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Grades 2-‐3
Implementing a Comprehensive Literacy Framework
Module Three Reading
Handouts
Arkansas Department of Education GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading 1
Arkansas Department of Education (ADE) GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading 2
GR 2-3 READINGCOMPLETETrainer’sResources
(IncludeParticipantHandouts andTrainer’sResources)
Slide#
Title
4-5 H1ComprehensiveLiteracyFramework8-9 TCF,p.329(lastparagraphof1stcolumntotopof2ndcolumn)10 • GRW,p.9–BroadeningAppreciationforReading
• Videolink:http://www.watchknowlearn.org/Video.aspx?VideoID=32490&CategoryID=5987
• H2GRWAppendixSurvey46–ReadingInterview• H3GRWp.12-LookingatYourselfasReaderandWriter(Readingpart)
11 ReadingRocketsarticle,“TeacherPracticesThatImpactMotivation”byMcRaeandGuthrie.http://www.readingrockets.org/article/teacher-practices-impact-reading-motivation-table1
12 TCFpp.6-7Quoteonslide(foundatthebottomofp.6andcontinuedon topofp.7)
13Trainer:Choose1ofthelinksbelowandprepareaheadoftime.
• Today’sMeet-https://todaysmeet.com• Padlet-https://padlet.com• Kahoot - h t t p s : / / g e t k a h o o t . c om /• Celly-https://cel.ly
14 TCF,pp.4-6,13-14,17-18–ComprehendingandProcessing
1515
H4WheelGraphic
16 TCFpp.32-34–ReadingisThinking:Within,Beyond,andAbouttheText17 • H4WheelGraphicorfrontcovergraphic(Wheel)
• TCF,p.41–SystemsofStrategicActions18 • TCFpp.45-51(Chapter4)–HelpingStudentsDevelopSystemsof
StrategicActionstoSustainProcessing• TCFpp.52-60(Chapter5)–HelpingStudentsDevelopSystemsof
StrategicActionsforExpandingThinking
• TCFp.379,Figure24-3–SystemsofStrategicActionsforProcessingWrittenTexts:ObservationalNotes
20 • TR1Sortingstrips(preparedaheadoftime)• TCF,pp.173,183,193–UnderstandingDemandsofTextfor
ProcessingFictionandNon-FictionTexts
Arkansas Department of Education (ADE) GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading 3
Slide# Title
21 • H-5ReadingStandards
22 Trainer: Prepareaheadoftime.Padlet–https://padlet.com
23-24ExplicitInstructionandtheGradualReleaseofResponsibility,TCF,p.xxxii–xxxiii
25• H6ReadingWorkshopPlanningSheetCompleted• H7 ReadingWorkshopPlanningSheetBlank• TCF,p.270(Figure18-1)–Thinking,Talking,Reading,andWriting aboutTexts• TCF,pp.269-271–MovingfromInteractiveReadAloudtoLiterature Study• GRW,pp.142-161
26 TCF,p.216(1stcolumn)–WhatisInteractiveReadAloud?
27 • TCF,pp.215-222–EngagingReadersinThinkingandTalkingAboutTextsThroughInteractiveRead-Aloud
• Video:Read-AloudvideoofRandyreadingShortCutbyCreworRebeccareadingADay’sWorkbyEveBuntingandHimler
28 • Video(withTCFbook):Rosemary’sMinilesson(Author’sMessage)• TCF,p.353–SixKeyIdeasAboutMinilessons
29-31 TCF,pp.353--355–SixKeyIdeasAboutMinilessons
32 GRWpp.143-161–FirstTwentyDaysofReadingWorkshop
33 TCF,pp.364-372–Minilessonson:LiteraryAnalysis,AnalyzingtheWriter’sCraft,CriticalThinking,Genre,andRespondingtoText
34 VideoonDVD:MinilessonsandGroupShare–“UnderstandingCharacter”
35 TCF,p.270–IndependentReading
36 • TCF,pp.338-339–UsingBookTalkstoHelpReadersMakeChoices• H8-BookTalkRubric• Video:http://tinyurl.com/Booktalk-video(ReadingRainbowvideos-differentbooks)•
37 TCF,pp.334-336–WhatMattersinIndependentReading
H-4Wheel Geraphic•
Arkansas Department of Education (ADE) GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading 4
Slide#
Title
38 • TCF,pp.336-338–HelpingReadersChooseBooks• Lessonlinkfromreadwritethink.org:http://tinyurl.com/Choosing-the-Right-Books• GRW,pp.146-147-TheFirstTwentyDaysofTeachingMinilessons-Day2
39• TheForgottenReadingProficiency:StaminainSilentReadingby ElfriedaH.Hiebert–
link:http://tinyurl.com/Text-Project-Silent-Rdg• TCF,p.444–ReadingStamina
40 Video:https://www.youtube.com/watch?v=kzC8Kvtn6iA“ReadingisThinking:CreatingIndependentReaders”(3:23min)
41 • TCF,p.345–SurroundingReadingwithWrittenConversation– LettersinaReader’sNotebook
• TCF,pp.463-464-WritingAboutReadinginaVarietyofTexts
42 TCF,pp.269-271(Chapter18)–MovingfromInteractiveReadAloudto LiteratureStudy
43 TCF,p.348–TalkingwithStudentsaboutReading–IndividualConferences
44• TCF,pp.349–351-ConferencesinGrades2-8• GRW,pp.138-140–Teacher’sroleinConferring,Scheduling,andRecordKeeping;
HelpfulLanguageforConferences• Video(TCF)-ReadingConferences,JunieB.JonesbyBarbaraPark.
