DPS Early Language & Literacy Certificate Program - Course 1
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Comprehension:Early Language and Literacy
Certificate, Course 1 Class 18
Guided Reading Plus
DPS Early Language & Literacy Certificate Program - Course 1
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HousekeepingO Revisit Norms
O Now that we all know each other –‘side conversations’ are more prevalent – need to stop!
O Bring HW – it’s expected, part of your participation grade, and your responsibility to the class and your professional growth
O Make sure cell phones are on vibrate - if you must answer due to an emergency, wait until you’re out of the room and out of earshot
O Please do not get up to leave during ‘presentation’ time unless there is an emergency
DPS Early Language & Literacy Certificate Program - Course 1
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HousekeepingO Case Study Analysis & Presentation
O Will happen during final class on 5/9O For details, see ‘Assignment Guidelines’ handout from
1st classO Re-administer the same 4 assessments you gave for the
initial ‘Summary of Assessments’ – to case study child O Analyze the data & write a 3-5 page Analysis/Reflection
to discuss your teaching strengths & next stepsO Prepare a 10 min presentation on the same topic (will
include some artifacts)
O To prepare – ‘teach the stuffing’ out of your kids and reflect on your teaching and their learning as you go!
DPS Early Language & Literacy Certificate Program - Course 1
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Homework ReviewO Review
O What’s Wrong With This Running Record?
DPS Early Language & Literacy Certificate Program - Course 1
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Essential Questions
O How do the components of Guided Reading Plus support teaching for comprehension across the lesson?
DPS Early Language & Literacy Certificate Program - Course 1
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Foundational IdeasO With struggling readers, we need
to teach hard for understanding.
O In general, we tend to think that if a reader can ‘but get the words right’, the rest will come and he will understand.
O This is NOT true!
DPS Early Language & Literacy Certificate Program - Course 1
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Foundational IdeasO Struggling readers usually have
trouble O decoding wordsO reading fluentlyO understanding what they read
O Limited comprehension is the most serious of the three.
DPS Early Language & Literacy Certificate Program - Course 1
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Foundational IdeasO Comprehension is MUCH MORE
than a retell!O For example students must
understand:O theme (friendship, etc.) O concept (moral, learning about a topic,
etc.),O organization (compare/contrast,
problem/solution, etc.)O literary language (once upon a time)
DPS Early Language & Literacy Certificate Program - Course 1
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Foundational IdeasO “Most young children enter school
believing that learning to read will be as easy as everything else they have done -eating, walking, talking…
O They expect reading to be meaningful, and we want to be sure those expectations are met as they begin to read easy texts.” (F & P)
DPS Early Language & Literacy Certificate Program - Course 1
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For ExampleO Handout
O Comprehension Discussion After Reading: Oh, No!
O How did the teacher enhance the children’s deep comprehension of this easy book?
O One of the CCSS shifts is that children “read, write & speak grounded in evidence from texts.” How did the teacher support this?
DPS Early Language & Literacy Certificate Program - Course 1
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Foundational IdeasO Our goal is to help children think
actively while reading (7 systems of strategic actions):O making predictionsO connectingO synthesizing new informationO inferringO analyzing textsO critiquing textsO summarizing
DPS Early Language & Literacy Certificate Program - Course 1
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Prompting for Successful Comprehending
O Handout O Prompting for Successful
Comprehending (WRS pg. 428-429 + summarizing on 426)
O Skim through 7 systems of strategic actions
O Circle 2-3 comprehension prompts in each section that resonate with you
DPS Early Language & Literacy Certificate Program - Course 1
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Table Talk
O So, when is comprehension taught during the Guided Reading Plus lesson?
DPS Early Language & Literacy Certificate Program - Course 1
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Foundational IdeasO Because getting the message
(meaning) is the goal of reading, comprehension is taught across the lesson in GRP.
DPS Early Language & Literacy Certificate Program - Course 1
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Foundational IdeasO Reading Day – When is comprehension
taught? O Word Work:
O No (Why not?)O Book Orientation:
O YES!O Interaction/Listening-in During Reading:
O YES!O Meaning and Strategy Discussion after
Reading: O YES!
DPS Early Language & Literacy Certificate Program - Course 1
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Foundational IdeasO Writing Day – When is
comprehension taught? O Assessment (rr):
O yes, individually (and minimally)O Discussion Before Writing:
O YES!O Writing about Reading:
O YES!O Strategy Discussion
O No (why?)
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Foundational Ideas – Book Orientation
O What we do before reading has everything to do with a reader’s fluent processing and comprehension of text.O Instructional = with assistance (ex. plumbing)
O We want to help children understand how the whole text works. O children need this framework to organize
their thinkingO it is a more powerful tool in supporting
comprehension than pre-teaching words. DPS Early Language & Literacy Certificate Program - Course 1
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Foundational Ideas – Comprehension Across the Lesson
O Book orientation O goal is give an overview of the whole book &
to set the children up to successfully read the text
O Discussion after reading: O goal is to be sure children understood the
main ideas of the text
O Discussion before writing & the writing itself:O goal is to deeply explore meaning (7 systems of
strategic actions / CCSS)DPS Early Language & Literacy Certificate Program - Course 1
DPS Early Language & Literacy Certificate Program - Course 1
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Let’s PracticeO Read aloud: Good Friends (handout)O Jigsaw: With your group, be prepared to
share a few examples as to how you would support comprehension in your lesson component.
O Reading DayO Book OrientationO Interaction During ReadingO Discussion After Reading
Writing Dayo Discussion Before Writingo Writing About Reading
DPS Early Language & Literacy Certificate Program - Course 1
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Foundational Ideas – CCSSO Build knowledge through content-rich
nonfiction and informational texts. O this DOES NOT mean that we read mostly
nonfiction during guided reading (Benchmark )
O this DOES mean that students read content-rich nonfiction & informational texts within the content areas (social studies, science)
O the 50/50 split between F & NF called for in 4th grade refers to what students read throughout the day
DPS Early Language & Literacy Certificate Program - Course 1
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Foundational Ideas – CCSSO Read, write, and speak grounded in evidence
from texts. O To prompt: “How do you know? Show me in
the text.”
O These phrases are not in the common core:O make text-to-self connectionsO explore personal responseO relate to your own life
O In short, the common core de-emphasizes personal connections & emphasizes textual analysis. (L. Caulkins)
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Foundational Ideas – CCSSO Practice regularly with increasingly complex
texts and academic vocabulary.
O Two of the standards (1 & 10) are referred to as the “running records standards” O Read closely to understand the precise meaning of the text,
cite evidence & support conclusions (#1)O Read & comprehend complex texts (#10)
O Why? We track students’ ability to move up the ‘ladder’ of text levels using running records.
O The goal of GRP is to quickly ratchet up the text levels while reading with fluency, accuracy & comprehension.DPS Early Language & Literacy Certificate Program -
Course 1
DPS Early Language & Literacy Certificate Program - Course 1
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Essential Questions
O How do the components of Guided Reading Plus support teaching for comprehension across the lesson?
DPS Early Language & Literacy Certificate Program - Course 1
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Essential ConnectionsO LEAP
O MCD: methods & pacing, academic languageO HIIM: check for understanding, feedback
O English Language LearnersO Oral Language DevelopmentO Academic Language
O Common Core ShiftsO NonfictionO EvidenceO Increasing text complexity
DPS Early Language & Literacy Certificate Program - Course 1
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HomeworkO READ
O Article: IRA CCSS Guidelines
O DOO Reflect on classO Reflect on reading
O BRING to next classO Next class powerpoint (for notes)O ALL handouts received thus far
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