This document provides information and resources for teachers to support reading instruction, including: - Descriptions of different reading stages from emergent to advanced to help teachers determine students' reading levels based on observations. - Suggested next steps include practicing observing students' reading behaviors, discussing observations and instructional decisions with teaching teams, and reflecting on one's own practice through a self-assessment. - Additional resources are provided, such as videos of children reading at different levels to analyze, guides for reading workshops and self-reflection, and references for further reading. The goal is to help teachers make data-driven decisions to meet students' individual reading needs.

1. Jennifer Evans
Assistant Director ELA
St. Clair County RESA
Evans.jennifer@sccresa.org
http://www.protopage.com/evans.jennifer

3. Agenda
What:
Reading Strategies Flipbook
Why:
To support Teachers With Instructional Decisions
How:
Practice Observing Reading Behaviors
Continue:
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.

6. 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

7. 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. Characteristics of Readers
Emergent
Early
Transitional
Self-Extending
Advanced
See Reading Strategies Flip Book

9. 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.

10. 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.

11. 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.

12. 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.

13. Portrait of a Reader – Learn NC
http://www.learnnc.org/lp/editions/readassess/1302
 - Rosalie – Emergent
 - Ben – 4th grade

14. 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

15. Practice

16. The New Watch What stage?
What did you observe? What would you say?
What instructional decisions would you make?
:52

17. The Big Bad Wolf What stage?
What did you observe?
What would you say?
What instructional decisions would you make?
4:54

18. Clifford
What stage?
What did you observe?
What would you say?
What instructional decisions would you make? 2:49

19. What stage?
What did you observe? What would you say?
What instructional decisions would you make?
5:08
A Candy House

20. What stage?
What did you observe?
What would you say?
What instructional decisions would you make?
:40
Abby K.

21. PLC Reflection Opportunity
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

22. Other Resources
Teacher Self- Reflection
Action Plan
Reading Workshop Look- fors

24. Review Teacher Self-Reflection for Reading Workshop
Highlight Where you are on the Continuum

25. 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.

27. Keep This in Mind:

28. Questions?