2-3 Rdg - Participant Handouts and Trainers' Resources_5-17-16.pdf

Grades 2-‐3

Implementing a Comprehensive Literacy Framework

Module Three Reading

Handouts

Arkansas Department of Education GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading 1

Arkansas Department of Education (ADE) GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading 2

GR 2-3 READINGCOMPLETETrainer’sResources

(IncludeParticipantHandouts andTrainer’sResources)

Slide#

Title

4-5 H1ComprehensiveLiteracyFramework8-9 TCF,p.329(lastparagraphof1stcolumntotopof2ndcolumn)10 • GRW,p.9–BroadeningAppreciationforReading

• Videolink:http://www.watchknowlearn.org/Video.aspx?VideoID=32490&CategoryID=5987

• H2GRWAppendixSurvey46–ReadingInterview• H3GRWp.12-LookingatYourselfasReaderandWriter(Readingpart)

11 ReadingRocketsarticle,“TeacherPracticesThatImpactMotivation”byMcRaeandGuthrie.http://www.readingrockets.org/article/teacher-practices-impact-reading-motivation-table1

12 TCFpp.6-7Quoteonslide(foundatthebottomofp.6andcontinuedon topofp.7)

13Trainer:Choose1ofthelinksbelowandprepareaheadoftime.

• Today’sMeet-https://todaysmeet.com• Padlet-https://padlet.com• Kahoot - h t t p s : / / g e t k a h o o t . c om /• Celly-https://cel.ly

14 TCF,pp.4-6,13-14,17-18–ComprehendingandProcessing

1515

H4WheelGraphic

16 TCFpp.32-34–ReadingisThinking:Within,Beyond,andAbouttheText17 • H4WheelGraphicorfrontcovergraphic(Wheel)

• TCF,p.41–SystemsofStrategicActions18 • TCFpp.45-51(Chapter4)–HelpingStudentsDevelopSystemsof

StrategicActionstoSustainProcessing• TCFpp.52-60(Chapter5)–HelpingStudentsDevelopSystemsof

StrategicActionsforExpandingThinking

• TCFp.379,Figure24-3–SystemsofStrategicActionsforProcessingWrittenTexts:ObservationalNotes

20 • TR1Sortingstrips(preparedaheadoftime)• TCF,pp.173,183,193–UnderstandingDemandsofTextfor

ProcessingFictionandNon-FictionTexts


Slide# Title

21 • H-5ReadingStandards

22 Trainer: Prepareaheadoftime.Padlet–https://padlet.com

23-24ExplicitInstructionandtheGradualReleaseofResponsibility,TCF,p.xxxii–xxxiii

25• H6ReadingWorkshopPlanningSheetCompleted• H7 ReadingWorkshopPlanningSheetBlank• TCF,p.270(Figure18-1)–Thinking,Talking,Reading,andWriting aboutTexts• TCF,pp.269-271–MovingfromInteractiveReadAloudtoLiterature Study• GRW,pp.142-161

26 TCF,p.216(1stcolumn)–WhatisInteractiveReadAloud?

27 • TCF,pp.215-222–EngagingReadersinThinkingandTalkingAboutTextsThroughInteractiveRead-Aloud

• Video:Read-AloudvideoofRandyreadingShortCutbyCreworRebeccareadingADay’sWorkbyEveBuntingandHimler

28 • Video(withTCFbook):Rosemary’sMinilesson(Author’sMessage)• TCF,p.353–SixKeyIdeasAboutMinilessons

29-31 TCF,pp.353--355–SixKeyIdeasAboutMinilessons

32 GRWpp.143-161–FirstTwentyDaysofReadingWorkshop

33 TCF,pp.364-372–Minilessonson:LiteraryAnalysis,AnalyzingtheWriter’sCraft,CriticalThinking,Genre,andRespondingtoText

34 VideoonDVD:MinilessonsandGroupShare–“UnderstandingCharacter”

35 TCF,p.270–IndependentReading

36 • TCF,pp.338-339–UsingBookTalkstoHelpReadersMakeChoices• H8-BookTalkRubric• Video:http://tinyurl.com/Booktalk-video(ReadingRainbowvideos-differentbooks)•

37 TCF,pp.334-336–WhatMattersinIndependentReading

H-4Wheel Geraphic•


Slide#

Title

38 • TCF,pp.336-338–HelpingReadersChooseBooks• Lessonlinkfromreadwritethink.org:http://tinyurl.com/Choosing-the-Right-Books• GRW,pp.146-147-TheFirstTwentyDaysofTeachingMinilessons-Day2

