7. 44 million adults in the
U.S. can't read well enough
to read a simple story to a
child.
Reference: National Adult Literacy Survey (1992) NCED, U.S. Department of Education
Monday, August 2, 2010
8. Disadvantaged students in
the first grade have a
vocabulary that is
approximately half that of
an advantaged student
Reference: Graves, 1986 / White, Graves & Slater, 1990
Monday, August 2, 2010
9. 21 million Americans can't
read at all, 45 million are
marginally illiterate and
one-fifth of high school
graduates can't read their
diplomas.
Reference: Department of Justice, 1993
Monday, August 2, 2010
10. In a class of 20 students,
few if any teachers can
find even 5 minutes of time
in a day to devote to
reading with each student
Reference: Adams, 2002
Monday, August 2, 2010
11. Children who have not
developed some basic literacy
skills by the time they enter
school are 3 - 4 times more
likely to drop out in later
Reference: National Adult Literacy Survey, (1002) NCES, U.S. Department of Education
Monday, August 2, 2010
12. "The link between academic
failure and delinquency, violence,
and crime is welded to reading
failure." Over 70% of inmates in
America's prisons cannot read
above a fourth grade level.
Reference: US Department of Justice
Monday, August 2, 2010
13. 15% of all 4th graders read no
faster than 74 words per minute,
a pace at which it would be
difficult to keep track of ideas as
they are developing within the
sentence and across the page
Reference: Pinnell, et. al. 1995
Monday, August 2, 2010
15. Out-of-school reading habits of
students has shown that even
15 minutes a day of independent
reading can expose students to
more than a million words of
text in a year.
Reference: Anderson, Wilson, & Fielding, 1988
Monday, August 2, 2010
16. Teachers are the single most
important factor in accelerating
reading growth.
Reference: Anderson, Wilson, & Fielding, 1988
Monday, August 2, 2010
17. Teachers are the single most
important factor in accelerating
reading growth.
Reference: Anderson, Wilson, & Fielding, 1988
Monday, August 2, 2010
19. Components of
Balanced Literacy
Reading Workshop Writer’s Workshop Language/Word Study
Literature Study Guided Writing Shared Reading/Writing
Guided Reading Independent Writing Interactive Read Aloud
Interactive Writing/Edit
Independent Reading
Phonics/Word Study
Interactive Vocabulary
Handwriting
Spelling
Monday, August 2, 2010
20. The Two-Hour
Literacy Block
Monday, August 2, 2010
21. At a Glance...
Whole Class focus lessons are presented to teach explicit reading skills or strategies
Shared Reading teacher explicitly models reading strategies and skills that students need to learn
the responsibility for reading is “shared” between the teacher and students, although the
Grades 2 - 5
40 minutes per day teacher reads most of the text
Grade 1 usually occurs with the whole class
30 minutes per day
provides students with the opportunity to talk, think, and question their way through text
the teacher meets with a small group that needs to practice a specific strategy - or - has
Guided Reading a similar reading level
Block (w/ each student has a copy of his/her own text; reading is done by the student while the
teacher coaches
independent
independent reading is a time when students read text (either self-selected or teacher
reading) recommended) at their independent reading level to practice reading strategies
Whole Class provides a model of fluency and builds listening comprehension
Read Aloud you read to the students acting as both author and reader
Word Study involves both the decoding (reading) and encoding (phonics and spelling) of our alphabetic
Grades 2 - 5 symbol system
20 minutes per day should include handwriting
Grade 1
30 minutes per day
Monday, August 2, 2010
22. EFFECTIVE INSTRUCTION IN READING: Components of a Reading & Writing Workshop
Focused
Learning
Explicit Instruction Guided Instruction Independent Practice
5 - 10 minutes 30 - 40 minutes (while teacher works w/grp)
Think Aloud Flexible Guided Reading Purposeful, independent
Groups reading
Mini-lesson (changes every 6 weeks)
(strategy, skill or craft) Cooperative Learning
Shared Reading/Read Aloud experiences
Modeling
Conferring
Targeted Instruction
(needs based) Literature Circles
Student Reflection of
learning (5 - 10 minutes)
Teachers move fluidly through these stages based on formative
assessments such as Running Records, Conferring Notes, Journal Notes,
Exit Tickets, and Student Created Work Summative Assessment
Monday, August 2, 2010
23. GROUPING
WHOLE CLASS
Shared Reading
Interactive Read Aloud
Mini-lessons
SMALL GROUP
Guided Reading/Writing
Literature Discussion Groups
Skill/Strategy groups
INDEPENDENT
Independent Reading/Writing
Reading/Writing conferences
Accelerated/Remedial
Monday, August 2, 2010
24. Mini-Lesson Structure
Connection
Connect today’s lesson with…
yesterday’s lesson
ongoing unit of study
student’s work
an experience outside of school or classroom
Teaching Point
Present verbally
Demonstrate or model
Active Engagement
Children…
try out a skill or strategy with a text
act like researchers as they watch a demonstration
plan work out loud
imagine trying a skill or strategy
Link
To ongoing work
Monday, August 2, 2010
25. Reading Workshop
Independent Reading
Self-selected
Self-paced
Practice previously learned strategies and skills
Responding to reading
Guided Reading
Leveled books
Fiction and non-fiction
Ability grouped
Skill focused
Literature Study
Varying levels
Variety of genres
Interest based groups
Strategy focused
Monday, August 2, 2010
26. Language and Word
Study
K-2 3-5
Shared Reading Shared Reading/Writing
Interactive Read Aloud
Shared Writing
Interactive Writing/Edit
Interactive Read Aloud
Phonics/Word Study
Phonics/Word Study
Interactive Vocabulary
Poetry Reading
Current Events
Reader’s Theatre
Spelling
Handwriting Reader’s Theatre
Spelling Poetry
Monday, August 2, 2010
28. Traditional Reading Groups vs. Guided Reading Groups
TRADITIONAL GUIDED READING
Groups are dynamic, flexible, and change on a regular
Groups remain stable in composition.
