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Refining Your Reading Workshop

Refining Your Reading Workshop. Session 3. Agenda. Using assessment information to inform instruction Making instructional decisions from data Prompting for acceleration. What does this mean for instruction for this student?. Instructional Decisions from our assessments. Do an F&P .

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Refining Your Reading Workshop

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  1. Refining Your Reading Workshop Session 3

  2. Agenda • Using assessment information to inform instruction • Making instructional decisions from data • Prompting for acceleration

  3. What does this mean for instruction for this student? Instructional Decisions from our assessments

  4. Do an F&P • Follow Kulsum as she reads Bubbles • Sample Assessment Conference System 1 • Follow along on the completed FP markings. • Analyze the miscues. • What decisions can you make as a teacher for Kulsum?

  5. 8 Instructional Decisions from Running Records “If the only tool you have is a hammer, you will see every problem as a nail.” - Maslow

  6. What tools does the child use to make meaning from text? • Predicting • Making Connections and Asking Questions • Inferring • Synthesizing • Analyzing • Critiquing • Solving Words • Monitoring and Correcting • Searching for and using Information • Maintaining Fluency • Adjusting

  7. Decision 1: Is this text level independent, instructional, or frustration? • INDEPENDENT LEVEL: A-K 95 – 100% L-Z 98 – 100% • “High success reading” • Book boxes • INSTRUCTIONAL LEVEL: A-K 90 – 94% L-Z 95 – 98% • Guided small group Instruction • Intervention groups • FRUSTRATION LEVEL: A- K Below 90% L-Z Below95% • To be avoided

  8. Decision 2: Are they using visual cues? TOOLS THEY NEED: • Tools for Strategy instruction: Word Solving (Phonics – word parts) • “Does that look right?”

  9. Decision 3: Are they using structure cues? TOOLS THEY NEED: • Tools for strategy instruction: Monitoring and Correcting • “Do we say it that way?” • HINT – Think - Mad Libs

  10. Decision 4: Are they using meaning cues? TOOLS THEY NEED: • Tools for Strategy Instruction: Word Solving (context clues) • “Does that make sense?”

  11. Decision 5: Is the child self-correcting? TOOLS THEY NEED: • Goal is close to a 1:1 ratio. • Tools for Strategy Instruction: Monitoring and Correcting

  12. Decision 6: Is the child READING WITH FLUENCY? TOOLS THEY NEED: • Maintaining fluency • Adjusting rate, expression, phrasing • Shared Reading • Reader’s Theater

  13. Decision 7: Is the child able to retell the story? TOOLS THEY NEED: • Within the Text • Tools for Strategy Instruction: Summarizing, searching for and using information

  14. Decision 8: Is the child able to make personal meaning? TOOLS THEY NEED: • Beyond the Text • Strategy Instruction: Predicting, connecting, inferring, synthesizing

  15. Decision 9: Are there other children with these patterns of errors? • Who else needs these tools? • Small Group Instruction and Planning

  16. Intervention organizer • What are the 2 areas of need for the student at this time? • How could you use this organizer to create groups within your classroom?

  17. Analyze another FP • Do Gabriel • Record oral reading • Score comprehension • Analyze reading • Determine instructional implications

  18. Prompting

  19. To support control of early reading behavior Read it with your finger (V) Do you think it looks like __________? (V) Did you have enough words?(V) Did it match?(V) Did you run out of words? (V) Read that again and start the word Prompts to Support Strategies

  20. Prompts to Support Strategies To support self-monitoring behavior • Why did you stop? • It could be __________, but look at ________. (V) • Where's the tricky work? (after error) • Try that again. • Were you right?

  21. MEANING CUES Try that again. You said__________. Does that make sense? Look at the picture. What might happen next, in the story? Did that make sense? What would make sense? Try __________, would that make sense? Prompts to Support Strategies

  22. Prompts to Support Strategies STRUCTURE CUES • Does it look right? • Can you say it that way? • What would sound right? • Try __________. Would that sound right?

  23. Prompts to Support Strategies VISUAL CUES • Does it look right? • What do you expect to see at the beginning? at the end? • Do you know a word like that? • What does it start with? Can you say more than that? • What do you know that might help?

  24. Prompts to Support Strategies • Check the picture. (M) • What could you try? • Try that again and think what would make sense? (M) • Do you know a word that starts with those letters? Ends with those letters? (V) • Check it. Does it look right and sound right to you? (MSV) • What part do you know? (V) • What do you know that might help? CROSS-CHECKING CUES

  25. Prompts to Support Strategies • You're nearly right. Try that again. • I liked the way you worked that out. • You made a mistake. Can you find it? • Something wasn't quite right SELF-CORRECTION CUES

  26. Prompting Activity • With a partner look back at Kulsum’s running record. • Closely analyze each error. • Decide what type of prompting you would use for each error she made. • Use the prompts on p. 101 and 103 to help you. • Look at p. 104 – 105 to see what behaviors they are using.

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