39• TheForgottenReadingProficiency:StaminainSilentReadingby ElfriedaH.Hiebert–

link:http://tinyurl.com/Text-Project-Silent-Rdg• TCF,p.444–ReadingStamina

40 Video:https://www.youtube.com/watch?v=kzC8Kvtn6iA“ReadingisThinking:CreatingIndependentReaders”(3:23min)

41 • TCF,p.345–SurroundingReadingwithWrittenConversation– LettersinaReader’sNotebook

• TCF,pp.463-464-WritingAboutReadinginaVarietyofTexts

42 TCF,pp.269-271(Chapter18)–MovingfromInteractiveReadAloudto LiteratureStudy

43 TCF,p.348–TalkingwithStudentsaboutReading–IndividualConferences

44• TCF,pp.349–351-ConferencesinGrades2-8• GRW,pp.138-140–Teacher’sroleinConferring,Scheduling,andRecordKeeping;

HelpfulLanguageforConferences• Video(TCF)-ReadingConferences,JunieB.JonesbyBarbaraPark.

45-46TCF,pp.270-271–GuidedReading;TCF,p.373–374GuidedReadingLessonCharacteristics

47“UsingaLearningProgressionFrameworktoAssess&EvaluateStudentGrowthNCIE–TheNationalCenterforImprovementofEducationalAssessment,Inc.

http://tinyurl.com/Learning-Progrsn-and-St-Growth

48• GRWpp.221-222“SuggestionsforProfessionalDevelopment”• http://tinyurl.com/25-Great-Ways-Schls-Prmte-Rdg

49• GRW,p.223–ThingstoConsiderwhenselectingatextforGuided Reading• TCF,p.374–quoteonhowtoselectatextforguidedreading

50• H9AnalyzingTextFactors(ResourceSectionofTCF’sDVDorTCF,p.211)• Guidedreadingbook(broughtbyparticipants) TCF,pp.198-200,

172,174,176


Slide# Title51 • H10GuidedReading(DRA:18andup)(F&P:J&up)

• TCF,pp.374–IntroducingtheTextsandIntroducingTexts Sections

52 • H10GuidedReading(DRA:18andup)(F&P:J&up)• TCF,pp.374–377–Introducingthetexts• TCF,p.377,Fig.24-2IntroducingTextstoReaders

53 • H10GuidedReading(DRA:18andup)(F&P:J&up)• H11PromptstoSupportStudentsinReading• TCF,pp.377-378–StructureofaGuidedReadingLessonI• TCF,p.380,Fig.24-5PromptingReaderstoMonitor,Correct,and ConstructMeaning

DuringReading54 • H10GuidedReading(DRA:18andup)(F&P:J&up)

• TCF,pp.378-382DiscussingtheMeaningandRevisitingtheText;TeachingforProcessingStrategies;WorkingwithWords;ExtendingUnderstandingoftheText

• TCF,p.382,Fig.24-6–TenSuggestionsforExtendingtheMeaningof Texts• TCF,pp.400-402–Questions–Fiction• TCF,pp.430-432–Questions–Informational

55 • H10GuidedReading(DRA:18andup)(F&P:J&up)• H12GuidedReadingLessonPlanforSheila Rae, the Brave• TrainercopyofSheila Rae, the Brave byKevin Henkes orenoughcopiesfor

participants56 • H13TransitionalGuidedReadingLessonPlan

• Video:ModelLessoninAction:TransitionalReaderLevelM”video ontheNextStepGuidedReadinginAction,Grades3&UpDVD.

57• TCF,pp.270-271–GuidedLiteratureDiscussionvisual• GRW,p.46–ComparisonofReadingWorkshopElements

58 TCF,pp.294-304–GuidedLiteratureDiscussion

59 • TCF,pp.306–308–MinilessonstoSupportLiteratureDiscussion• p.306,Fig.20-8–MinilessonstoSupportLiteratureDiscussion• TCF,pp.307-308–GettingStarted:TheFirst35Days

60 • GRW,pp.124-125–GroupShareandEvaluation• TCF,p.331,Fig.22-1–IndependentReadinginaReadingWorkshop

