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Using data to drive guided reading instruction @ CKEC 2015
This document discusses how to use data to drive instruction in guided reading. It will teach educators how to use various assessment tools to collect data on students and analyze that data to make instructional decisions. Educators will learn how to group students, select appropriate texts, and plan focused lessons based on what the data shows about students' reading levels and needs. The document emphasizes using formative assessment on an ongoing basis to inform responsive teaching in guided reading.
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Using data to drive guided reading instruction @ CKEC 2015
- 1. Using Data toDrive Guided Reading Instruction Lisa King, CKEC Literacy Consultant Summer 2015
- 2. As part ofthis Professional Learning opportunity, how would you rate your knowledge and comfort level with assessing and monitoring Guided Reading progress? Total Newcomer Beginner Intermediate Advanced
- 3. Think of atime when you learned a new skill, sport, ect. What did your teacher, coach, instructor do to improve your performance?
- 4. Today’s Understanding: Howto make effective instructional decisions for Guided Reading • You will learn to use a variety of tools for data collection. • You will learn how to analyze data to make instructional decisions about grouping students, selecting text and lesson focus when planning Guided Reading.
- 5. Improve student performanceby 15 - 25 percentile points, 2-4 grade equivalents
- 6. Increase in achievementis four to five times greater than reduced class size.
- 7. Making Connections, Review or Practice TextReading Strategic Teaching Points/ Revisiting Text Word Study Vocabulary Guided Reading Common Core • Comprehension • Foundational Skills • Vocabulary Sight words, review story, making words, fluent rereading Text Intro Students reading Text, teacher listens in How words work, new vocabulary Focus on strategies, Comprehension
- 8. Moving students forward Withtheir processing strategies on text
- 9. Big Understanding: Ican use a variety of strategies to read and make meaning from a text.
- 10. Content mastery isthe means not the end. Understanding Processes and skills in practice Content Mastery
- 13. Think Photo Albumnot Snapshot
- 14. •How should Igroup students? •What text should I use with each group? •What strategy should I teach next? Jan Richardson “The Next Step in GR” Begin with Assessment
- 15. “ The LearningZone”
- 16. What they cando independently With support of an expert Learning Zone
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- 18. Reading Levels Independent Level Text Instructional Level Text Frustration Level Text Relatively easy text,with no more than approximately one error in twenty words, good comprehension. (95% success) Challenging but manageable text, with no more than approximately one error in ten words good comprehension. (90% success) Problematic text, with more than one in ten words difficult for the reader (less than 90% success)
- 20. What Evidence DoI Need?
- 21. What does thereader know and do at the….
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- 24. Observing Oral ReadingBehaviors
- 25. Emergent and EarlyReaders Primary Assessments Information Provided Letter ID (K-1)and Concepts About Print Known letters and visual discrimination Sight Word List Known words and visual memory Dictation Sentence Sound letter knowledge/ PA and letter formation Writing Sample Visual memory, PA, vocabulary, CAP Running Record and Retell Reading Level and Strategies, Comprehension
- 26. Transitional and FluentReaders (level I and up) Assessment Information Provided Running Record Reading Level, reading strategies Comprehension Questions Comprehension Abilities Word Study Inventory Phonics skills ORF Fluency
- 27. Assessment for GuidedReading is Formative! • Occur regularly, some sort of daily data collection • Can be informal • Responsive instruction • Feedback to students
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- 30. PAST: Phonological AwarenessScreening Test
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- 32. ORF: Oral ReadingFluency
- 35. Why Take RunningRecords? • Systematic way of collecting evidence of how a child is processing on text and how well they are directing their knowledge of letter, sound HO
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- 38. How to ScoreErrors and SC Self Corrections are not counted as errors! HO
- 39. As children workthrough text they develop a network of strategies for attending to different sources of information. Structural cues Visual cues Meaning Cues
- 40. • Billy sawthe rooster on the bank by the river. chicken water stops curb Student is using Meaning and Structure but neglecting Visual
- 41. It is gettingready to rain very soon. going ---- S-o-n She likes to run. looks Using visual and structure, neglecting Meaning
- 42. How to ScoreErrors and SC • Look at your record form. • Record MSV in the error column • Look at error up to the point of error. • For SC, analyze both the error and SC.
- 44. Using the Datato Make Instructional Decisions
- 45. Planning a lesson •Know the reading level of the group • Know their strength and weaknesses with strategies • Choose your focus based on data • Pick a book that matches reading level and will build on processing strengths • Read through the lens of your students • Plan intro, word work and teaching points • Reflect: What did the students learn to do today that they couldn’t do yesterday?
- 46. Strategies are • Unobservable •In the head processes • A complex “network” • They allow the learner to use, transform, relate, interpret and reproduce information for communication
- 49. Making Connections, Review or Practice TextReading Strategic Teaching Points/ Revisiting Text Word Study Vocabulary Guided Reading Common Core • Comprehension • Foundational Skills • Vocabulary Sight words, review story, making words, fluent rereading Text Intro Students reading Text, teacher listens in How words work, new vocabulary Focus on strategies, Comprehension
- 50. Using the LessonPlan
- 51. Think about yourmoves before, during and after the reading
- 52. Using Assessment toSet a Focus for your Groups
- 53. Select a Textfor your Groups Why did you choose this text?
- 54. Teacher Prompts area Call to Action
- 55. Teacher Points afterthe Reading
- 56. Sight Word Reviewand Working with Words
- 57.