Welcome to Class 2-F14 Please have handy

Story/Learning Activity Inventory Class List HW Reading Guide

Tompkins – Chapters 1 and 2

Please turn in Introduction Assignment

If you have not done so already

Story and Learning ActivityShared Reading

- See Tompkins, page 129 (6e)

Me Gustaría Tener Written by Alma Flor Ada

Steps in Shared Reading1. Pre-Reading

Introduce the text Activate prior knowledge, discuss topic Show cover, title, author and discuss Make predictions

2. Reading Encourage students to participate Model fluent, phrased reading Use dramatic style

Steps in Shared Reading 3. Responding

Guided questioning “What would happen if…?” and “What did this book remind you of?”

Students may respond orally, by drawing or by writing Students share their responses

4. Re-Read the text Teacher & students read together Students read with partners Listening Center

Note: EACH RE-READ SHOULD BE PURPOSEFUL.

Subsequent Readings Re-readings of the same text serve a

variety of purposes: 1st reading can be for enjoyment 2nd reading can focus on extending

comprehension 3rd reading might focus attention on

language 4th reading might focus on word

identification skills

Steps in Shared Reading 5. Exploring

Re-read text, using small books Teach mini lessons on strategies and skills

Use book to explore directionality, text format, sentences, words, letters, sounds, etc.

Can focus on word analysis and/or comprehension strategies Add important words to the word wall Provide other texts by same author and/or on same theme

6. Applying Students compose, imitating text pattern Extend understandings through activities such as drama,

movement, singing, art…

Student Involvement Choral read Echo read Cloze read Dramatic read Turn and talk Mouth the words I read-You read/You read-I read

Engaging Materials

Texts for Shared Reading Big books so children can see text Texts at students’ instructional reading level Predictable texts

Rhyme Rhythm Repetition Cumulation Sequence

Benefits of Shared Reading Demonstrates

Phrased, fluent reading (prosody) The process of reading extended text The use of reading strategies

Builds a sense of story & ability to predict Creates opportunities to engage in reading

behaviors with the support of a community of readers

Involves students in an enjoyable and purposeful way

Please take out your Chapters 1 and 2 Reading Guide

Essential Question:

Q1: What is the goal of reading?

Principle 2: Cueing Systems

Understanding the cueing systems is important for

assessment and instruction

Q2: What are…? What are the 4 cueing systems?

Phonological Cueing System Syntactic Cueing System Semantic Cueing System Pragmatic Cueing System

Phonological System What is the definition?

What are applications – examples of why this is important to teaching children how to read?

Syntactic System What is the definition?

What are applications – examples of why this is important to teaching children how to read?

Semantic System What is the definition?

What are applications – examples of why this is important to teaching children how to read?

Pragmatic System What is the definition?

What are applications – examples of why this is important to teaching children how to read?

Skills and Strategies

Q3: At this point, what is your understanding of the distinction?

Principle 4: Balanced Approach

The “multivitamin” approach…

Q4: What have you seen? Reading Phonemic Awareness and Phonics Literacy Skills and Strategies Vocabulary Development Comprehension Oral Language

Principle 8: Assessment - Instruction

Assessment informs instruction

Q5: Assessment tools…? What are some assessment tools you

have seen or used?

What information can each yield to inform your teaching?

Types of Reading

Q6: Which have you observed or experienced?

Types of Reading Read Aloud (Modeled Reading) Shared Reading Guided Reading Partner Reading Independent Reading

A word about independent reading…

I PICK This is something we learned from our

colleague Terri Hooson who teaches 3rd/4th grades at Ventura Charter School.

It is a way to help young readers select appropriate “good fit” books.

I PICK

Five Finger “Tips”

5 words?...Wave Goodbye!

How to build a

classroom library?

Wish Fish

Birthday Book Donation

Goleta & Carp. Libraries have great deals on used books!

Planned Parenthood Used Book Sale

Friday, September 19– Sunday, September 28

Earl Warren Showgrounds, Santa Barbara

Assignments Grid

Word Analysis Lesson

Comprehension Learning Segment

Literacy Assessment

Evaluation of Student Performance: Assignments

Assignments Grid

Overview of Assignments

Literacy Assessment

Chapter 1:

Introduction and Dispositions

Toward Literacy

Literacy Assessment: Chapter 1

Introduction and Dispositions 1A. Selection of Student

How and why did you select this student? What are your specific questions about this

student?

Literacy Assessment: Chapter 1

Dispositions Toward Literacy 1B. Classroom and School Observations

Observe students over time in various contexts such as SSR, Language Arts, ELD, Math, playground, lunchroom, etc.

Use some form of descriptive note taking. Be sure to support all interpretations with

evidence.

Literacy Assessment: Chapter 1

Dispositions Toward Literacy 1C. Discussions/Interest Inventories

Use interest inventories Sample interest inventories – Chapter 1 Tools

1D. Parent Interviews If possible, interview an adult who lives with this

child. Sample questionnaires – Chapter 1 Tools

Literacy Assessment: Chapter 1

Dispositions Toward Literacy 1E. Student’s Oral Language

Because there is a strong correlation between oral language and print literacy development, you will need to collect data regarding your student’s oral language(s) – both at home and at school.

You can use observation and interviews, as well as documents such as the Home Language Survey and CELDT

Reading Observation Please observe a reading lesson.

What language/literacy skills are students learning (new)?

How is it being taught (teaching strategies)?

How is student learning being assessed (learning activities)?

Homework Read:

Tompkins Chapter 7: Expanding Academic Vocabulary (pp. 214 – 246)

Skim: Literacy Assessment Assignment Tompkins Chapter 4: Working with Youngest Readers (pp. 104-132)

For Class 3: HW Reading Guide – Chapter 7 Download Lesson Design Frame Observation of Reading Instruction (details on website) Continue to collect data for Lit Assessment student Begin to draft Chapter 1 of Lit Assessment