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Building a Proficient Reader
A Brief Overview of the Tools
Instructional Framework
FoundationsOral Language
Phonological SkillsVocabulary
Comprehension Strategies
FoundationsOral Language
Phonological SkillsVocabulary
Comprehension Strategies
Individual Independent ReadingIndependent Writing
Oral Presentation
Individual Independent ReadingIndependent Writing
Oral Presentation
Small GroupGuided Reading
Book ClubsReciprocal Teaching
Small GroupGuided Reading
Book ClubsReciprocal Teaching
Whole GroupRead Aloud
Shared ReadingInteractive WritingInteractive Editing
Whole GroupRead Aloud
Shared ReadingInteractive WritingInteractive Editing
Whole Group Small Group Individual
Super Six + Comprehension Strategies
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Monitoring/Clarifying
Predicting and Inferring
Making Connections
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Questioning QuickTime™ and a decompressor
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Visualizing
Summarizing/Synthesizing
Evaluating
Instructional Framework
FoundationsOral Language
Phonological SkillsVocabulary
Comprehension
FoundationsOral Language
Phonological SkillsVocabulary
Comprehension
Individual Independent ReadingIndependent Writing
Oral Presentation
Individual Independent ReadingIndependent Writing
Oral Presentation
Small GroupGuided Reading
Book ClubsReciprocal Teaching
Small GroupGuided Reading
Book ClubsReciprocal Teaching
Whole GroupRead Aloud
Shared ReadingInteractive WritingInteractive Editing
Whole GroupRead Aloud
Shared ReadingInteractive WritingInteractive Editing
Whole Group Small Group Individual
Metacognition Think-AloudsCooperative
LearningScaffolding
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus LessonGuided Instructio
n
“I do it”
“We do it”
“You do it together”Collaborative
Independent “You do it alone”
A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
I do it.
We do it.
You do it together
You do it alone.
Interactive Read Aloud
SharedReading
InteractiveWriting
InteractiveEditing
Whole Group Instruction
GuidedReading
BookClubs
ReciprocalTeaching
Small Group Instruction
IndependentReading
IndependentWriting
OralPresentation
Individual
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Interactive Read-Aloud
Shared Reading
Interactive Writing
Interactive Editing
Guided Reading
Book Clubs
Reciprocal Teaching
Independent Reading
Independent Writing
Oral Presentation
Web Links
Beth Newingham’s Website
Reading A-Z
ResourcesOczkus, L. (2004). Super six comprehension strategies: 35 sessions and more for reading success. Norwood, MA: Christopher-Gordon.
Keene, E., & and Zimmerman, S. (1997). Mosaic of thought: Teaching comprehension in a reader’s workshop. Portsmouth, NH: Heinemann
Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. York, ME: Stenhouse.
ResourcesFountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.
Fountas, I. C., & Pinnell, G. S. (2001). Guiding readers and writers grades 3–6. Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann.
Oczkus, L. (2003). Reciprocal teaching at work: Strategies for improving comprehension. Newark, DE: International Reading Association.
ResourcesFisher, D., & Frey, N. (2008). Better learning through
structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
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