45-46TCF,pp.270-271–GuidedReading;TCF,p.373–374GuidedReadingLessonCharacteristics
47“UsingaLearningProgressionFrameworktoAssess&EvaluateStudentGrowthNCIE–TheNationalCenterforImprovementofEducationalAssessment,Inc.
http://tinyurl.com/Learning-Progrsn-and-St-Growth
48• GRWpp.221-222“SuggestionsforProfessionalDevelopment”• http://tinyurl.com/25-Great-Ways-Schls-Prmte-Rdg
49• GRW,p.223–ThingstoConsiderwhenselectingatextforGuided Reading• TCF,p.374–quoteonhowtoselectatextforguidedreading
50• H9AnalyzingTextFactors(ResourceSectionofTCF’sDVDorTCF,p.211)• Guidedreadingbook(broughtbyparticipants) TCF,pp.198-200,
172,174,176
Arkansas Department of Education (ADE) GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading 5
Slide# Title51 • H10GuidedReading(DRA:18andup)(F&P:J&up)
• TCF,pp.374–IntroducingtheTextsandIntroducingTexts Sections
52 • H10GuidedReading(DRA:18andup)(F&P:J&up)• TCF,pp.374–377–Introducingthetexts• TCF,p.377,Fig.24-2IntroducingTextstoReaders
53 • H10GuidedReading(DRA:18andup)(F&P:J&up)• H11PromptstoSupportStudentsinReading• TCF,pp.377-378–StructureofaGuidedReadingLessonI• TCF,p.380,Fig.24-5PromptingReaderstoMonitor,Correct,and ConstructMeaning
DuringReading54 • H10GuidedReading(DRA:18andup)(F&P:J&up)
• TCF,pp.378-382DiscussingtheMeaningandRevisitingtheText;TeachingforProcessingStrategies;WorkingwithWords;ExtendingUnderstandingoftheText
• TCF,p.382,Fig.24-6–TenSuggestionsforExtendingtheMeaningof Texts• TCF,pp.400-402–Questions–Fiction• TCF,pp.430-432–Questions–Informational
55 • H10GuidedReading(DRA:18andup)(F&P:J&up)• H12GuidedReadingLessonPlanforSheila Rae, the Brave• TrainercopyofSheila Rae, the Brave byKevin Henkes orenoughcopiesfor
participants56 • H13TransitionalGuidedReadingLessonPlan
• Video:ModelLessoninAction:TransitionalReaderLevelM”video ontheNextStepGuidedReadinginAction,Grades3&UpDVD.
