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Ideally this slide would be introduced by a building administrator, verbally answering ‘why are we here today for PD and what does it have to do with you in this building, district, etc.’
Help staff connect the dots, that in order to install tiered support systems, teams such as the reading and behavior team are attending school-wide training with miblsi, then that team works on contexualizing that material for Capac, then before finalizing that material for our building shares that information with building staff to obtain feedback. This is all being done to ensure that effective systems deliver research based strategies to our students.
This slide can be updated for each staff PD day, this is an example for explaining school-wide reading day 1 objectives. Help staff understand that this content/objectives is what Jen or Natalie will be talking more about during our PD time today. For example:
“Jen will be presenting on the Big 5 ideas of Literacy, which is helping us as an entire building to become consistent in our understanding of the critical reading skills that we should all be aware of. Because of these ideas and their importance, we will be working to develop our schedule for reading instruction or an effective 90 minute block, which you will hear more about this year”
Learnport extra account: evans.jennifer Finish Learnport Module reviewing the "Big 5" in reading. (We covered phonemic awareness, phonics, fluency, vocabulary - comprehension will be next). (10 min.)Connect the Big 5 to the reading process in the back of the "Reading Strategies Flipbook" (10 min.)Practice observing reading behaviors and making instructional decisions (20 min.)Q & A (5 min.)
What would your teaching point for this student be? What area in the flip book would you look? What strategies could be suggested to move this student forward?
Rosalie: Literacy play boxes; Word games Ben: Early – can only decode by letter sounds – “chunking” Transitional – only reads one type of book ; has difficulty reading for information -
Stage: Emergent – Child pays little attention to print in the world: Strategy: one-to-one matching; environmental print; work with names; read the room; etc. The ultimate goal of this workshop series is to provide teachers with the ability to make instructional decisions based on observations. To empower teachers to use data to guide instruction and to move all of their students to higher levels of literacy success.
Transitional: A child reads quickly but inaccurately and with limited comprehension – cross check (does that make sense?); fix-up strategies - Her dad “tell” (instead of took) her to the store. - Pam looked at all the “clocks” (instead of colors) and sizes… - “was” instead of “with” - “real” instead of “round” - appealed for help on “face”
Transitional – reads quickly but inaccurately with limited comprehension – cross check – reads right through words without asking “does that make sense or does it sound right? Fix-up strategies; fluency for the new words;questioning Instead of “freeze to death” she said “freeze and deeth” “Nightgoons” “Science” instead of “since” “woke” instead of “awoke” “ran over hisself” instead of “ran for his life” Mispronounce “humans”
Early (uses letter – sound information to solve problems but does not use other cueing systems to determine if it sounds right, looks right, or makes sense – she does not check one source of information against another to solve problems) –Transitional (has a large core of known words that are recognized automatically but isn’t quite to the many lines of print – chapter books- quite yet.) Struggles with names and problem solving when she comes to them Inconsistent with reading unknown words (Charlie) Early: If a child reads words he knows but stops at every new or unfamiliar word, then: Help them learn to use all three cueing systems by…
Early – (still reads by pointing, recognizes most high frequency words, checks one source of information against another to problem solve, uses information from pictures, he recognizes known words built on sight words (thin – things) but is inconsistent with this strategy) – Transitional (longer text) Reads words he knows, but stops at every new or unfamiliar word: Help him to use all three cueing systems – does it make sense? Reads word – by – word: work on pre-reading so student makes predictions and reads to confirm or adjust predictions Start after 1:00 when teacher figures out the camera
Transitional: (however, she doesn’t pay attention to ending punctuation – Early – and adds ending to words) A child reads quickly but inaccurately and with limited comprehension: help them read at a pace that supports comprehension- adjust and apply different rates to match text, cross check, Use phrasing, use punctuation,
Reading strategies flip book teacher's meeting10 27-14
Assistant Director ELA
St. Clair County RESA
Why are we here and how
today's meeting is relevant
Capac Vision for Multi-tiered
System of Supports
Day One of School-wide Reading:
• School-wide Reading Kick-Off
• Critical Reading Skills – Complete
• (Relate Big 5 to Reading Strategies Flip book)
• School-wide Reading Assessment System
• School-wide Schedules for Reading Instruction
• Review and Reflection
Overview of Essential Components of Elementary
To support Teachers
“There must be a match between what we
teach and the child’s needs, interests,
engagement, and readiness to learn. It
takes a knowledgeable teacher, not a
program from a publisher, to determine
and assess what needs to be directly
taught and how and when to teach it.”
The following principals are not new. They have
been proven by years of research as well as
lots of time to
Students need to
read books that
Students need to
be read to (in all
Students need to
teachers who are
access to a wide
variety of reading
Using Your Reading Strategies Flip-
What does the
What does the
student use but
What does the
Characteristics of Readers
See Reading Strategies Flip Book
Pre K – 1 (Levels A-B)
Rely on language and meaning as they read simple texts
with only one or two lines of print.
Are beginning to control reading behavior, such as
matching spoken words, one by one, with written words
on the page.
K-2 (Levels B-H)
Have achieved control of early behaviors such as reading from left to
right (directionality) and are beginning to do some reading without
Have acquired a core of frequently encountered words.
Can read books with several lines of print, keeping the meaning in
mind and solving simple words.
2-3 (Levels H-M) 3-4(Levels M-R)
Have early behaviors well under control and can read texts with many
lines of print.
Use multiple sources of information while reading for meaning.
Do not rely heavily on pictures.
Have a large core of frequently used words they can recognize quickly and
Are working on solving more complex words through a range of word
4-6 (Levels R-Y)
Make use of all sources of information flexibly in a smoothly orchestrated
Can apply strategies to reading longer, more complex texts.
Have a large core of frequently used words.
Can solve many other words, including multi-syllable ones, quickly.
Are still building background knowledge and learning how to apply what
they know to longer, more difficult text.
Portrait of a Reader – Learn NC
- Rosalie – Emergent
- Ben – 4th grade
At The Zoo
What stage of reading development?
What behavior did you observe?
What would you say?
What instructional decisions would you make?
PLC Reflection Opportunity
Reflect Reading Observations Just Practiced
Choose More Practice Choose Planning
With a partner, take turns reading as if you were a child at your grade level. Practice making
instructional decisions based on the reading behaviors.
With your team, discuss the students you are currently teaching and what behaviors you’ve
observed. Decide what would be the best instructional decision based on your observations.
Review Teacher Self-Reflection for Reading
Highlight Where you are on the Continuum
Select one area to concentrate on:
For example in Teaching Strategies :
My goal is to successfully implement all
components of a guided reading lesson
including before, during, and after
Grouping: I am just beginning to
observe students’ reading behaviors and
to think about forming groups based on
levels of text; I have not identified other
ways that I use to group students.
Usually I teach the whole class.