As you take your seat, please take a few moments to think about the following questions:

• What is your experience in teaching reading? (what does classroom instruction look like?)

• What do you hope to gain from this workshop?

Developed by D. Godsen DePalmaDeveloped by D. Godsen DePalmaBased on the work of Irene Fountas, Gay Su Pinnell, Anita Archer, Based on the work of Irene Fountas, Gay Su Pinnell, Anita Archer,

Michel McKenna, Marie Clay, Joetta Beaver and the Bureau of Education and ResearchMichel McKenna, Marie Clay, Joetta Beaver and the Bureau of Education and Research

• There are many! You can find them at :

nysrrc.monroe.edu• Reading academy

sign up

EngagementEager for reading and writing timeNeeds only occasional teacher redirection to stay on taskEnjoys read-alouds and reacts to the book (nonverbally or verbally)Other evidence:Self-monitoringRecognizes meaning-changing errors and tries to self-correct during oral

readingRereads own writing and can identify parts that may confuse another readerOther evidence:Help-seekingUses class resources (e.g., dictionary, Internet) for helpAsks other students or adults for clarification when confusedOther evidence:

• We want to move children to the point where they decode first and then use context to select the intended meaning of a word.

• We do not want to encourage them to predict the word from context and only “sample” its letters to the extent needed to confirm this prediction.

Guided ReadingFluency is always the primary

focus.In guided reading, the teacher

coordinates reading components (comprehension, word recognition, fluency).

Differentiated InstructionFluency is the focus • only for grade 1 and above

only if decoding skills are strong.

In differentiated instruction,• the teacher isolates reading

components to address• deficits.

• Is not round robin reading

• Is not stagnant grouping

• Pay close attention to who guided reading is for

• What information covered to this point is new to you?

• What questions do you have?

• How can you apply these principles to the students (teachers) you currently work with

refer to handout

• Using the cards-• Find someone who has a card of different

color• Share your quote with them• Listen to their quote• Have a brief discussion agreeing or

disagreeing with the quote

• Before Reading- research presented by Dr. Anita Archer

• The main areas you should focus on when introducing a text are…– Decoding– Vocabulary– Back ground Knowledge– Preview the story/article

• Focus on the following video

• Use the process page to guide your thinking• Think about the use of

– Explicit Instruction– Whole group engagement– Repetition

• Anticipation Guide – video clip• Story structure, themes, concepts, background

knowledge• Focus on whole group engagement

• I’d Rather – video clip• Story concepts, connecting to background knowledge• Focus on whole group engagement

• During Guided Reading, the classroom Teacher– Listens to students while they ‘whisper read’ or

read silently– Coaches students on strategies covered– Takes anecdotal notes and running reading

records

• Right There– Answer directly stated in

the text

• Author and You– Synthesize text

• On your own– Child uses his/her own

experiences

• Video Clip – scaffolded reading– Each child reads– Teacher gives a purpose for

reading– Teacher coaches students as

they read

Book knowledge

Student knowledge

Planning Pages (on moodle)

• Why do we ask students questions while they read?

• Discuss the story read• Students respond• Revisit text• Assesses student’s

understanding of what they have read

• View video clip

– Provide intentional fluency building practice.

– Engage students in a discussion.

– Have students answer written questions.

– Provide engaging vocabulary practice.

– Have students write summaries of what they have read.

• Engagement Checklist (Reading Teacher)

• Observation Page

• Planning Page • BOTH ON THE MOODLE!

• Running Reading Records

• DRA

• Other supporting assessments

THE GOAL OF ANY READING PROGRAM SHOULD BE TO HELP STUDENTS BECOME PROFICIENT, ENTHUSIASTIC READERS WHO ENJOY READING FOR A VARIETY OF PURPOSES.

- Joetta Beaver

OverviewOverviewGuided PracticeGuided Practice

Scoring and other ConsiderationsScoring and other ConsiderationsD. GodsenD. Godsen

20062006

Running records provide an assessment of text reading. They are designed to be taken as a child reads orally from a text.The teacher graphically records in a shorthand method everything the child when reading a passage or a book, to gain insight on strategies the student uses effectively and those with which the student needs help.

Marie Clay (2002) An Observation Survey

pg. 49

• Records are taken to guide instruction

• Records are taken to assess text difficulty

• Records are taken to capture progress

Marie Clay, pg. 50 - 51

• Avoid printed text. This is not realistic in a classroom setting. Also, printed text often will not allow for all of the child’s behavior to be recorded.

• Avoid using a tape recorder. Having to tape the assessment can be a crutch, and it limits your ability to record observations of behavior.

• Sit next to the child so you can see the text as the student reads aloud.

• Mark the student’s every response on your recording sheet or a blank piece of paper.

• Start a new row of recording for each new line on the page. Record page numbers.

You will now have the opportunity to practice recording for each type of error.

Refer to handout for coding system.

The Giving TreeShel Silverstein

FireFlies-Julie Brinckloe

open

Something Beautifuljumping Sarah

jump Sybil

Angelina and Alice - Katharine Holabird

and cried

• Take records of emerging readers every 2 - 4 weeks. Take one more often with students who are not making expected gains.