57• TCF,pp.270-271–GuidedLiteratureDiscussionvisual• GRW,p.46–ComparisonofReadingWorkshopElements
58 TCF,pp.294-304–GuidedLiteratureDiscussion
59 • TCF,pp.306–308–MinilessonstoSupportLiteratureDiscussion• p.306,Fig.20-8–MinilessonstoSupportLiteratureDiscussion• TCF,pp.307-308–GettingStarted:TheFirst35Days
60 • GRW,pp.124-125–GroupShareandEvaluation• TCF,p.331,Fig.22-1–IndependentReadinginaReadingWorkshop
61H14ComponentsoftheReadingWorkshopForm
62 TCF,pp.539-543–IntegratingVocabularyInstruction
63
63
TCF,pp.524-526,528–VocabularyandResearch
Arkansas Department of Education (ADE) GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading 6
Slide Title
64 TCF,pp.524-526,528–VocabularyandResearch
65 TCF,pp. 531-536–SampleLessonsonVocabularyInstruction
66• TCF,p.541–Thirty-fiveWaystoIntegrateVocabularyInstruction• 10WaystoUseTechnologytoBuildVocabulary
http://www.readingrockets.org/article/10-ways-use-technology-build-vocabulary
68 • H4WheelGraphic• TCF,p.62QuotebyPinnell• http://www.scholastic.com/teachers/article/defining-fluency• http://www.readingrockets.org/article/top-10-resources-fluency
•69 TCF,pp.62-64,69,71,104,73–Dimensionsoffluency
70 • TCF,pp.102-103–ASix-DimensionScaleforAssessingFluency• H15AScaleforAssessingFluency
72 TCF75,77–ImportantTransitions(Recognizing ChangeOvertimeinFluentReading)
73 TCF,pp.516-523–TeachingforFluencyAcrossAllInstructionalContexts
74-75 TCF,pp.87-91AssessingComprehension
77 • H16AnalyzingReadingBehaviorsRelatedtoSustaining Processing(TCF,p.51)• TCF,p.45,Fig.4-1-SystemsofStrategicActionstoSustainProcessing• Video: SheilaandFrancescafromTCFDVD
78 • TCF,p.53(Fig.5-2)-SystemsofStrategicActionstoExpandThinking.• H17AnalyzingReadingBehaviorsRelatedtoExpanding Thinking(TCF,p.61)• Linktohandout:http://tinyurl.com/http-AnlyzgRdgBhvrstoExpndTh• TCF,pp.89-90(Fig.8-2)“Jackie’sletterandWhatCountsas Evidence”• TCF,p.451(Fig.27-16)–Haylea’sandMs.Winkler’sResponse• TCF,p.91(Fig. 8-3)–AssessmentofReadingPerformance
TCF,p.120(Fig.9-11)–Assessment:CollectingEvidenceofLiteraryProcessingActions,Across Instructional Contexts
79 TCF,pp.502-504–PrinciplesforSupportingComprehensionwithELL
81 H18TemplateofFiveFingersExitSlip
•Explicitinstructionan
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H 1
Arkansas Department of EducationGR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading7
Name: Date:
READINGINTERVIEWPart1(Source:GuidingReadersandWriters,Appendix46)
1. Whydopeopleread?(Listasmanyreasonsasyoucan.)
2. Whydoyouread?(Forexample,whathaveyoureadthisweekandwhy?)
3. Howoftendoyoureadwhenyouarenotatschool?Why?
4. Howdoyoudecidewhattoreadabout?
5. Howdoyoufeelaboutthereadingthatyoudoatschoolandathome?
6. Whatisthebestthingyouhaveeverread?Whydoyoulikeit?
7. Whathaveyoulearnedfromreading?
GuidingReadersandWriters(GRW),Appendix46,page1
H 2
Arkansas Department of Education GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading 8
READINGINTERVIEWPartII(Source:GuidingReadersandWriters,Appendix46)
8. Whatkindsoftopicsdoyouespeciallyliketoreadabout?
9. Whatkindofreadingdoyoulike?Checkallthatapply.historicalfiction fairytales/folktales poetryrealisticfiction biographyandautobiography sciencefictionfantasy
10. Selectonetypeofbookandtellwhyyoulikeit.
11. Whatadvicewouldyougivestudentsinthisroomtohelpthemreadwell?
12. Whatwouldyouliketoknowhowtodobetterasareader?
13. Whatwouldyouliketolearnhowtodobetterasareader?
14. Isthereanythingelsethatyouwantmetoknowaboutyouasareader?
GuidingReadersandWriters(GRW),Appendix46,page2
Arkansas Department of Education GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading 9
LookingatYourselfasaReaderandaWriter(Source:GuidingReadersandWriters,p.12)
READING WRITING1. Areyouareader? 1. Areyouawriter?2. Doyoureadforpleasure? 2. Howdoyoufeelaboutyourwriting?3. When,what,andhow? 3. Whattypesofwritingdoyoudo?4. Howdoyoufeelaboutyourselfasareader?
4Howoftendoyouwrite?
