1. Jennifer Evans
Assistant Director ELA
St. Clair County RESA
Evans.jennifer@sccresa.org
http://www.protopage.com/evans.jennifer
2.
3. Agenda
What:
Reading Strategies Flipbook
Why:
To support Teachers With Instructional Decisions
How:
Practice Observing Reading Behaviors
Continue:
Practice During Team Meetings
4. 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.”
5. 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. 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?
9. Characteristics of Readers
Emergent
Early
Transitional
Self-Extending
Advanced
See Reading Strategies Flip Book
10. 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.
11. 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.
12. 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.
13. 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.
14. Activity
Talk about how the teaching of strategies will differ for emergent, early, transitional, and self-extending readers. Take notes as necessary.
Discuss the role of word work and how to integrate it into the lessons.
15. Portrait of a Reader – Learn NC
http://www.learnnc.org/lp/editions/readassess/1302
- Rosalie – Emergent
- Ben – 4th grade
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
18. The New Watch What stage?
What did you observe? What would you say?
What instructional decisions would you make?
:52
19. The Big Bad Wolf What stage?
What did you observe?
What would you say?
What instructional decisions would you make?
4:54
20. Clifford
What stage?
What did you observe?
What would you say?
What instructional decisions would you make?
2:49
21. What stage?
What did you observe?
What would you say?
What instructional decisions would you make?
:40
Abby K.
22. What stage?
What did you observe?
What would you say?
What instructional decisions would you make?
1:40
Big Things
23. What stage?
What did you observe?
What would you say?
What instructional decisions would you make?
2:10
What’s Up
24. What stage?
What did you observe?
What would you say?
What instructional decisions would you make?
:44
The Floating Fruit Loops
25. What stage?
What did you observe?
What would you say?
What instructional decisions would you make?
:46
I Like Food
26. What stage?
What did you observe?
What would you say?
What instructional decisions would you make?
1:31
Betsy Has a Bug
27. What stage?
What did you observe?
What would you say?
What instructional decisions would you make?
3:39
Little Red Hen
28. What stage?
What did you observe?
What would you say?
What instructional decisions would you make?
1:40
I Caught A Fish
29. What stage?
What did you observe?
What would you say?
What instructional decisions would you make?
9:45
Dakota – Here is a Flower
30. What stage?
What did you observe?
What would you say?
What instructional decisions would you make?
4:05
Cam Jansen
31. Reflection
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.
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.
Reflect Reading Observations Just Practiced
Choose More Practice
Choose Planning
34. Select One Area to Concentrate on…Example:
Under “Teaching Strategies it says:
I am just beginning to understand processing strategies and to observe students’ reading behaviors.
I am able to find evidence of processing strategies as I observe students reading. I support their development of strategies by providing texts at appropriate levels but have not yet developed expert teaching skills. I am not always accurate with selecting appropriate strategies based on the needs of students. I observe students’ reading behavior continuously and am able to find examples and powerful teaching points to bring to their attention; I am observing the impact of my introduction, interactions, and teaching after the reading. I have begun to incorporate some differentiation into initial instruction.
•I provide interventions to targeted students but am inconsistent.
