observations.
  25. 25. Other Resources Teacher Self- Reflection Action Plan Reading Workshop Look-fors
  26. 26. Review Teacher Self-Reflection for Reading Workshop Highlight Where you are on the Continuum
  27. 27. Select one area to concentrate on: For example in Teaching Strategies : My goal is to successfully implement all components of a guided reading lesson including before, during, and after activities. Or Grouping: I am just beginning to observe students’ reading behaviors and to think about forming groups based on levels of text; I have not identified other ways that I use to group students. Usually I teach the whole class.
  28. 28. Keep This in Mind:
  29. 29. Questions?

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