5. Whatdoyoulikemostaboutreading? 5. Doyouwriteforpleasure?Whenwhat,andwhy?
6. Whatdoyoulikeleastaboutreading? 6. Doyouwriteforcommunication?Whenwhat,andwhy?
7. Whatdoyoufindeasytoread? 7. Doyouwritetoassistyourlearning?Whenwhat,andwhy?
8. Whatdoyoufinddifficulttoread? 8. Howdoyouselecttopicsforyourwriting?
9. Whoareyourfavoriteauthors? 9. Whoaretheaudiencesforyourwriting?10. Whattypes(genres)ofbooksdoyouliketoread?
10. Whatisthebestpartofwritingforyou?
11. Whataspectsofthesebooksinterestingtoorenjoyableforyou?
11. Whatisthemostdifficultpartofwritingforyou?
12. Whatisthelastbookyoureadthatyoureallyenjoyed?
12. Howdoyougetfeedbackforyourwriting?
13. Whatareyoureadingnow? 13. Whatisyourmostrecentpieceofwriting?
14. Howdoyoufindthebooksyouread? 14. Howmuchwritinghaveyoudoneinthepastyear?
15. Howdoyougoaboutmakingyourchoices?
15. What“writers”doyouknowthathelpyouthinkaboutyourownwriting?
16. Howoftendoyouread? 16. Bringapieceofwritingthatyouhavedone.Bepreparedtotalkabout whyyouwroteitandhowyoufeelaboutit.
17. Howmanybookswouldyouestimateyouhavereadinthelastyear?18. Whendoyoufindtimetoread?19. Whatdifferenttypesofmaterialdoyouneed?20. Whatdoyoudofollowingthereadingofabook?21. Bringafavoritebookandtellwhyyoulikeit.Figure1---5.LookingatYourselfasaReaderandaWriter
H 3
Arkansas Department of Education GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading 10
Study Guide for Guiding Readers and Writers:Teaching Comprehension, Genre, and Content Literacy
Appendix a A Network of Processing Systems for Reading
Monitor and Correct
Search for and Use
Information Notice and use
information sources (meaning, lang.
structure,
Summarize Remember important information and carry it forward.
Maintain Fluency
Solve Words
Check on accuracy and understanding and
work to self-correct errors.
Use a range of strategies to read and understand words.
Think critically about
visual information).
Systems of Strategic
Actions
Read at a good rate, with phrasing, pausing,
intonation, and appropriate stress.
Take action in flexible ways to solve problems or fit purpose and genre.
Think about what may happen next.
Adjust
Critique the text.
Notice aspects of the writer’s craft and text structure.
Connect the text to personal
and world knowledge as well as to other
texts. Make
Predict
Analyze Think about what the writer means but has not stated.
Infer
Adjust present understandings to accommodate new knowledge.
Synthesize
Connections Personal/World/Text
40 • ©2011 by Irene C. Fountas & Gay Su Pinnell
H 4
Arkansas Department of Education GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading 11
2-3ReadingModuleIII-SORT(TR-1SORTINGSTRIPS)
Nonfiction:
Searchforanduseinformationthatispresentedinavarietyofways.
Noticeandextractinformationfromillustrationsandgraphics.
Noticeandfollowtimesequences.
Solvespecializedordiscipline-specific(history,geography,science,technology,etc.)words.
Gatherinformationfromunderlyingstructures:chronologicalsequence,description,comparison/contrast,cause/effect,andproblem/solution.
Makecomparisonsbetweenthetextandothersonthesamesubjectortopic.
Criticallyevaluatetheaccuracyandauthenticityofthetext.
Noticehowthewriterhasorganizedthetexttopresent information.
TR 1
Arkansas Department of Education GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading 12
FICTION
Gatherimportantinformationaboutthecharacters,setting,andplot.
Rememberimportantpartsofthestory.
Understandthesettingandrelateittocharactersandevents.
Identifytheconflictorproblem.
Understandtheprominentthemeorauthor’smessage.
Noticehowcharacterschangeovertimeandinfercauses.
Noticehowthewritehasmadecharactersseemreal.
Noticethewriter’suseoflanguageandconnectittoothertexts.
Arkansas Department of Education GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading 13
READINGANCHORSTANDARDSR.1Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.
R.2Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text. R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. R.6Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. R.10 Read and comprehend complex literary and informational texts independently and proficiently.
Arkansas Department of Education GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading 15
H 5
2nd Grade READING STANDARDS 3rd Grade READING STANDARDS
RL.2.1Askandanswersuchquestionsaswho,what,where,when,why,andhowtodemonstrateunderstandingofkeydetailsinatext.
