Reading strategies flip book teacher's meeting
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Jennifer Evans Assistant Director ELA St. Clair County RESA [email protected] http://www.protopage.com/evans.jennifer
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Transcript of Reading strategies flip book teacher's meeting
Jennifer EvansAssistant Director ELASt. Clair County RESA
[email protected]://www.protopage.com/evans.jennifer
Agenda
What:
Reading Strategies Flipbook
Why:
To support Teachers With Instructional
Decisions
How:
Practice Observing Reading Behaviors
Regie Routman…Conversations
“There must be a match between what we teach and the child’s needs, interests, engagement, and readiness to learn. It takes a knowledgeable teacher, not a program from a publisher, to determine and assess what needs to be directly taught and how and when to teach it.”
Variation in Amount of Independent Reading
Percentile Rank Minutes/Day Reading Words/Year
98 67.3 4,733,000
90 33.4 2,357,000
70 16.9 1,168,000
50 9.2 601,000
30 4.3 251,000
10 1.0 51,000
2 0 8,000
Using Your Reading Strategies Flip-Book
Determine the reading stage
Think about what you observed:
What does the student do
well?
What does the student use but
confuse?
What does the student not
know?
Characteristics of Readers
Emergent
Early
Transitional
Self-Extending
Advanced
See Reading Strategies Flip Book
Emergent
Pre K – 1 (Levels A-B)
Rely on language and meaning as they read simple texts with only one or two lines of print.
Are beginning to control reading behavior, such as matching spoken words, one by one, with written words on the page.
Early
K-2 (Levels B-H)
Have achieved control of early behaviors such as reading from left to right (directionality) and are beginning to do some reading without pointing.
Have acquired a core of frequently encountered words.
Can read books with several lines of print, keeping the meaning in mind and solving simple words.
Transitional
2-3 (Levels H-M) 3-4(Levels M-R)Have early behaviors well under control and can read texts with many lines of print.
Use multiple sources of information while reading for meaning.
Read fluently.
Do not rely heavily on pictures.
Have a large core of frequently used words they can recognize quickly and easily.
Are working on solving more complex words through a range of word analysis techniques.
Self-Extending
4-6 (Levels R-Y)
Make use of all sources of information flexibly in a smoothly orchestrated system.
Can apply strategies to reading longer, more complex texts.
Have a large core of frequently used words.
Can solve many other words, including multi-syllable ones, quickly.
Are still building background knowledge and learning how to apply what they know to longer, more difficult text.
Portrait of a Reader – Learn NC
http://www.learnnc.org/lp/editions/readassess/1302
- Rosalie – Emergent
- Ben – 4th grade
At The Zoo https://www.youtube.com/watch?v=qEd-
mZsCVg8&list=PLFC2DC18916C8664E&index=10
What stage of reading development?
What behavior did you observe?
What would you say?
What instructional decisions would you make?
1:23
What stage?
What did you observe?
What would you say?
What instructional decisions would you make?
5:08
A Candy House
Clifford
What stage?
What did you observe?
What would you say?
What instructional decisions would you make?
2:49
What stage?
What did you observe?
What would you say?
What instructional decisions would you make?
:40
Abby K.
The Big Bad Wolf
What stage?
What did you observe?
What would you say?
What instructional decisions would you make?
4:54
Questions?
