Jennifer Evans Assistant Director ELA St. Clair County RESA

Evans.jennifer@sccresa.org http://www.protopage.com/evans.jennifer

Agenda

What:

Reading Strategies Flipbook

Why:

To support Teachers With Instructional

Decisions

How:

Practice Observing Reading Behaviors

Continue:

Team Meetings?

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.”

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.

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

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?

Characteristics of Readers

Emergent

Early

Transitional

Self-Extending

Advanced

See Reading Strategies Flip Book

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.

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.

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.

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.

Portrait of a Reader – Learn NC

http://www.learnnc.org/lp/editions/readassess/1302

- Rosalie – Emergent

- Ben – 4th grade

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

Practice

The New Watch

What stage?

What did you observe?

What would you say?

What instructional decisions would you make?

:52

The Big Bad Wolf

What stage?

What did you observe?

What would you say?

What instructional decisions would you make?

4:54

Clifford

What stage?

What did you observe?

What would you say?

What instructional decisions would you make?

2:49

What stage?

What did you observe?

What would you say?

What instructional decisions would you make?

5:08

A Candy House

What stage?

What did you observe?

What would you say?

What instructional decisions would you make?

:40

Abby K.

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

Other Resources

Teacher Self-Reflection

Action Plan

Reading Workshop Look-

fors

Review Teacher Self-Reflection for Reading Workshop

Highlight Where you are on the Continuum

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.

Keep This in Mind:

Questions?