RI.2.1Askandanswersuchquestionsaswho,what,where,when,why,andhowtodemonstrateunderstandingofkeydetailsinatext.
RL.3.1Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthebasisfortheanswers.
RI.3.1Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthebasisfortheanswers.
RL.2.2Recountstories,includingfablesandfolktalesfromdiversecultures,anddeterminetheircentralmessage,lesson,ormoral.
RI.2.2Identifythemaintopicofamultiparagraphtextaswellasthefocusofspecificparagraphswithinthetext.
RL.3.2Recountstories,includingfables,folktales,andmythsfromdiversecultures;determinethecentralmessage,lesson,ormoralandexplainhowitisconveyedthroughkeydetailsinthetext.
RI.3.2Determinethemainideaofatext;recountthekeydetailsandexplainhowtheysupportthemainidea.
RL.2.3Describehowcharactersinastoryrespondtomajoreventsandchallenges.
RI.2.3Describetheconnectionbetweenaseriesofhistoricalevents,scientificideasorconcepts,orstepsintechnicalproceduresinatext.
RL.3.3Describecharactersinastory(e.g.,theirtraits,motivations,orfeelings)andexplainhowtheiractionscontributetothesequenceofevents.
RI.3.3Describetherelationshipbetweenaseriesofhistoricalevents,scientificideasorconcepts,orstepsintechnicalproceduresinatext,usinglanguagethatpertainstotime,sequence,andcause/effect.
RL.2.4Describehowwordsandphrases(e.g.,regularbeats,alliteration,rhymes,repeatedlines)supplyrhythmandmeaninginastory,poem,orsong.
RI.2.4Determinethemeaningofwordsandphrasesinatextrelevanttoagrade2topicorsubjectarea.
RL.3.4Determinethemeaningofwords.
RI.3.4Determinethemeaningofgeneralacademicanddomain---specificwordsandphrasesinatextrelevanttoagrade3topicorsubjectarea.
RL.2.5Describetheoverallstructureofastory,includingdescribinghowthebeginningintroducesthestoryandtheendingconcludestheaction.
RL.3.5Refertopartsofstories,dramas,andpoemswhenwritingorspeakingaboutatext,usingtermssuchaschapter,scene,andstanza;describehoweachsuccessivepartbuildsonearliersections.
Arkansas Department of Education GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading 16
2NDGRADEREADINGSTANDARDS 3RDGRADEREADINGSTANDARDS
RI.2.5Knowandusevarioustextfeatures(e.g.,captions,boldprint,subheadings,glossaries,indexes,electronicmenus,
RI.3.5Usetextfeaturesandsearchtools(e.g.,keywords,sidebars,hyperlinks)tolocateinformationrelevanttoagiventopicefficiently.
RL.2.6Acknowledgedifferencesinthepointsofviewofcharacters,includingbyspeakinginadifferentvoiceforeachcharacterwhenreadingdialoguealoud.
RI.2.6Identifythemainpurposeofatext,includingwhattheauthorwantstoanswer,explain,ordescribe.
RL.3.6Distinguishtheirownpointofviewfromthatofthenarratororthoseofthecharacters.
RI.3.6Distinguishtheirownpointofviewfromthatoftheauthorofatext.
RL.2.7Useinformationgainedfromtheillustrationsandwordsinaprintordigitaltexttodemonstrateunderstandingofitscharacters,setting,orplot.
RI.2.7Explainhowspecificimages(e.g.,adiagramshowinghowamachineworks)contributetoandclarifyatext.
RL.3.7Explainhowspecificaspectsofatext'sillustrationscontributetowhatisconveyedbythewordsinastory(e.g.,createmood,emphasizeaspectsofacharacterorsetting)
RI.3.7Useinformationgainedfromillustrations(e.g.,maps,photographs)andthewordsinatexttodemonstrateunderstandingofthetext(e.g.,where,when,why,andhowkeyeventsoccur).
RL.2.8notapplicabletoliterature)RI.2.8Describehowreasonssupportspecificpointstheauthormakesinatext.
RL.3.8N/Ato3rdgradeRI.3.8Describethelogicalconnectionbetweenparticularsentencesandparagraphsinatext(e.g.,comparison,cause/effect,first/second/thirdinasequence).
RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.
RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
RI .3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
Arkansas Department of Education GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading 17
Reading Workshop Planning Sheet
InteractiveRead-Aloud:
Book:LittleRedRidingHood
Purpose:Studentswilluseinformationfromthetexttohelpthem understandcharacters;compareandcontrasttwostories.