61H14ComponentsoftheReadingWorkshopForm

62 TCF,pp.539-543–IntegratingVocabularyInstruction

63

63

TCF,pp.524-526,528–VocabularyandResearch


Slide Title

64 TCF,pp.524-526,528–VocabularyandResearch

65 TCF,pp. 531-536–SampleLessonsonVocabularyInstruction

66• TCF,p.541–Thirty-fiveWaystoIntegrateVocabularyInstruction• 10WaystoUseTechnologytoBuildVocabulary

http://www.readingrockets.org/article/10-ways-use-technology-build-vocabulary

68 • H4WheelGraphic• TCF,p.62QuotebyPinnell• http://www.scholastic.com/teachers/article/defining-fluency• http://www.readingrockets.org/article/top-10-resources-fluency

•69 TCF,pp.62-64,69,71,104,73–Dimensionsoffluency

70 • TCF,pp.102-103–ASix-DimensionScaleforAssessingFluency• H15AScaleforAssessingFluency

72 TCF75,77–ImportantTransitions(Recognizing ChangeOvertimeinFluentReading)

73 TCF,pp.516-523–TeachingforFluencyAcrossAllInstructionalContexts

74-75 TCF,pp.87-91AssessingComprehension

77 • H16AnalyzingReadingBehaviorsRelatedtoSustaining Processing(TCF,p.51)• TCF,p.45,Fig.4-1-SystemsofStrategicActionstoSustainProcessing• Video: SheilaandFrancescafromTCFDVD

78 • TCF,p.53(Fig.5-2)-SystemsofStrategicActionstoExpandThinking.• H17AnalyzingReadingBehaviorsRelatedtoExpanding Thinking(TCF,p.61)• Linktohandout:http://tinyurl.com/http-AnlyzgRdgBhvrstoExpndTh• TCF,pp.89-90(Fig.8-2)“Jackie’sletterandWhatCountsas Evidence”• TCF,p.451(Fig.27-16)–Haylea’sandMs.Winkler’sResponse• TCF,p.91(Fig. 8-3)–AssessmentofReadingPerformance

TCF,p.120(Fig.9-11)–Assessment:CollectingEvidenceofLiteraryProcessingActions,Across Instructional Contexts

79 TCF,pp.502-504–PrinciplesforSupportingComprehensionwithELL

81 H18TemplateofFiveFingersExitSlip

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H 1

Arkansas Department of EducationGR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading7

Name: Date:

READINGINTERVIEWPart1(Source:GuidingReadersandWriters,Appendix46)

1. Whydopeopleread?(Listasmanyreasonsasyoucan.)

2. Whydoyouread?(Forexample,whathaveyoureadthisweekandwhy?)

3. Howoftendoyoureadwhenyouarenotatschool?Why?

4. Howdoyoudecidewhattoreadabout?

5. Howdoyoufeelaboutthereadingthatyoudoatschoolandathome?

6. Whatisthebestthingyouhaveeverread?Whydoyoulikeit?

7. Whathaveyoulearnedfromreading?

GuidingReadersandWriters(GRW),Appendix46,page1

H 2


READINGINTERVIEWPartII(Source:GuidingReadersandWriters,Appendix46)

8. Whatkindsoftopicsdoyouespeciallyliketoreadabout?

9. Whatkindofreadingdoyoulike?Checkallthatapply.historicalfiction fairytales/folktales poetryrealisticfiction biographyandautobiography sciencefictionfantasy

10. Selectonetypeofbookandtellwhyyoulikeit.

11. Whatadvicewouldyougivestudentsinthisroomtohelpthemreadwell?

12. Whatwouldyouliketoknowhowtodobetterasareader?

13. Whatwouldyouliketolearnhowtodobetterasareader?

14. Isthereanythingelsethatyouwantmetoknowaboutyouasareader?

GuidingReadersandWriters(GRW),Appendix46,page2


LookingatYourselfasaReaderandaWriter(Source:GuidingReadersandWriters,p.12)

READING WRITING1. Areyouareader? 1. Areyouawriter?2. Doyoureadforpleasure? 2. Howdoyoufeelaboutyourwriting?3. When,what,andhow? 3. Whattypesofwritingdoyoudo?4. Howdoyoufeelaboutyourselfasareader?

4Howoftendoyouwrite?

