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RTA Webcast
February 2015
Program Evaluation Survey
16 hours of training in the last three months91% feel confident or very confident about instruction91% of schools have a literacy/RTA team99% of RTA teachers on that team85% of classroom teachers moderately or significantly differentiate instruction60% meet weekly with classroom teachers and adjust instruction because of those meetings
http://education.ky.gov/districts/tech/sis/Documents/DataStandard-Intervention.pdf
EIR 2206RR 2231CIM 2202RM 2229
How words work
Reading standards: Foundational Skills
standard 1,2,3
Print Concepts
Phonological Awareness
Phonics and Word Recognition
Comprehension
Reading standards for Literature:
Standards 1,2,3
Key Ideas and Details
• Search for connections• Ask questions• Draw inferences• Distinguish important ideas• Synthesize information• Monitor comprehension• Visualize images
Fcrr.org
Click on the Educators button at the top left.Click on student center activities. Choose the grade level and strand of reading.
Onset and Rime
Fcrr.org
Clapping Syllables
Fcrr.org
Word Ladders
Reading is Thinking
If the purpose of reading is for
anything other than understanding, why
read at all?
Proficient Readers• Search for connections• Ask questions• Draw inferences• Visualize images• Distinguish important ideas• Synthesize information• Monitor comprehension
Search for connections between what they know and the new information they encounter in the texts they read.
My Connection
Important to Me
Important to Understandin
g the Text
Proficient Readers ask questions
Authentic Questions
What makes you think that?
Why do you say that?
Can you elaborate on that?
Can you tell me more about your thinking?
How did you come up with that?
Thick Questions
Thin Questions
Thin QuestionsOn what team did Jackie Robinson play?
In what year did Jackie Robinson become a Major League baseball player?
Thick QuestionsHow did Jackie Robinson’s career change baseball for African Americans?
Compare the life of someone else we’ve learned about who faced a very difficult situation and overcame it like Jackie Robinson did.
Who?W
hen?W
hy?
What? Where?
How?
Define
I wonder……
Maybe……
I can’t figure
out why……
One thing I don’t
get is……
The motive is……
Draw inferences during and after reading.
Visualizing
Word Inferred Meaning
Clues Sentence
weaklingCharlotte’s Web pg.3
runt reading on A weakling can’t help being born small.
squidThe Magic School Bus on the Ocean FloorPg. 10
type of fish picture The squid takes in water and forces it out to jet forward or backward.
Minna ShawThe Widow’s BroomPg. 1
name of character
capital letters Some of Minna Shaw’s neighbors don’t trust her.
When Summarizing
Remember to tell what is important.
Tell it in a way that makes sense.
Try not to tell too much.
Become aware of their thinking as they read
Monitor their understanding and keep track of meaning
Listen to the voice in their head to make sense of the text
Notice when they stray from thinking about the text
Notice when meaning breaks down
Detect obstacles and confusions that derail understanding
Understand how a variety of strategies can help them repair meaning when it breaks down
Know when, why, and how to apply specific strategies to maintain and further understanding
Readers should flexibly use strategies to:
Resources
http://www.slideshare.net/AliceTerwege/primary-word-work-training-revised-6142012 http://centerforeducation.rice.edu/slc/LS/30MillionWordGap.htmlhttp://www.eaieducation.com/pdf/104653.pdf http://www.readingrockets.org/article/word-study-instruction-k-2-classroom http://www.fcrr.org/staffpresentations/rhudson/word_work_rf_longisland_fcrr.pdf http://centerforeducation.rice.edu/slc/LS/30MillionWordGap.html http://www.planetesme.com/storytelling.html Clay, Marie M. Literacy Lessons designed for Individuals Part Two Teaching Procedures Heinemann 2005
Hale, Elizabeth, Readers Writing Lessons for Responding to Narrative and Informational Text Stenhouse Publishers 2014
Harvey, Stephanie, Goudvis, Anne Strategies that Work Teaching Comprehension for Understanding and Engagement Stenhouse Publishers2007
Strong, Richard W., Silver, Harvey F., Perini, Matthew J. Reading for Academic Success, 2-6 Differentiated Strategies for Struggling, Average, and Advanced Readers Corwin Press 2008