• Take records of each progressing and transitional readers every 4-6 weeks and more often with students not making expected gains.

• Take records of each fluent reader quarterly and more often with any students who begin to experience difficulty reading.

• You will now be given the opportunity to practice recording records with a partner.

• One person will read the provided text WITH ERRORS while the other records.

Overview of the DRA

• Authentic reading assessment for K-8 students.

• Assesses:

• comprehension

• oral reading fluency

• accuracy

DRA Enables teachers to:

• Determine a reader’s independent assessment level

• Confirm or redirect ongoing reading instruction

• Group students effectively for reading experiences and instruction

• Identify students who may be working below proficiency and need further assessments

DRA Components

• Provides an overview of the assessment

• Gives directions for administering the assessment

• Includes information for analyzing the information gathered

• Shows how to report student progress

Teacher Resource Guide

• There are 3 points to be taken into consideration when scoring a record.

• To gain a percentage score on words read• Take the total number of words read, subtract

the number of miscues, and divide by the total number of words.

Words read – miscuestotal words

100 – 10

100 = 90 %

• Comprehension is a CRITICAL ‘checkpoint’ to consider during a RRR

• Retelling• DRA comprehension rubric

** You will assess comprehension in other ways in addition to the record.

• Fluency is also a CRITAL ‘checkpoint’

• Look at number of hesitations• Immediate after record, record how reading

sounds• Use of NAEP fluency rubric**You will assess fluency in other ways in

addition to the record.

FluencyAccuracy

Comprehension

• Think about the following levels. Discuss with a partner the accuracy rate, fluency rate and comprehension rate you think would be appropriate for each category:

• Independent Reading• Instructional • Frustration

- level at which students can read a text without assistance

- 95% - 100% accuracy

• Students work in small instructional groups with a teacher facilitating.

• 90% - 94% Accuracy (With comprehension & fluency)

• This text is too difficult for the child to read and can become frustrating to the child, putting at risk motivation, comprehension and fluency.

• Under 90% accuracy

What do we Expect from our students?

• We expect students to We expect students to acquire the skills, acquire the skills, knowledge, and attitudes knowledge, and attitudes required for proficiency in required for proficiency in comprehension of text. comprehension of text. This is the most important This is the most important goal of reading instruction.goal of reading instruction.

- J. Torgesen- J. Torgesen

Matching Books to Readers

• Knowing the readers• Knowing the texts• Understanding the reading process

Leveled Text

• Review behaviors for the leveled text at your grade level. (see Scholastic handout)

• As a grade level, determine how these behaviors are taught in whole and small group.

• Be prepared to share out as whole group.

Classroom Collection

BOOKS FOR- • Read Aloud • Shared Reading• Guided Reading• Independent Reading(see handout for complete descriptions)

• What is the purpose of each?

ACTIVITY• In small Groups, sort

the purposes for each

Characteristics to Consider…

• Book and Print Features» length, print, layout, punctuation, illustrations

• Content, Themes, Ideas» familiarity, sophistication, complexity

• Text Structure» narrative, Expository

• Language and Literary Features» perspective, language structure, literary devices, vocabulary,

words(see handout)

Leveling Systems

• There are many!!! Determine what system will be used in your building, and ONLY use one

• Examples: Lexiles, DRA, Guided Reading…

(see handout with leveled text info for correlation chart)

What should I expect from my students?

• Each text level presents the opportunity for students to learn and grow as a reader.

• In addition to the skills and strategies outlined in your scope and sequence, review the characteristics of leveled text for your grade level, as well as the NYS Literacy Competencies for reading at your grade level.

Forming small groups

• Step 1 – Begin with your data

• What assessments do you currently use? Please note in small group discussion, then we will share out with the group.

Additional Assessments

• Decoding Survey (see handout)

• Phonemic Awareness Survey (see handout)

• Sight Word Assessment

Grouping Students

• Group students according to skill/strategy need.

• REMEMBER, your goal for small group work is to determine what is the MOST critical skill for each student.

• MAXIMIZE your students time - using data to inform your instruction.

Explicit Steps in Guided Reading

Planning for Guided Reading

• Assessments will help guide you t ensure you are addressing individual student needs.

• Other Resources for grade level material:– NYS Literacy Competencies– Core Scope and Sequence– IDEA Maps

Using the NYS Literacy Competencies• Identify 3-5 skills/concepts you teach well at

your grade level with a star next to each concept.

• Identify 3-5 skills concepts that are new to you with a ‘?”

• Think about how these competencies work with your existing curriculum. Note any changes in the ‘classroom application’ column of your process page.

Reflection Questions:• How much time do I spend on reading instruction?• Where does reading instruction appear in my schedule?• How much reading instruction does each child receive each

week? How do I differentiate this?• Do I have leveled texts?Action Steps:• Upon reflecting on your lesson delivery, focus on one area to

improve (before, during or after reading). Please bring back new strategies you tried, and how this worked for your students.

• Strategy instruction

• Centers

• Classroom Management