5. Whatdoyoulikemostaboutreading? 5. Doyouwriteforpleasure?Whenwhat,andwhy?

6. Whatdoyoulikeleastaboutreading? 6. Doyouwriteforcommunication?Whenwhat,andwhy?

7. Whatdoyoufindeasytoread? 7. Doyouwritetoassistyourlearning?Whenwhat,andwhy?

8. Whatdoyoufinddifficulttoread? 8. Howdoyouselecttopicsforyourwriting?

9. Whoareyourfavoriteauthors? 9. Whoaretheaudiencesforyourwriting?10. Whattypes(genres)ofbooksdoyouliketoread?

10. Whatisthebestpartofwritingforyou?

11. Whataspectsofthesebooksinterestingtoorenjoyableforyou?

11. Whatisthemostdifficultpartofwritingforyou?

12. Whatisthelastbookyoureadthatyoureallyenjoyed?

12. Howdoyougetfeedbackforyourwriting?

13. Whatareyoureadingnow? 13. Whatisyourmostrecentpieceofwriting?

14. Howdoyoufindthebooksyouread? 14. Howmuchwritinghaveyoudoneinthepastyear?

15. Howdoyougoaboutmakingyourchoices?

15. What“writers”doyouknowthathelpyouthinkaboutyourownwriting?

16. Howoftendoyouread? 16. Bringapieceofwritingthatyouhavedone.Bepreparedtotalkabout whyyouwroteitandhowyoufeelaboutit.

17. Howmanybookswouldyouestimateyouhavereadinthelastyear?18. Whendoyoufindtimetoread?19. Whatdifferenttypesofmaterialdoyouneed?20. Whatdoyoudofollowingthereadingofabook?21. Bringafavoritebookandtellwhyyoulikeit.Figure1---5.LookingatYourselfasaReaderandaWriter

H 3


Study Guide for Guiding Readers and Writers:Teaching Comprehension, Genre, and Content Literacy

Appendix a A Network of Processing Systems for Reading

Monitor and Correct

Search for and Use

Information Notice and use

information sources (meaning, lang.

structure,

Summarize Remember important information and carry it forward.

Maintain Fluency

Solve Words

Check on accuracy and understanding and

work to self-correct errors.

Use a range of strategies to read and understand words.

Think critically about

visual information).

Systems of Strategic

Actions

Read at a good rate, with phrasing, pausing,

intonation, and appropriate stress.

Take action in flexible ways to solve problems or fit purpose and genre.

Think about what may happen next.

Adjust

Critique the text.

Notice aspects of the writer’s craft and text structure.

Connect the text to personal

and world knowledge as well as to other

texts. Make

Predict

Analyze Think about what the writer means but has not stated.

Infer

Adjust present understandings to accommodate new knowledge.

Synthesize

Connections Personal/World/Text

40 • ©2011 by Irene C. Fountas & Gay Su Pinnell

H 4


2-3ReadingModuleIII-SORT(TR-1SORTINGSTRIPS)

Nonfiction:

Searchforanduseinformationthatispresentedinavarietyofways.

Noticeandextractinformationfromillustrationsandgraphics.

Noticeandfollowtimesequences.

Solvespecializedordiscipline-specific(history,geography,science,technology,etc.)words.

Gatherinformationfromunderlyingstructures:chronologicalsequence,description,comparison/contrast,cause/effect,andproblem/solution.

Makecomparisonsbetweenthetextandothersonthesamesubjectortopic.

Criticallyevaluatetheaccuracyandauthenticityofthetext.

Noticehowthewriterhasorganizedthetexttopresent information.

TR 1


FICTION

Gatherimportantinformationaboutthecharacters,setting,andplot.

Rememberimportantpartsofthestory.

Understandthesettingandrelateittocharactersandevents.

Identifytheconflictorproblem.

Understandtheprominentthemeorauthor’smessage.

Noticehowcharacterschangeovertimeandinfercauses.

Noticehowthewritehasmadecharactersseemreal.

Noticethewriter’suseoflanguageandconnectittoothertexts.


READINGANCHORSTANDARDSR.1Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.

R.2Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text. R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. R.6Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. R.10 Read and comprehend complex literary and informational texts independently and proficiently.


H 5

2nd Grade READING STANDARDS 3rd Grade READING STANDARDS

RL.2.1Askandanswersuchquestionsaswho,what,where,when,why,andhowtodemonstrateunderstandingofkeydetailsinatext.

RI.2.1Askandanswersuchquestionsaswho,what,where,when,why,andhowtodemonstrateunderstandingofkeydetailsinatext.

RL.3.1Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthebasisfortheanswers.

