grade level
Improve
Word knowledge
Fluency Comprehension
Its Different
Not an SOL prep class Will not read the same read literature read in English class
for reinforcement
Framework
Comprehension (50%) Magnificent Seven Reading Strategies TeachFirst Strategies Types of text Before, during and after reading strategies
Word Analysis and Vocabulary (25%) Word study Decoding and word attack Marzanos six step process Tier two words Flanagans article for content area vocabulary (informational text) Beck, McKweon, Kucan activities Fluency (25%) Timed repeated readings Readers theater Prosody and expression Rate Phrasal reading Choral readings with retellings
Materials to Use
Readers Handbook Content Area Textbooks Newspaper Novels (not read in English) Content Area Trade Books Magazines Internet (including online
books)
Leveled text Short stories Readers theater Poetry High interest material Content Area Reading Academy Toolkit
Above Grade Level Slightly Above Grade Level On Grade Level Approaching Grade Level Below Grade Level
Ongoing
Running records will be administered every
three weeks
Biweekly assessments
Running records Multiple choice comprehension assessments Writing assignments Projects Spelling Assessments
READING LEVELS
Students must read books that are appropriate for their reading level and interests INDEPENDENT 100% - 98% accuracy INSTRUCTIONAL 97% - 95% accuracy INSTRUCTIONAL 94% - 90% accuracy FRUSTRATION 90% and below
Independent
Instructional
reading level
During
reading level
During guided
practice This is where we want to work from the most GatesMacGinitie Reading Assessment
Word Knowledge
Increasing
students knowledge about the meaning and spelling patterns of words to help them improve fluency and comprehension
Word Sorts
Comparing and categorizing words by similarities in
Word Ladders
Manipulating words by adding or deleting letters
based on definitions The last word created is related to the first word created
Making Words
Making as many words as possible using the letters of
one word
or example 2.Students restate the description, explanation or example 3.Students construct an picture, symbol or graphic
them add to the knowledge of the terms in notebooks 5.Students discuss terms with peers 6.Students participate in games that allow them to play with the terms
McKweon, Kucan
Fluency
Goal
150 wpm by the end of the year
Read with appropriate expression and
Assessing Fluency
Running Record Map of a students reading Student reads text and the teacher notes errors, self-corrections, repetitions, re-readings, hesitations, and appeals for help. Focus on
what the child can do when reading what the child needs to learn to read better
http://ww2.chandler.k12.az.us/tarwater-elementary/teacherresource/Running%20Records.htm
Assessing Fluency
The
teacher can determine the reading progress of a child over time. The teacher can determine if text is appropriate Running record data sheet should be kept for each class
http://ww2.chandler.k12.az.us/tarwater-elementary/teacherresource/Running%20Records.htm
Errors
Substituted word
Substitutions Omissions
text
word
text
Insertions
Word
Word
Teacher-supplied
Notations
Word
read accurately
SC
Self-corrections Repetitions
Words repeated
Notations
Appeals Hesitation
A text
or end of time
3. Syntactic or sentence structure cues applying what is known about how our language goes together to identify words
http://ww2.chandler.k12.az.us/tarwater-elementary/teacherresource/Running%20Records.htm
9. Determine if the text is appropriate for the student. Choose the next level of reading material appropriate for the student.
Have
If
copy of the text is available, sit across from the student with a desk in between
text is unavailable sit next to the student to see the text
If
Lets practice
Lets listen Lets role play
Fluency Activities
Partner Repeated
reading Radio reading Readers theater Reading famous speeches, song lyrics, jokes
Paired
Two students reading together or taking turns Similar reading levels Same reading material Both students support each other
Two students reading together Students reading on different reading levels Stronger reader provides support to the other student
Choral Reading
Read Aloud
All students read together at the same time and pace Provides support for students who have difficulty reading
Teacher reading aloud to students Use text 1 or 2 grades levels above their grades to improve listening comprehension Model of fluent reading
Repeated Reading
Students
Readers theater
Say it Like the Character
405
419
420
w ords read in 3 minutes
Radio Reading
Goal is for students to read their passage to an audience as fluently as a radio announcer
Radio Reading
Choose passages or parts of a passage for students to read, have them pre-read the passage silently.
Model for the students how to read the passage with fluency and expression. Assign parts of the passage to the students.
Radio Reading
Ask the students to practice reading their parts. Students will read their passage in order to the audience. Students can create questions about their part of the passage and discuss them after they complete the radio reading.
Readers Theater
Students rehearse and perform a play for peers or others
They read scripts adapted from books rich in dialogue Students play characters or narrator Provides readers with a legitimate reason to reread text and practice fluency Promotes cooperative interaction with peers Makes the reading task appealing
Readers Theater
Letter to DAR Eleanor Roosevelt
Comprehension
. . . the process of simultaneously extracting and constructing meaning through interaction and involvement with written language.
from The RAND Report
analytic ability, inferencing, visualization ability Motivation Various types of knowledge (vocabulary, domain and topic knowledge, linguistic and discourse knowledge, knowledge of specific comprehension strategies)
from The RAND Report
Making connections
Ask Questions
Reading is thinking Students ask questions before, during and after reading To clarify and gain understanding
Of author and of themselves
Visualize
Create a picture in your head What
are you doing? do you see? do you smell? do you feel?
Visualize
live
Dolphins
eat
description
Drawing inferences
What is known + clues from the text = judgment
Reading Must find proof
Synthesize Information
New information + existing knowledge = new ideas Summarizing and predicting Employers want this
Monitor Comprehension
That doesnt make sense.
Fix It List
Make connections Make predictions Stop and think Ask and answer questions Reflect in writing
Use text clues Retell Reread Look for text patterns Adjust reading speed
Literature Circles
Independent reading book clubs Students have roles Read a book as a group and discuss the book based on their role Students can work together to respond to the book
Writing Activities
Journal writing Lit. log Rewriting poetry changing sounds in the words Book Reports
E. Book reports
Synthesize information
Research projects
Framework
Comprehension (50%) Magnificent Seven Reading Strategies TeachFirst Strategies Types of text Before, during and after reading strategies
Word Analysis and Vocabulary (25%) Word study Decoding and word attack Marzanos six step process Tier two words Flanagans article for content area vocabulary (informational text) Beck, McKweon, Kucan activities Fluency (25%) Timed repeated readings Readers theater Prosody and expression Rate Phrasal reading Choral readings with retellings
Data activity
Purpose- We must do something with the
data.
create groups, find instructional level material
group instruction
group
You
Potential Materials
Potential Materials
Virginia State Reading Association National Title I Conference International Reading Association
tjohnson5@richmond.k12.va.us
lsmith@richmond.k12.va.us