Teacher Beliefs About Reading Instruction

1. Teacher Beliefs About Reading Instruction • Provide a language rich environment with a wide range of reading materials • read to children everyday modelling reading strategies • provide independent reading time daily and opportunities for individual conferences • students strengths are emphasized as they monitor their own reading behaviors • students need to respond to and reflect on texts First Steps Reading Developmental Continuum

2. What Questions will I Ask? • What questions do I need to ask my students? • What questions do I need to keep in mind when I observe my students? Product Conversation Observation Finding the Balance PLANNING FOR ASSESSMENT • WHAT DO I NEED TO KNOW? • I need to know: • What knowledge and understanding children have about reading • What strategies they are using to read • What attitudes they have about reading • HOW WILL I IMPLEMENT THE PROGRAM? • My program will include: • Reading to children • Shared reading • Guided reading • Independent reading • Language experience • Reading and writing • Collaborative learning • Talking • HOW CAN I FIND OUT? • I can find out by: • Using First Steps Reading Continuum • Talking to students • Using students’ self assessment • Analysing: • Cloze • Conference/interview • Dated samples • Focused observations • Gentry Grade-Level • Learning Log/Journal • Miscue Analysis • Performance Task • Portfolio • Quizzes, tests, exams • Reading responses (written, oral, visual) • Word identification strategies • Written and oral retells • WHAT WILL I DO WITH THE INFORMATION? • I will: • Plan a teaching program to include: • Strategies for reading • Organization of class • Resources • Activities • Content objectives • Report to children, parents and teachers.

3. What Questions will I Ask? • What questions do I need to ask my students? • What questions do I need to keep in mind when I observe my students? Product Conversation Observation Finding the Balance PLANNING FOR ASSESSMENT • WHAT DO I NEED TO KNOW? • I need to know: • What knowledge and understanding children have about reading • What strategies they are using to read • What attitudes they have about reading • HOW CAN I FIND OUT? • I can find out by: • Using First Steps Reading Continuum • Talking to students • Using students’ self assessment • Analysing: • Cloze • Conference/interview • Dated samples • Focused observations • Gentry Grade-Level • Learning Log/Journal • Miscue Analysis • Performance Task • Portfolio • Quizzes, tests, exams • Reading responses (written, oral, visual) • Word identification strategies • Written and oral retells • HOW WILL I IMPLEMENT THE PROGRAM? • My program will include: • Reading to children • Shared reading • Guided reading • Independent reading • Language experience • Reading and writing • Collaborative learning • Talking • WHAT WILL I DO WITH THE INFORMATION? • I will: • Plan a teaching program to include: • Strategies for reading • Organization of class • Resources • Activities • Content objectives • Report to children, parents and teachers.

4. First Steps Indicators What do they mean? How do I make them happen? What assessment tools can I use?

5. First Steps Indicators & Planning • Whole class instruction • Small group instruction • Individual instruction

6. What do the indicators mean? • Interpret the indicator • refer to alignment of curriculum • look to sub indicators • consult peers • Beware of the word AND

7. How do I make them happen? Independent Reading Read aloud Shared Reading Literacy Centres Responses Conversations Guided Reading Reader’s Writer’s Workshop

8. What assessment tools can I use? Tools for product or process indicators • Halton’s Literacy Model • First Steps Reading Continuum • First Steps Reading Resource Book

9. First Steps I=rs to Assessment First Steps Indicators to Assessment

10. First Steps I=rs to Assessment First Steps Indicators to Assessment

11. First Steps I=rs to Assessment First Steps Indicators to Assessment