Post on 11-Jan-2016
transcript
Putting Reading First Building Blocks for Teaching Children to Read
Erika Alleyne
Powerful Motivator For Reading Children are curious about their world!
• Support & Increase Achievement• Advancements in technology & information put
literacy demands on all readers• State/national standards call for children to be
effective readers of information• Standardized tests utilize informational text to measure children’s literacy achievement
Open Court Lesson
Components Unit Theme & Explorations
Preparing to ReadPhonics & Word Knowledge
Reading and RespondingVocabulary/Reading
Selections
Language ArtsLessons
Workshop
Open Court Reading Time Allocations Careful weekly planning will determine which components will be taught in each band daily.
KindergartenFirst Second-Third Fourth-Fifth
Preparing to Read- Green BandWarming Up- 5 minutesPhonological Awareness- 15 minutesAlphabetic Knowledge- 20-30 minutesReading the Book- 10 minutesReading a Pre-Decodable- 10 minutesReading and Responding-Red BandBuild Background- 5 minutesPreview and Prepare- 5 minutes or
lessSelection Vocabulary- 5 minutes or
lessReading the Book-10-15 minutesDiscussing the Selection- 5 minutesStory Crafting (every 4th lesson of 5
day planner)- 25 minutesLanguage Arts- Blue BandWord Analysis- 5 minutesWriting Process-10-15 minutesEnglish Language Conventions-10
minutes or lessTotal Daily: 150 minutes
Preparing to Read- Green BandPhonics and Fluency Blending-15-20 minutes Dictation- 10 minutes Reading a Decodable- 10-15 minutes Workshop- -20 minutes Teacher Re-teach Small Groups Student Applications Student Fluency Practice Teacher Pre-Teach Small
GroupsReading and Responding-Red BandBuild Background-5 minutesPreview and Prepare-5 minutesSelection Vocabulary-5 minutesReading the Selection (Strategies and
Skills)- 20 minutesDiscussing the Selection-10 minutesReview Selection Vocabulary-5
minutesSupporting the Reading- 15 minutesLiterary Elements-10 minutesWorkshop- 20 minutes Student Fluency Practice Student Application Student Fluency Practice Teacher Re-teach Small Groups Teacher Confer w/ groups About
Writing Language Arts-Blue BandWord Analysis/Spelling- 5 minutesWriting Process Strategies- 15-20
minutesEnglish Language Conventions- 10
minutes or lessTotal Daily: 150 minutes
Preparing to Read- Green BandWord Knowledge
Reading the Words and Sentences-15 minutes
Developing Oral Language-10 minutes
Phonics and Fluency (Units 1-3 only) Blending-15-20 minutes Dictation- 10 minutes
Reading a Decodable-10 minutesWorkshop-20 minutes
Teacher Re-teach Small Groups Student Applications
Student Fluency Practice Teacher Pre-Teach Small Groups
Reading and Responding-Red BandBuild Background-5-10 minutesPreview and Prepare-10 minutesSelection Vocabulary-10 minutes
Reading the Selection First Read
(Strategies)- 30 minutes Second Read (Skills)-20 minutesDiscussing the Selection- 10-15 minutes
Review Selection Vocabulary-10 minutesSupporting the Reading-10-15 minutes
Literary Elements-10 minutesWorkshop- 20 minutes
Student Fluency Practice Student Application
Student Fluency Practice Teacher Re-teach Small Groups Teacher Confer w/ groups About
Writing Language Arts- Blue Band
Word Analysis-10-15 minutesWriting Process Strategies- 20-25 minutes
English Language Conventions-15-20 minutes
Total Daily: 150 minutes
Preparing to Read- Green BandWord Knowledge
Reading the Words and Sentences- 15 minutes
Developing Oral Language-10 minutes
Workshop- 20 minutes Teacher Re-teach Small Groups
Student Applications Student Fluency Practice
Teacher Pre-Teach Small GroupsReading and Responding-Red Band
Build Background- 5-10 minutesPreview and Prepare-10 minutesSelection Vocabulary-10 minutes
Reading the Selection First Read (Strategies)-30 minutes
Second Read (Skills)- 20 minutes
Discussing the Selection-15 minutesReview Selection Vocabulary-10 minutesSupporting the Reading-10-15 minutes
Literary Elements-10 minutes
Workshop- 20 minutes Student Fluency Practice
Student Application Student Fluency Practice
Teacher Re-teach Small Groups Teacher Confer w/ groups About
Writing Language Arts – Blue Band Word Analysis-10-15 minutes
Writing Process Strategies- 20-25 minutesEnglish Language Conventions-15-20
minutes Total Daily: 150 minutes
Alignment Model
Achieved
Stanford 10 & MSA
Intended Curriculum
VSC
Delivered
Reading/Language Arts VSC/OCR Alignment and
Pacing Guide
How is the VSC labeled?
1.0 Standard
A. Topic
1. Indicator
a. Objective
> Assessment Limit
Assessment Limit
An assessment limit is the“least that can be taught” and
“the most that can be assessed.”