Studentswillcomparethestory,LittleRedRidingHood”totheChineseversionofthisbook,LonPoPo.”
ReadingMinilesson:
Reviewtheelementsofastory.CharacterTraits–WhatarethecharactertraitsofLittleRedRidingHoodandLonPopo?
Independent Reading:
Studentswillreadthebook,LonPoPoontheirown.Studentswillalsoreadabookoftheirownchoiceandnoticethecharactertraitsofthemaincharacter.
Reading Conference:
Student and topic: Student A – Work on specific reading need of this student
Student and topic: Student B - Work on specific reading need of this student
Student and topic: Student C - Work on specific reading need of this student
Student and topic: Student D - Work on specific reading need of this student
Student and topic: Student E - Work on specific reading need of this student
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Guided Reading:
Literature Discussion Groups:
Group: Name of Group 1
Book:
Focus:
Group: Name of Group 2
Book:
Focus:
Group: Name of Group 3
Book:
Focus:
Share/Evaluate/Reflection/Notes: Based on my observations, I noticed that my students understood character traits. They were able to successfully compare the character traits of Little Red Riding Hood and Lon Po Po. Students A and B need some additional help. They seemed to just guess the traits and struggled on providing evidence of why they chose the traits. I need to group them with Students C & D who showed great understanding of this topic.
During literature groups, I observed that Group 1 really got into their book and were discussing the different elements of the story and were applying what they have learned about character traits as they compared the different characters in their book. I can challenge this group by having them to go deeper in their discussions. On the other hand, Group 3 struggled. They still do not have the routine mastered and they tended to talk over each other instead of listening to each other’s comments. I need to review with this group.
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Refer to: Handout: Guided Reading Lesson Plan for Sheila Rae, the Brave by Kevin Henkes
Reading Workshop Planning Sheet
Interactive Read-Aloud:
Book:
Purpose:
Reading Minilesson:
Independent Reading:
Reading Conference:
Student and topic:
Student and topic:
Student and topic:
Student and topic:
Student and topic:
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Arkansas Department of Education GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading 20
Guided Reading:
Handout: Blank Guided Reading Lesson Plans
Literature Discussion Groups:
Group:
Book:
Focus:
Group:
Book:
Focus:
Group:
Book:
Focus:
Share/Evaluate/Reflection/Notes:
Arkansas Department of Education GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading 21
BookTalkRubric Name:
Successfully Tosomeextent• Tellsexactlywhattypeofbookitis
• Booktypeimplied
• Tellswhenandwheretakesplace
• Whenandwherenotclear,implied
• Sharescharactersandeventsimportanttostoryline/importantfacts,etc.atleast3events/facts
• Sharingiscoherentandfollowsalogicalsequence
• Sharescharacters/eventsnotimportanttostoryline/factsnotimportanttoinformation
• Sharinghardtofollownotinlogicalsequence
• Appropriatelywrapsupbooktalkthatencouragesotherstoreadit
• Doesnottellending
• Doesnotwrapupbooktalk.Tellsending.
• Speakswithclear,strong,cheerfulvoice
• Hardtohear,monotone
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TEXT FACTOR ANALYSIS
Genre
Text Structure
Content
Themes and Ideas
Language and Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
When introducing this text in guided reading, keep this in mind:
© Irene C. Fountas and Gay Su Pinnell. May be reproduced for single classroom use only
Analyzing Text Factors
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Arkansas Department of Education GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading 23
GuidedReading(DRA:18andup)(F&P:Jandup)
Reading/TextIntroduction
DuringReading
AfterReading
Bookintroductionprovidesappropriatesupportforstudentsaccordingtotheirlevel,strengths,
andneeds.Teacherbuildsmeaningbyrelating
thetexttostudents’priorexperiences,knowledgeoftheworld
orliteraryexperience.Teachergivesabriefoverviewofthe
text.
Teacherinvitespredictionsaboutthetext.
Teacherdiscussesthemeaningofunfamiliarvocabularyorliterary
languagepatterns.Teacherdiscussesaspecificstrategy
forcomprehendingthetext.
Teachersetspurposeforreading.
Teacherpromptsandprovidesfeedbackbasedonstudentreading
behavior.
Cannotbepreplanned.
Teacherandstudentsdiscussmeaningoftextandrevisitspurposesetforreading.
