Week 6: Teaching Reading

Comprehension, Genre, Form, & Assessment

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Oct. 6, 2014

Last week

•Professional Learning Conversation – Reutzel & Cooter

•Overview of Reading AND Early Reading•BREAK•Integrated Literacy Assignment groups•Book Club – Nodelman’s 4 Q’sBook Club – Nodelman’s 4 Q’s

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Week 6: Teaching Reading

Comprehension, Genre, Form, & Assessment

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Oct. 6, 2014

TODAY

• Reading strategies: decoding words, comprehension, genre, assessment (35)

• Conversations – Afflerbach et al. (25)• Feedback/PLS (5)• BREAK• Reading strategy activities (35)• Modeled Strategy Lesson – booktalks (30)

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Office Hours:

WEDNESDAYOct. 8th

9am-noon(905) 688-5550Ext. 6146

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OBSERVATIONS

• Two methods of capturing ObservationsoOpen-ended anecdotal notesoChecklist of behaviours

• Take observations of Cassandra

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Good Readers

•Read for a variety of purposes

•Continually monitor comprehension

•Reflect on what has been read

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What readers bring to reading:Funds of Knowledge

•Read is about making meaning•Prior knowledge and experiences

are important•Predictions help readers to •make meaning•identify words•reading with fluency

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Assessment Purposes

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Assessment Practices• CONFERENCINGo interview questions

• WORK SAMPLESo logs and responses to literature o informal reading inventorieso running records & miscue analysiso portfolios

• OBSERVATIONSoopen-ended anecdotal recordsochecklists

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CONFERENCING

Interview and discuss – interests– attitudes– knowledge about functions of

reading– knowledge of reading

strategies– self-evaluation as a reader

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WORK SAMPLES

• Reading logs track:o Text titles, genre, dates, quantity, comments about

the text• Response to literature:

o Indicate how readers transact with texto Readers might retell, relate to their experience,

and/or reflecto Consider the Achievement Chart categories for

assessment

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Explicit Instruction

GOAL: increase students’ metacognitive awareness and use of reading strategies

1.Direct explanation (describe what the strategy is and explain why the strategy should be learned and used) 2.Modeling (model it and provide examples of the circumstances under which the strategy should be used) 3.Guided practice and scaffolding 4.Feedback 5.Application

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OBSERVATIONS

• Shared Reading in Grade 3

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How do you select an Instructional Strategy?

1. listen to and look at what learners are doing while reading

2. assess and record what you hear and see them doing

3. share what you observed learners doing with them4. cue and prompt learners in ways that are

responsive to what they are doing5. teach learners strategies that are related to what

you observed them doing as they read15

Fluency Instructional ImplicationsIf learners:•make letter-sound (visual) miscues, provide decoding strategies•rely heavily on letter-sound (visual) cues and make meaning miscues, emphasize the use of context cues•make syntactic miscues, consider a reader’s oral grammar that they might be relying on

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Comprehension Instructional ImplicationsIf learners:•have difficulty answering factual questions, provide strategies for locating information in text and using text structures •have difficulty answering inferential questions, provide prompts for connecting text to their experience and strategies for using their knowledge to make meaning

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PLCs

PROCEDURE:1.Group warm-up2.Group discussion3.Facilitators share one lingering question3 foci: Lecture, READING, Experiences

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Personal Literacy Stories

• Refer to rubric• Use the feedback• Explore tools

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FEEDBACK poll:

Please make comments about content, format, assignments on the feedback poll sent through SAKAI.

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BREAK

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Essential Components of a Balanced Reading Program (NRP, 2000)

1. Phonological Awareness2. Phonics3. High-Frequency Words & Vocabulary4. Reading Fluency5. Comprehension Strategies

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ACTIVITIES:1. Phonemes2. Onset and rime3. Cloze4. Word walls5. Word parts6. Word families+ comprehension activities

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Modeled Strategy Lesson:Booktalks

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Nodelman’s 4 Questions

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For next week:

•Reading – Fountas & Pinnell – prep & a question•Continue planning for Integrated Literacy Assignment •Modeled Strategy lesson – group 1•Think about digital tool for Personal Literacy Story•Snacks

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