Daily Planning with the VSC
The “standard” and the “topic” assist in locating specific skills based on types of reading.
Teachers will use the “objective” for daily instruction keeping in mind the “indicator” and the “assessment limit.”
Explicit Instruction
I DO: Explain, model, think-aloud
WE DO: Student engagement• Guided practice• Immediate corrective feedback
YOU DO: Independent application• small, flexible group instruction
Identify the Objective
3.0 Comprehension of Literary TextA. Comprehension of Literary Text
2. Analyze text features to facilitate the understanding of literary text
b. Identify and explain how graphic aids such as pictures and illustrations, punctuation, print features contribute to meaning
In the text or a portion of the text
Analyze the VSC Objective:
Looking at the objective and the assessment limit, list all of the
words that cue what to teach.
Identify and explain how graphic aids such as pictures and illustrations, punctuation, print features contribute to meaning
In the text or a portion of the text
To achieve success with this indicator students must know the following:
• Identify• Explain • Pictures• Illustrations• Punctuation• Print features• Contributions to meaning• Text• Portion of text
Scaffolding Objectives
How would this objective be taught?
Explain how illustrations contribute to meaning• Define illustrations• Identify illustrations in the text• Explain how illustrations are used in the text• Explain how the illustrations help in
understanding the text
Best Practice
Less More
Whole class, teacher directed instruction
Student passivity
Experiential, inductive, hands-on learning
Active learning
Best Practice: Seven Structures
– Reading as Thinking
– Representing-to-Learn
– Small Group Activities
– Classroom Workshop
– Authentic Experiences
– Reflective Assessment
– Integrative Units
Reading as Thinking
• Interactive• Constructive• Strategic
Examples:– Brainstorming– Mapping– Questioning– KWL
Representing-to-Learn
• Active construction of knowledge• Transferring ideas between
mediums for deep understanding
Examples:• Journals, logs, sketchbooks• Free writing, mapping, webbing• Variety of expressions; music,
visual, etc.
Small Group Activities
• Makes learning active• Stresses
collaboration/teamwork• Preparation for real-life
experiences
Examples:• Buddy reading, lab partners• Peer response/editing groups• Literature circles
Classroom Workshops
• Class as studio or lab• Student choice of topic• Process orientation – scientific
process, writing process
Examples:• Folder/portfolio work
• Mini-lessons with teacher modeling
• Sharing, presenting, exhibiting
Authentic Experiences
• Bring school to life• Community connections• Invite world in – take students out
Examples:• Speakers in classroom
• Primary source books
• Field trips, visits
• Service projects
Reflective Assessment
• Student reflection, self-assessment
• Multiple measures• Formative assessments
Examples:
– Portfolios
– Performance assessments with scoring rubrics
– Student-led conferences
Integrative Units
• Focus on broad problems, issues, themesacross subjects, disciplines
• Incorporates student interest• Creates extended inquiries
Examples:– Thematic Units– Problem-based learning– Integrated programs (American
Studies and Whole Language)
Reading Writing
Less MoreLess More
Best Practice Strategies that Work
Increased Student Achievement
Break-out
A Model for Aligning Instruction
1. Identify the standard, topic, indicator, objective, and assessment limit
2. Develop the lesson objective
3. Develop the formative assessment and sample exemplary response
4. Explicit Instruction
5. Identify before, during, and after reading strategies
What is differentiated instruction?
Differentiated instruction is when the teacher
• Proactively plans
• Uses varied approaches
• Responds to student differences, interests and learning needs
Supporting Differentiating Instruction
• Phonemic awareness
• Phonics
• Fluency
• Vocabulary
• Text comprehension
Five Components ofComprehensive
Reading Instruction
Oral Language Development
Background Knowledge
Phonics
Fluency
Vocabulary
Comprehension
PhonemicAwareness
What is Workshop? • flexible grouping•purposeful activities that reinforce and extend the instruction in Open Court•independent and collaborative work •working with small groups, conferencing with students, and/or doing formal and informal assessments
Differentiating InstructionSmall Group Guided Instruction
• Copy goes here
Workshop Areas Focusing on Literacy
• Writing Area• Listening Area• Reading Area• Computer Area• Games-Activities Area• Fluency Area• Research/Investigation Activities
Workshop: Teacher Activities
• Pre-teach or re-teach a lesson from the Green or Red Band.
• Pre-teach using lessons in the Intervention Guides• Re-teach using Reteach and Intervention suggestions
in the teacher’s edition.• Conference with individuals or small groups about
their their inquiry activities.• Listen to students read decodables and other books.• Assess fluency.• Observe students.
Look Fors
• Scaffold instructional objective aligned to the VSC objective
• Multiple levels of cognitive demand in the instruction
• Vocabulary instruction aligned to the VSC skill• Use of all types of text including informative• Use of formative assessments aligned to the
objective with a sample response
Resources
Questions & Evaluation
Thank You!