Teacherselectsoneortwoteachingpointsbasedonstudents’reading
behavior.
Cannotbepreplanned.
Teacherandstudentsdiscusstheiruseofthetargetcomprehension
strategy.Students’userepeatedreadingprocedurestorereadthetext.Teachermakesanassignmentforrereadingthetexttoapplyspecific
comprehensionstrategies.
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PromptstoSupportStudentsinReading
VisualCluesFindthepartthat’snotquiteright.Doesthatlookright?
Checkthefirst…middle…endoftheword.Whatletter/swouldyouexpecttoseeatthebeginning…middle…endoftheword? Lookforapart/chunkyouknow.Doesitlooklikeawordyouknow?
MeaningCluesDoesthatmakesense?Tryitagainandthinkwhatwouldmakesense.Lookforcontextclues.Whatcouldthewordmean?Thinkaboutwhatthewordcouldmean.Tryoutyourmeaninginthesentence.Checkthepicture.Lookattherootword…prefix…suffix.Isthatwordlikeanyotherwordsyouknow?
SyntaxCluesDoesthatsoundright?Tryitagainandthinkwhatwouldsoundright.Readfromthebeginningandtrythatagain.Payattentiontothepunctuation.Makeitsoundlikethecharacteristalking.
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GuidedReadingLessonPlanfor Sheila Rae, the BraveBefore
Reading/TextIntroduction
Bookintroductionprovidesappropriatesupportforstudentsaccordingtotheirlevel,strengths,andneeds.
Title,author,text
Teacherbuildsmeaningbyrelatingthetexttostudents’priorexperiences,knowledgeoftheworldor
literaryexperience.
What kinds of things do you think people that are brave do?
Teachergivesabriefoverviewofthetext. This story is about a little mouse that is not afraid of doing most things.
Teacherinvitespredictionsaboutthetext. What things do you think she might do?
Teacherdiscussesthemeaningofunfamiliarvocabularyorliterarylanguagepatterns.
Look on page 10. Look at the word fearless. Read the page together. Fearless is another word for brave.
Teacherdiscussesaspecificstrategyforcomprehendingthetext.
Authorscreate characters by the way they look, act, and think. These are character traits. We learn more about characters by examining their traits. Demonstrate:Readpage5aloud.Giggling at the principal and tying up a bully are actions that let us know Shela Rae is brave.
Teachersetspurposeforreading. Read today to find out what other traits Sheila Rae might have.
DuringReading
Teacherpromptsandprovidesfeedbackbasedonstudentreadingbehavior.
Cannotbepreplanned.
AfterReading
Teacherandstudentsdiscussmeaningoftextandrevisitspurposesetforreading.
What other traits did you discover about Sheila Rae.
Teacherselectsoneortwoteachingpointsbasedonstudents’readingbehavior.
Cannotbepreplanned.
Teacherandstudentsdiscusstheiruseofthetargetcomprehensionstrategy.
Students’userepeatedreadingprocedurestorereadthetext.
Readtextwithpartner.
Teachermakesanassignmentforrereadingthetexttoapplyspecific comprehensionstrategies.
Select one trait that Sheila Rae has and tell how the author showed it to the reader.
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Inde
pend
ent
Reading
Re
ading
Conferen
ce
Guided
Re
ading
Wri$
ng
Guided
Lite
rature
Abou
tReading
Discussio
n
ReadingWorkshopGrades2-8
Interac;ve
Read
Aloud
&M
inilesson
Share&
Evaluate
H 14
Scores will range from 4 to 16. Scores of 9 and above indicate that fluency has been achieved for the grade level passage read. Scores below 8 indicate that fluency may be a concern. Taken from The Fluent Reader by T. Rasinski
6-9 10-15 16-21 22-24
Comprehension rubric from Developmental Reading Assessment by Joetta Beaver. Published by Celebration Press, 2002.
Multidimensional Fluency Scale 4 3 2 1
Accuracy Excellent 96% or above words read accurately with few successful self corrections
Good 91%-95% words read accurately with successful self corrections
Marginal 86%-90% Struggles on many words, unsuccessful attempts at self-correction
Poor Below 85% Struggles in decoding, unsuccessful decoding attempts
Phrasing Well phrased in clauses and sentences with adequate attention to expression
Mixture of run-ons, mid-sentence pauses, some choppiness, reasonable stress and intonation
Frequent 2 & 3 word phrases, choppy reading, lacks stress and intonation that mark ends of sentences and clauses
Monotone, little phrasing, word-by-word reading, improper stress and intonation that fail to mark ends of sentences
Smoothness Generally smooth with minimal breaks, word and structure difficulties are resolved quickly
Occasional breaks caused by difficulty with specific words and/or structures
Several “rough spots”, pauses, hesitations, etc. are more frequent and disruptive
Frequent extended pauses, hesitations, false starts, sound-outs, repetitions, and/or multiple attempts
Pace Consistently conversational and appropriate
Uneven mixture of fast and slow reading
Moderately slow (or overly and inappropriately fast.)
