Session 3REFINING YOUR

READING WORKSHOP

Using assessment information to inform instruction

Making instructional decisions from data

Prompting for acceleration

AGENDA

Instructional Decisions from our assessments

WHAT DOES THIS MEAN FOR INSTRUCTION FOR

THIS STUDENT?

Follow Kulsum as she reads BubblesSample Assessment Conference System 1

Follow along on the completed FP markings.

Analyze the miscues.

What decisions can you make as a teacher for Kulsum?

DO AN F&P

“If the only tool you have is a hammer,you will see every problem as a nail.”

- Maslow

8 INSTRUCTIONAL DECISIONS FROM

RUNNING RECORDS

Solving WordsMonitoring and

CorrectingSearching for

and using Information

Maintaining Fluency

Adjusting

PredictingMaking

Connections and Asking Questions

InferringSynthesizingAnalyzingCritiquing

WHAT TOOLS DOES THE CHILD USE TO MAKE MEANING FROM TEXT?

INDEPENDENT LEVEL: A-K 95 – 100% L-Z 98 – 100%

“High success reading” Book boxes

INSTRUCTIONAL LEVEL:A-K 90 – 94% L-Z 95 – 98%

Guided small group Instruction Intervention groups

FRUSTRATION LEVEL: A- K Below 90% L-Z Below 95%

To be avoided

DECISION 1: IS THIS TEXT LEVEL INDEPENDENT, INSTRUCTIONAL, OR

FRUSTRATION?

TOOLS THEY NEED: Tools for Strategy instruction: Word Solving (Phonics – word parts)

“Does that look right?”

DECISION 2: ARE THEY USING VISUAL CUES?

TOOLS THEY NEED:

Tools for strategy instruction: Monitoring and Correcting

“Do we say it that way?”

HINT – Think - Mad Libs

DECISION 3: ARE THEY USING STRUCTURE CUES?

TOOLS THEY NEED:

Tools for Strategy Instruction: Word Solving (context clues)

“Does that make sense?”

DECISION 4: ARE THEY USING MEANING CUES?

TOOLS THEY NEED:

Goal is close to a 1:1 ratio.

Tools for Strategy Instruction: Monitoring and Correcting

DECISION 5: IS THE CHILD SELF-CORRECTING?

TOOLS THEY NEED:

Maintaining fluencyAdjusting rate, expression, phrasingShared ReadingReader’s Theater

DECISION 6: IS THE CHILD READING WITH FLUENCY?

TOOLS THEY NEED:

Within the Text

Tools for Strategy Instruction: Summarizing, searching for and using information

DECISION 7: IS THE CHILD ABLE TO RETELL THE STORY?

TOOLS THEY NEED:

Beyond the Text

Strategy Instruction: Predicting, connecting, inferring, synthesizing

DECISION 8: IS THE CHILD ABLE TO MAKE PERSONAL MEANING?

Who else needs these tools?

Small Group Instruction and Planning

DECISION 9: ARE THERE OTHER CHILDREN WITH THESE PATTERNS OF ERRORS?

What are the 2 areas of need for the student at this time?

How could you use this organizer to create groups within your classroom?

INTERVENTION ORGANIZER

Do GabrielRecord oral readingScore comprehensionAnalyze readingDetermine instructional implications

ANALYZE ANOTHER FP

PROMPTING

PROMPTS TO SUPPORT STRATEGIES

To support control of early reading behavior

Read it with your finger (V) Do you think it looks like __________? (V) Did you have enough words?(V) Did it match?(V) Did you run out of words?

(V) Read that again and start the word

To support self-monitoring behavior

Why did you stop? It could be __________, but look at

________. (V) Where's the tricky work? (after error) Try that again. Were you right?

PROMPTS TO SUPPORT STRATEGIES

PROMPTS TO SUPPORT STRATEGIES

MEANING CUESTry that again. You said__________. Does that

make sense? Look at the picture. What might happen next, in the

story? Did that make sense? What would make sense? Try __________, would that make

sense?

STRUCTURE CUESDoes it look right? Can you say it that way? What would sound right? Try __________. Would that sound right?

Prompts to Support Strategies

VISUAL CUESDoes it look right? What do you expect to see at the beginning? at the

end? Do you know a word like that? What does it start with? Can you say more than that? What do you know that might help?

PROMPTS TO SUPPORT STRATEGIES

Check the picture. (M) What could you try? Try that again and think what would make sense?

(M) Do you know a word that starts with those letters?

Ends with those letters? (V) Check it. Does it look right and sound right to you?

(MSV) What part do you know? (V) What do you know that might help?

PROMPTS TO SUPPORT STRATEGIES

CROSS-CHECKING CUES

You're nearly right. Try that again. I liked the way you worked that out. You made a mistake. Can you find it? Something wasn't quite right

PROMPTS TO SUPPORT STRATEGIES

SELF-CORRECTION CUES

With a partner look back at Kulsum’s running record.Closely analyze each error.Decide what type of prompting you would use for

each error she made. Use the prompts on p. 101 and 103 to help you.Look at p. 104 – 105 to see what behaviors they are

using.

PROMPTING ACTIVITY