basis.
Students progress through a specific sequence of stories Stories are chosen at appropriate level for each group;
and skills. there is no prescribed sequence.
Introductions focus on meaning with some attention to
Introductions focus on new vocabulary.
new and interesting vocabulary.
Skills practice follows reading. Skills practice is embedded in shared reading.
Focus is on the lesson, not the student. Focus is on the student, not the lesson.
Teacher follows prepared "script" from the teacher's
Teacher and students actively interact with text.
guide.
Questions develop higher order thinking skills and
Questions are generally limited to factual recall.
strategic reading.
Teacher and students interact with text to construct
Teacher is interpreter and checker of meaning.
meaning.
Students take turn reading orally. Students read entire text silently or with a partner.
Students take turn reading orally. Focus is on understanding meaning.
Students respond to story in workbooks or on prepared Students respond to story through personal and
worksheets. authentic activities.
Readers are dependent on teacher direction and support. Students read independently and confidently.
Students are tested on skills and literal recall at the end
Assessment is ongoing and embedded in instruction.
of each story/unit.
Monday, August 2, 2010
31. Before Reading
The Teacher
Teacher selects groups on ability and needs
Selects appropriate texts -90-94% readability
Previews vocabulary, context, and structure of the text
Prompts students’ prior knowledge and experience of
topic
Helps students set a purpose for reading
Discusses concepts of the book and scaffolds prior
knowledge
Focuses on a particular strategy during the guided
reading process (ex. predictions, close look at story
elements: plot, characters etc., and helping students to
use illustrations to understand new concepts)
Organizes students into groups and provides them with
activities to do, while teacher is leading guided reading
Monday, August 2, 2010
32. Before Reading
The Student
discusses what he/she thinks may happen in the story,
make predictions
offers prior knowledge on the topic
students not participating in guided reading work
individually doing other reading activities.
Monday, August 2, 2010
33. During Reading
The Teacher
Observes students reading independently
Can reinforce ideas through consolidation of learning
Can help students decode words and define meaning
Helps to build new knowledge
Scaffolds comprehension for students
The Student
Reads the selected text independently
Applies reading strategies and reflects on text being
read
Makes predictions about what happens next
Reflects and utilizes reading strategies
Monday, August 2, 2010
34. During Reading
The Teacher
Debriefs and assesses if reading purposes were met and if predictions were true.
Connects information with the story and starts extension activities.
Gives students encouraging words.
Talks about what the students learned.
Listens to students’ comments.
Determines what they need to read next.
Listens to what the kids have to say about their feelings on the text.
Provides links that give meaning to the story.
Can conduct a mini-lesson.
The Student
Answers oral questions on what he/she felt about the book and does the follow-up
activities that the teacher assigns.
Consolidates new knowledge.
Moves closer to independence.
Shares reading strategies and responses to text.
Monday, August 2, 2010
35. When you design
teaching for
learning,
these are the
results!
Monday, August 2, 2010
36. My Favorite Resources
Guided Reading Materials
www.readinga-z.com
Beth Newingham - Scholastic Star Teacher
hill.troy.k12.mi.us/staff/bnewingham/myweb3
Mrs. Meachem Classroom Snapshots (blocked at school)
www.jmeacham.com/
Powerup Learning
www.poweruplearning.com
Literature Circles Resource Center
www.litcircles.org
Monday, August 2, 2010