Slow and laborious
Very little comprehension Some Comprehension Adequate comprehension Very good comprehension 1-Tells 1 or 2 events or key facts
2-Tells some of the events or key facts
3-Tells many events in sequence for the most part, or tells many facts
4-Tells most events in sequence or tells most key facts
1-Includes few or no important details from text
2-Includes some important details from text
3-Includes many important details from story
4-Includes most important details and key language or vocabulary from text
1-Refers to 1 or 2 characters or topics using pronouns (he, she, it, they)
2-Refers to 1 or 2 characters or topics by generic name or label (boy, girl, dog)
3-Refers to many characters or topics by name in text (Ben, Giant, Monkey, Otter)
4-Refers to all characters or topics by specific name (Old Ben Bailey, green turtle, Sammy Sosa)
1-Responds with incorrect information
2-Responds with some misinterpretation
3-Responds with literal interpretation
4-Responds with interpretation that reflects high-level thinking
1-Provides limited or no response to teacher questions or prompts
2-Provides some response to teacher questions and prompts
3-Provides adequate response to teacher questions and prompts
4-Provides insightful response to teacher questions and prompts
1-Requires many questions or prompts
2-Requires 4 or 5 questions or prompts
3-Requires 2 or 3 questions or prompts
4-Requires 1 or no questions or prompts
Name________________________________Date__________ Scores: Fluency ________Comprehension________ Book Title________________________________________Level:___________
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QUESTIONS COMMENTS EXAMPLE(S)
1 Is there evidence that the reader is solving words (for example, using the first letter, taking words apart, recognizing words rapidly, using sentence context)?
2 Is there evidence that the reader is monitoring and checking (for example, making several attempts, self-correcting, or asking for help)?
3 Is there evidence that the reader is searching for and using different kinds of information (for example, rereading or turning back to search, searching for information in pictures, examining the text closely by repeating)?
4 Is there evidence that the reader is remembering information in summary form (for example, recalling something previously read, self-correcting by using previous information, gaining momentum and ease toward the end of the reading)?
5 Is there evidence that the reader is using fluent, phrased reading (for example, parsing language into phrases, reading the punctuation, reading at a good rate, making the voice reflect the meaning)?
6 Is there evidence that the reader is adjusting reading pace or focus across the reading of the text (for example, slowing down to problem- solve and then speeding up)?
General comments:
© Irene C. Fountas and Gay Su Pinnell. May be reproduced for single classroom use only.
Analyzing Reading Behaviors to Sustain Processing
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Analyzing Reading Behaviors to Expand Thinking QUESTIONS COMMENTS EXAMPLE(S)
1 Is there evidence that the reader is making predictions (for example, making comments while reading, acting surprised or validated, responding to invitations to predict, making predictions about what will happen next after the story ends)?
2 Is there evidence that the reader is making connections (for example, connecting any ideas in the text to his own life, to his background knowledge of the world, or to other texts)?
3 Is there evidence that the reader is making inferences (for example, interpreting characters’ motivations, expressing what the author might have meant)?
4 Is there evidence that the reader is synthesizing new information (for example, identifying new learning, expressing curiosity about learning more)?
5 Is there evidence that the reader is analyzing the text (for example, commenting on the author’s writing style, noticing how the text is organized, noticing particular techniques the writer uses to provide information or make the text believable)?
6 Is there evidence that the reader is thinking critically (for example, going beyond opinion to agree or disagree with something in the text, providing evidence for comments)?
General comments:
© Irene C. Fountas and Gay Su Pinnell. May be reproduced for single classroom use only.
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H 18TemplateofFiveFingersExitSlip
Directions:
• Onthefirstthreefingers,list3thingstorememberfromthisworkshopthatyoucouldincorporateinyourclassroom.
• Ontheremainingfingers,listtwothingsthatyoustillhavequestionsabout.
• Sharewithapartnerorsmallgroup.•
Arkansas Department of Education GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading 32