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Targeted Instruction in Reading Workshop: Planning with Need and Skill in Mind

Targeted Instruction in Reading Workshop: Planning with Need and Skill in Mind . By Alicia Luick, Literacy Coach. Do Now!. With a partner, describe what your experience is like working with struggling/ low level readers. How do you assess students? What do you do to meet student need?

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Targeted Instruction in Reading Workshop: Planning with Need and Skill in Mind

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  1. Targeted Instruction in Reading Workshop: Planning with Need and Skill in Mind By Alicia Luick, Literacy Coach

  2. Do Now! • With a partner, describe what your experience is like working with struggling/ low level readers. • How do you assess students? • What do you do to meet student need? • What challenges do you face? • What questions/ issues still plaque you?

  3. Just one more…

  4. Today’s Agenda • Review lenses of reading • What to Look for in a Reader • The Three Cueing Systems: M,S,V • Analyzing Running Records • Lunch • Designing Instruction with Need in Mind • Guided Reading • Strategy Groups • Word Work

  5. Lenses of Reading Decoding and Fluency Comprehension Literal and Inferential

  6. Observing Readers Does the reader: Read without pointing? Read word groups (phrases)? Put words together? Read smoothly? Read the punctuation? Make the voice go down at periods? Make the voice go up at question marks? Pause briefly at commas, dashes, and hyphens? Read dialogue with intonation or expression? Stress the appropriate words to convey accurate meaning? Read at a good rate—not too fast and not too slow?

  7. The Three Cueing Systems • What all good readers use to be effective • Using clues to figuring out new or unknown words • M= Meaning • S= Syntax or Structure • V= Visual

  8. Lxxttxxx xxx xxx xxx xxlyclxxxxxed xx rxxxxxgxxrds.

  9. Letters are not the only clues used in reading words.

  10. Meaning Clues • Students rely on context or picture clues to aid in interpreting meaning of a text • EXAMPLE: The children are playing __________ the park. • What fits??? • Acceptable: at, in, outside, beyond • Unacceptable: into, on, between • Ask, “Does it MAKE SENSE?”

  11. Syntax Clues • The order or sequence of words effect the meaning • Think English grammar rules (Inferences about grammar) • Beyond the ________ (suggests a noun will come next) • EXAMPLE: • They painted the yellow house. • They painted the house yellow. • Ask, “Does it SOUND RIGHT?”

  12. Visual Clues • Deals with the TEXT itself, NOT the pictures • ANY part of the word is similar • EXAMPLE: On Saturday we are going to w_____ our car. • Ask, “Does it LOOK RIGHT?”

  13. Questions???? NOW… Turn and teach a partner about the Three Cueing Systems…

  14. Assessing Readers

  15. Putting the Pieces Together • To get a clear picture of a student, we must gather ALL of the data and become an EXPERT at analysis. • Running record • MSV analysis (below level J) • Reading logs • Reading responses (notebooks, post-its) • High Frequency Word Knowledge • Concepts of Print • Letter Sound Assessment • Spelling Inventory/ PAF assessment

  16. Conducting a Running Record • Estimate the child’s reading level •  Preview the passage. • Look at the student and teacher copies • Preview the passages • Preview the comprehension questions • Preview the sample responses for each question • Introduce the text • Read the book introduction entirely as it is written in the teach copy of the assessment. • Record the child’s miscues • Place a check-mark above each word the child reads correctly. • Record exactly what the student reads or says that appears in the text (miscue) • Five miscues in the first 100 words mean that the text is too difficult.

  17. Administration Con’t •  Ask the child to read the rest of the passage silently • Retell or summary • Read the directions for the retelling • Students can refer back to the text • Record the response carefully • Note if retelling is literal or inferential • Ask the comprehension questions and record answers carefully  • Determine reading level based on • Accuracy rate of 96% or higher • High quality retelling • 3 or 4 comprehension questions answered correctly • Fluency scale

  18. Let’s Watch and Practice…

  19. Analyzing a Running Record • Carefully look at the miscues made during running record. Chart MSV. Remember that you are scoring only up to the point of error, not past the error. • Tally MSV to notice if students are relying on any one cuing system over another. Determine which types of prompts you will need to cue the student with (M, S, V, integration, etc) • Determine accuracy percentage (%) • Calculate reading rate: • 100 words  # of seconds read x 60 = rate

  20. Analysis Con’t • Review the retelling. Compare it to the retelling scoring rubric. Ask yourself, “What is this reader doing well? What are the next steps to retelling?” • Read the answers to the literal comprehension questions. Are they correct? If not, where did the answer come from? Can you determine where in the thinking the student went wrong- answer is in the pictures, too; confused section; etc. • Read the answers to the inferential comprehension questions. Do they make sense? Is the student able to support their answers with reasons from the text?