RI.3.1Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthebasisfortheanswers.

RL.2.2Recountstories,includingfablesandfolktalesfromdiversecultures,anddeterminetheircentralmessage,lesson,ormoral.

RI.2.2Identifythemaintopicofamultiparagraphtextaswellasthefocusofspecificparagraphswithinthetext.

RL.3.2Recountstories,includingfables,folktales,andmythsfromdiversecultures;determinethecentralmessage,lesson,ormoralandexplainhowitisconveyedthroughkeydetailsinthetext.

RI.3.2Determinethemainideaofatext;recountthekeydetailsandexplainhowtheysupportthemainidea.

RL.2.3Describehowcharactersinastoryrespondtomajoreventsandchallenges.

RI.2.3Describetheconnectionbetweenaseriesofhistoricalevents,scientificideasorconcepts,orstepsintechnicalproceduresinatext.

RL.3.3Describecharactersinastory(e.g.,theirtraits,motivations,orfeelings)andexplainhowtheiractionscontributetothesequenceofevents.

RI.3.3Describetherelationshipbetweenaseriesofhistoricalevents,scientificideasorconcepts,orstepsintechnicalproceduresinatext,usinglanguagethatpertainstotime,sequence,andcause/effect.

RL.2.4Describehowwordsandphrases(e.g.,regularbeats,alliteration,rhymes,repeatedlines)supplyrhythmandmeaninginastory,poem,orsong.

RI.2.4Determinethemeaningofwordsandphrasesinatextrelevanttoagrade2topicorsubjectarea.

RL.3.4Determinethemeaningofwords.

RI.3.4Determinethemeaningofgeneralacademicanddomain---specificwordsandphrasesinatextrelevanttoagrade3topicorsubjectarea.

RL.2.5Describetheoverallstructureofastory,includingdescribinghowthebeginningintroducesthestoryandtheendingconcludestheaction.

RL.3.5Refertopartsofstories,dramas,andpoemswhenwritingorspeakingaboutatext,usingtermssuchaschapter,scene,andstanza;describehoweachsuccessivepartbuildsonearliersections.


2NDGRADEREADINGSTANDARDS 3RDGRADEREADINGSTANDARDS

RI.2.5Knowandusevarioustextfeatures(e.g.,captions,boldprint,subheadings,glossaries,indexes,electronicmenus,

RI.3.5Usetextfeaturesandsearchtools(e.g.,keywords,sidebars,hyperlinks)tolocateinformationrelevanttoagiventopicefficiently.

RL.2.6Acknowledgedifferencesinthepointsofviewofcharacters,includingbyspeakinginadifferentvoiceforeachcharacterwhenreadingdialoguealoud.

RI.2.6Identifythemainpurposeofatext,includingwhattheauthorwantstoanswer,explain,ordescribe.

RL.3.6Distinguishtheirownpointofviewfromthatofthenarratororthoseofthecharacters.

RI.3.6Distinguishtheirownpointofviewfromthatoftheauthorofatext.

RL.2.7Useinformationgainedfromtheillustrationsandwordsinaprintordigitaltexttodemonstrateunderstandingofitscharacters,setting,orplot.

RI.2.7Explainhowspecificimages(e.g.,adiagramshowinghowamachineworks)contributetoandclarifyatext.

RL.3.7Explainhowspecificaspectsofatext'sillustrationscontributetowhatisconveyedbythewordsinastory(e.g.,createmood,emphasizeaspectsofacharacterorsetting)

RI.3.7Useinformationgainedfromillustrations(e.g.,maps,photographs)andthewordsinatexttodemonstrateunderstandingofthetext(e.g.,where,when,why,andhowkeyeventsoccur).

RL.2.8notapplicabletoliterature)RI.2.8Describehowreasonssupportspecificpointstheauthormakesinatext.

RL.3.8N/Ato3rdgradeRI.3.8Describethelogicalconnectionbetweenparticularsentencesandparagraphsinatext(e.g.,comparison,cause/effect,first/second/thirdinasequence).

RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.

RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades

RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

RI .3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.


Reading Workshop Planning Sheet

InteractiveRead-Aloud:

Book:LittleRedRidingHood

Purpose:Studentswilluseinformationfromthetexttohelpthem understandcharacters;compareandcontrasttwostories.

Studentswillcomparethestory,LittleRedRidingHood”totheChineseversionofthisbook,LonPoPo.”

ReadingMinilesson:

Reviewtheelementsofastory.CharacterTraits–WhatarethecharactertraitsofLittleRedRidingHoodandLonPopo?

Independent Reading:

Studentswillreadthebook,LonPoPoontheirown.Studentswillalsoreadabookoftheirownchoiceandnoticethecharactertraitsofthemaincharacter.

Reading Conference:

Student and topic: Student A – Work on specific reading need of this student

Student and topic: Student B - Work on specific reading need of this student

Student and topic: Student C - Work on specific reading need of this student

Student and topic: Student D - Work on specific reading need of this student

Student and topic: Student E - Work on specific reading need of this student

H 6


Guided Reading:

Literature Discussion Groups:

Group: Name of Group 1

Book:

Focus:


Book:

Focus:


Book:

Focus:

Share/Evaluate/Reflection/Notes: Based on my observations, I noticed that my students understood character traits. They were able to successfully compare the character traits of Little Red Riding Hood and Lon Po Po. Students A and B need some additional help. They seemed to just guess the traits and struggled on providing evidence of why they chose the traits. I need to group them with Students C & D who showed great understanding of this topic.

During literature groups, I observed that Group 1 really got into their book and were discussing the different elements of the story and were applying what they have learned about character traits as they compared the different characters in their book. I can challenge this group by having them to go deeper in their discussions. On the other hand, Group 3 struggled. They still do not have the routine mastered and they tended to talk over each other instead of listening to each other’s comments. I need to review with this group.


Refer to: Handout: Guided Reading Lesson Plan for Sheila Rae, the Brave by Kevin Henkes

Reading Workshop Planning Sheet

Interactive Read-Aloud:

Book:

Purpose:

Reading Minilesson:

Independent Reading:

Reading Conference:

Student and topic:

Student and topic:

Student and topic:

Student and topic:

Student and topic:

H 7


Guided Reading:

Handout: Blank Guided Reading Lesson Plans

Literature Discussion Groups:

Group:

Book:

Focus:

Group:

Book:

Focus:

Group:

Book:

Focus:

Share/Evaluate/Reflection/Notes:


BookTalkRubric Name:

Successfully Tosomeextent• Tellsexactlywhattypeofbookitis

• Booktypeimplied

• Tellswhenandwheretakesplace

• Whenandwherenotclear,implied

• Sharescharactersandeventsimportanttostoryline/importantfacts,etc.atleast3events/facts

• Sharingiscoherentandfollowsalogicalsequence

• Sharescharacters/eventsnotimportanttostoryline/factsnotimportanttoinformation

• Sharinghardtofollownotinlogicalsequence

• Appropriatelywrapsupbooktalkthatencouragesotherstoreadit

• Doesnottellending

• Doesnotwrapupbooktalk.Tellsending.

• Speakswithclear,strong,cheerfulvoice

• Hardtohear,monotone

H 8


TEXT FACTOR ANALYSIS

Genre

Text Structure

Content

Themes and Ideas

Language and Literary Features

Sentence Complexity

Vocabulary

Words

Illustrations

Book and Print Features

When introducing this text in guided reading, keep this in mind:

© Irene C. Fountas and Gay Su Pinnell. May be reproduced for single classroom use only

Analyzing Text Factors

H 9


GuidedReading(DRA:18andup)(F&P:Jandup)

Reading/TextIntroduction

DuringReading

AfterReading

Bookintroductionprovidesappropriatesupportforstudentsaccordingtotheirlevel,strengths,

andneeds.Teacherbuildsmeaningbyrelating

thetexttostudents’priorexperiences,knowledgeoftheworld

orliteraryexperience.Teachergivesabriefoverviewofthe

text.

Teacherinvitespredictionsaboutthetext.

Teacherdiscussesthemeaningofunfamiliarvocabularyorliterary

languagepatterns.Teacherdiscussesaspecificstrategy

forcomprehendingthetext.

Teachersetspurposeforreading.

Teacherpromptsandprovidesfeedbackbasedonstudentreading

behavior.

Cannotbepreplanned.

Teacherandstudentsdiscussmeaningoftextandrevisitspurposesetforreading.

Teacherselectsoneortwoteachingpointsbasedonstudents’reading

behavior.

Cannotbepreplanned.

Teacherandstudentsdiscusstheiruseofthetargetcomprehension

strategy.Students’userepeatedreadingprocedurestorereadthetext.Teachermakesanassignmentforrereadingthetexttoapplyspecific

comprehensionstrategies.