  21. What’s Not an Error? • Self-Corrections • Appeals without Tolds • Repetition of previously read proper nouns • Immature/Dialectic pronunciation • Spelling if pronounced correctly

  22. Common Analysis Confusions • Self corrections DO NOT count as a miscue towards accuracy • Proper Nouns are only counted as a miscue ONCE • Any patterns/ words consistently miscued (unless it is a proper noun) is scored each time • Sounded out words (c/a/t) that are sounded out correctly do not count as a miscue Refer to Marie Clay Running Records for further information

  23. Comprehension • Analyze the four comprehension questions. • Does the child struggle with literal information? • Is the child struggling with making an inference? • Take a close look at the questions and decide, what is the question asking the student to do. By doing this, you will get at the skill work a student needs. • You can also, look to give a more in-depth comprehension assessment…

  24. WE Do… Let’s analyze Sydney’s reading.

  25. YOU Do… • Begin doing a greater analysis of YOUR students’ running records. • What do you notice? • Make a plan for each student • Chart it out… • Ask Alicia for help

  26. Place questions in the parking lot LUNCH Be back by:

  27. Designing Reading Instruction With Skill in Mind • Whole class mini-lessons • Small group work • Guided reading • Strategy groups • One-to-one conferencing

  28. Decisions, Decisions, Decisions • When thinking about what needs to be taught, you have to keep the OVERALL picture of your class and students in mind. • Whole-class mini-lessons = skills MOST students need • Small group lessons = a skill SOME students need • Conference = a skill ONE student needs

  29. Whole Class Mini-Lessons • Design lessons that MOST students need at a level that is good for the majority • Differentiate by level (go into other grade curriculum for teaching points and “goals”) • Should flow from one to another, not be disjointed • Support learning with • ACTIVE active engagements • Charts • Focus on WHAT, WHY, HOW…

  30. Small Group Lessons • Strategy Groups: • Focus on a reading SKILL a group of students need to learn • Mixed ability groups • Students are not reading the same text (but can be) • Guided Reading: • Focus on growing independence in an instructional level text • Same level of students • Students are reading the same text

  31. Strategy Group • Quick Introduction • “I gathered you together because…” • Quick Teach • “So I want to teach you one thing…” • Demonstration • Explain and give examples • State teaching point and move on • Guided Practice • Use a shared text or student work • Coach the strategy/skill taught • Link to Future Work • “So, whenever you…”

  32. Types of “Teaching” within a Strategy Group • Inquiry • Shared reading • I read, we read, you read • Demonstration • Proficient partner/ fishbowl • Guided practice

  33. Guided Reading • Book Introduction • Gist of the story • Prior knowledge • Structure of text • Tricky parts • Question to pursue when reading • Reading • Staggered reading • Coach/ prompt students • Meaning Statement • Checking student comprehension • Teaching Point • Taken from your coaching & prompting

  34. Ratchet Up the Level of Guided Reading • Don’t just think about the LEVEL of the text, think about the NEEDS of the students in the group • Plan the book introduction with student need in mind. • Identify what type of support students need with MSV • Craft the language of the introduction to reflect student M,S,V need • Let’s take a look…

  35. What Do You Notice? • Read the text • Diagram teacher talk as being MEANING, SYNTAX, or VISUAL coaching • Ask and answer the question, “What was the teacher trying to work on with the group?”

  36. Writing a Book Introduction with Purpose • Read the text in its entirety (a few times) • Think about making MEANING, the language of the text (SYNTAX) and the VISUAL challenges the text presents • Think about reading skill work needed at the instructional level of the group • With student need in mind, begin to craft a script for yourself which embeds TEACHING around and PROMPTS for the needs of your students • Remember, the goal of the book introduction is to support and coach the specific skills students need for SUCCESS and INDEPENDENCE- Match the prompt to the student

  37. Key Concepts to Consider- Meaning • tell what the story is about • draw upon students’ experiences and knowledge • help students understand unfamiliar concepts • introduce new vocabulary • discuss pictures to build meaning

  38. Key Concepts to Consider- Structure • introduce and let students practice language patterns • unfamiliar book language

  39. Key Concepts to Consider- Visual • point out any unusual aspects of text layout • unfamiliar punctuation marks • draw attention to some new and/or important words in the story • provide concrete examples to demonstrate how visual information is analyzed (letter, letter cluster, endings, spelling patterns)

  40. Let’s Try it Together! • Fictional Class Profile: • LEVEL H text- • 3 students: • Omar- strong at making meaning from pictures, struggles with decoding and visual elements • Sydney- looks at beginning letter sound and pictures, but struggles with reading through words • Jonathan- ELL student who make meaning, but needs work on syntax support

  41. Now YOU Try • Pick a text at the instructional level of some of your students. • Using the data we analyzed earlier, try to craft a book introduction • Share it with a partner

  42. A Word about Word Work • You CAN bring decoding and high frequency word work into guided reading • During the book introduction: • Think, can I have students manipulate sounds or letters in some way? • Think, are there places in the text where I can highlight a feature or word the students are working on? • Ask, is there a place where I can ask students to bring what they already know to help them with something new? • Teach word feature at end

  43. NEW Tools • You can also design lessons around reading SKILLS • Check out the BRAND NEW Literature and Informational Reading Continuums • Based on student writing or speaking responses, place students on the continuum and teach to move them to the next step • Make the teaching VISIBLE for students • Use guided inquiry, ask, “What can you do to get to the next step?”

  44. QUESTIONS???

  45. Professional Resources • By Fountas & Pinnell • Continuum of Literacy Learning • Prompting Guide • Guided Reading • Teaching for Comprehension and Fluency • When Readers Struggle • By Marie Clay • Running Records • Literacy Lessons for Individuals, Part 2

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