H 10


PromptstoSupportStudentsinReading

VisualCluesFindthepartthat’snotquiteright.Doesthatlookright?

Checkthefirst…middle…endoftheword.Whatletter/swouldyouexpecttoseeatthebeginning…middle…endoftheword? Lookforapart/chunkyouknow.Doesitlooklikeawordyouknow?

MeaningCluesDoesthatmakesense?Tryitagainandthinkwhatwouldmakesense.Lookforcontextclues.Whatcouldthewordmean?Thinkaboutwhatthewordcouldmean.Tryoutyourmeaninginthesentence.Checkthepicture.Lookattherootword…prefix…suffix.Isthatwordlikeanyotherwordsyouknow?

SyntaxCluesDoesthatsoundright?Tryitagainandthinkwhatwouldsoundright.Readfromthebeginningandtrythatagain.Payattentiontothepunctuation.Makeitsoundlikethecharacteristalking.

H 11


GuidedReadingLessonPlanfor Sheila Rae, the BraveBefore

Reading/TextIntroduction

Bookintroductionprovidesappropriatesupportforstudentsaccordingtotheirlevel,strengths,andneeds.

Title,author,text

Teacherbuildsmeaningbyrelatingthetexttostudents’priorexperiences,knowledgeoftheworldor

literaryexperience.

What kinds of things do you think people that are brave do?

Teachergivesabriefoverviewofthetext. This story is about a little mouse that is not afraid of doing most things.

Teacherinvitespredictionsaboutthetext. What things do you think she might do?

Teacherdiscussesthemeaningofunfamiliarvocabularyorliterarylanguagepatterns.

Look on page 10. Look at the word fearless. Read the page together. Fearless is another word for brave.

Teacherdiscussesaspecificstrategyforcomprehendingthetext.

Authorscreate characters by the way they look, act, and think. These are character traits. We learn more about characters by examining their traits. Demonstrate:Readpage5aloud.Giggling at the principal and tying up a bully are actions that let us know Shela Rae is brave.

Teachersetspurposeforreading. Read today to find out what other traits Sheila Rae might have.

DuringReading

Teacherpromptsandprovidesfeedbackbasedonstudentreadingbehavior.

Cannotbepreplanned.

AfterReading

Teacherandstudentsdiscussmeaningoftextandrevisitspurposesetforreading.

What other traits did you discover about Sheila Rae.

Teacherselectsoneortwoteachingpointsbasedonstudents’readingbehavior.

Cannotbepreplanned.

Teacherandstudentsdiscusstheiruseofthetargetcomprehensionstrategy.

Students’userepeatedreadingprocedurestorereadthetext.

Readtextwithpartner.

Teachermakesanassignmentforrereadingthetexttoapplyspecific comprehensionstrategies.

Select one trait that Sheila Rae has and tell how the author showed it to the reader.

H 12


H 13


Inde

pend

ent

Reading

Re

ading

Conferen

ce

Guided

Re

ading

Wri$

ng

Guided

Lite

rature

Abou

tReading

Discussio

n

ReadingWorkshopGrades2-8

Interac;ve

Read

Aloud

&M

inilesson

Share&

Evaluate

H 14

Scores will range from 4 to 16. Scores of 9 and above indicate that fluency has been achieved for the grade level passage read. Scores below 8 indicate that fluency may be a concern. Taken from The Fluent Reader by T. Rasinski

6-9 10-15 16-21 22-24

Comprehension rubric from Developmental Reading Assessment by Joetta Beaver. Published by Celebration Press, 2002.

Multidimensional Fluency Scale 4 3 2 1

Accuracy Excellent 96% or above words read accurately with few successful self corrections

Good 91%-95% words read accurately with successful self corrections

Marginal 86%-90% Struggles on many words, unsuccessful attempts at self-correction

Poor Below 85% Struggles in decoding, unsuccessful decoding attempts

Phrasing Well phrased in clauses and sentences with adequate attention to expression

Mixture of run-ons, mid-sentence pauses, some choppiness, reasonable stress and intonation

Frequent 2 & 3 word phrases, choppy reading, lacks stress and intonation that mark ends of sentences and clauses

Monotone, little phrasing, word-by-word reading, improper stress and intonation that fail to mark ends of sentences

Smoothness Generally smooth with minimal breaks, word and structure difficulties are resolved quickly

Occasional breaks caused by difficulty with specific words and/or structures

Several “rough spots”, pauses, hesitations, etc. are more frequent and disruptive

Frequent extended pauses, hesitations, false starts, sound-outs, repetitions, and/or multiple attempts

Pace Consistently conversational and appropriate

Uneven mixture of fast and slow reading

Moderately slow (or overly and inappropriately fast.)

Slow and laborious

Very little comprehension Some Comprehension Adequate comprehension Very good comprehension 1-Tells 1 or 2 events or key facts

2-Tells some of the events or key facts

3-Tells many events in sequence for the most part, or tells many facts

4-Tells most events in sequence or tells most key facts

1-Includes few or no important details from text

2-Includes some important details from text

3-Includes many important details from story

4-Includes most important details and key language or vocabulary from text

1-Refers to 1 or 2 characters or topics using pronouns (he, she, it, they)

2-Refers to 1 or 2 characters or topics by generic name or label (boy, girl, dog)

3-Refers to many characters or topics by name in text (Ben, Giant, Monkey, Otter)

4-Refers to all characters or topics by specific name (Old Ben Bailey, green turtle, Sammy Sosa)

1-Responds with incorrect information

2-Responds with some misinterpretation

3-Responds with literal interpretation

4-Responds with interpretation that reflects high-level thinking

1-Provides limited or no response to teacher questions or prompts

2-Provides some response to teacher questions and prompts

3-Provides adequate response to teacher questions and prompts

4-Provides insightful response to teacher questions and prompts

1-Requires many questions or prompts

2-Requires 4 or 5 questions or prompts

3-Requires 2 or 3 questions or prompts

4-Requires 1 or no questions or prompts

Name________________________________Date__________ Scores: Fluency ________Comprehension________ Book Title________________________________________Level:___________

H 15


QUESTIONS COMMENTS EXAMPLE(S)

1 Is there evidence that the reader is solving words (for example, using the first letter, taking words apart, recognizing words rapidly, using sentence context)?

2 Is there evidence that the reader is monitoring and checking (for example, making several attempts, self-correcting, or asking for help)?

3 Is there evidence that the reader is searching for and using different kinds of information (for example, rereading or turning back to search, searching for information in pictures, examining the text closely by repeating)?

4 Is there evidence that the reader is remembering information in summary form (for example, recalling something previously read, self-correcting by using previous information, gaining momentum and ease toward the end of the reading)?

5 Is there evidence that the reader is using fluent, phrased reading (for example, parsing language into phrases, reading the punctuation, reading at a good rate, making the voice reflect the meaning)?

6 Is there evidence that the reader is adjusting reading pace or focus across the reading of the text (for example, slowing down to problem- solve and then speeding up)?

General comments:

© Irene C. Fountas and Gay Su Pinnell. May be reproduced for single classroom use only.

Analyzing Reading Behaviors to Sustain Processing

H 16


Analyzing Reading Behaviors to Expand Thinking QUESTIONS COMMENTS EXAMPLE(S)

1 Is there evidence that the reader is making predictions (for example, making comments while reading, acting surprised or validated, responding to invitations to predict, making predictions about what will happen next after the story ends)?

2 Is there evidence that the reader is making connections (for example, connecting any ideas in the text to his own life, to his background knowledge of the world, or to other texts)?

3 Is there evidence that the reader is making inferences (for example, interpreting characters’ motivations, expressing what the author might have meant)?

4 Is there evidence that the reader is synthesizing new information (for example, identifying new learning, expressing curiosity about learning more)?

5 Is there evidence that the reader is analyzing the text (for example, commenting on the author’s writing style, noticing how the text is organized, noticing particular techniques the writer uses to provide information or make the text believable)?

6 Is there evidence that the reader is thinking critically (for example, going beyond opinion to agree or disagree with something in the text, providing evidence for comments)?

General comments:

© Irene C. Fountas and Gay Su Pinnell. May be reproduced for single classroom use only.

H 17


H 18TemplateofFiveFingersExitSlip

Directions:

• Onthefirstthreefingers,list3thingstorememberfromthisworkshopthatyoucouldincorporateinyourclassroom.

• Ontheremainingfingers,listtwothingsthatyoustillhavequestionsabout.

• Sharewithapartnerorsmallgroup.•


Documents

2-3 Rdg - Participant Handouts and Trainers' Resources_5-17-16.pdf