Literacy Coach Grantsburg School District
Promoting independence in reading
Nov 18, 2014
Are you a new or experienced teacher? Do you teach elementary or middle level reading? This presentation will help you take the guess work out of structuring your reading block so that you can help your students grow as readers. It is research based!
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Transcript
Billie Rengo
Literacy Coach
Grantsburg School District
What we learn with pleasure we never forget.
Alfred Mercier
PURPOSE
HOW MUCH TIME IS ENOUGH?
90 minutes a dayActual reading vs. activities about readingReading volume linked to achievementStruggling readers don’t read enough
WHAT DO THE EXPERTS SAY?
Fountas & Pinnell, Debbie Miller, Regie Routman, Gail Boushey & Joan Moser all agree…It’s not about keeping students busy.
Structuring your reading blockThe 5 literacy activities that
promote reading growth:
Independent readingRead with Someone
Work on WritingWord Work
Listening to Reading
THE BIG PICTURE
Fountas and Pinnell, Baer, Routman,Boushey & Moser
Books worth reading are worth re-reading.Holbrook Jackson
LOVE OF READING
READ TO SELF(Independent Reading)
30 minutes lower grades
45 minutes grades 3-6
The biggest factor in reading growth and achievement!
Fountas and Pinnell, Routman,Boushey & Moser
What a student has to say about independent reading
Supports reading comprehension
Promotes higher order thinking skills
Allows for independent
practiceProvides insight into each child’s thinking
WORK ON WRITING
COMPLIMENTS OUR CURRICULUM
Left: teacher example/modelingAbove: student reading
response letter
The gradual release process…
What a student has to say about their reading response journal
READ WITH SOMEONE
Helps students “become more self sufficient and less
reliant on the teacher for assistance”
Students taught to support each other’s decoding strategies and comprehension
Helps fluencyFountas and Pinnell, Routman,Boushey & Moser
What’s key?
Word families
Vocabulary
Sorting(recommended for Guided
Reading levels A-V)
WORD WORK (SPELLING)
Fountas and Pinnell, Baer, Routman,Boushey & Moser
Helps with fluencyPredictor of reading comprehension
Aids vocabulary development(more essential in earlier grades)
LISTENING TO READING
Fountas and Pinnell, Routman,Boushey & Moser
What literacy activities do
you currently have your
students do? What is the purpose?
REFLECTION
Miller
Introduce one activity at a timeSmall, repeated
amounts of practiceExplicit description
of behaviors I-charts
Every student receives
recognition and praise for doing the
right thing.
INGREDIENTS FOR INDEPENDENCE
Fountas and Pinnell, Routman,Boushey & Moser 1st grade
COMMONALITIES AMONGST GRADE LEVELS
2nd grade 3rd grade
CHARTS
5th grade class 6th grade class
Involve studentsTo become a better reader/writerEmphasize stamina and urgency
PURPOSE
Fountas and Pinnell, Routman,Boushey & Moser
WHAT DOES IT LOOK LIKE IN DIFFERENT GRADES?
WHAT DOES THIS ALL MEAN FOR YOU?
Structure of reading block
doesn’t changeAllows you to do running records, conference with
students, or work with small groups
ANALYZING RUNNING RECORDS
Powerful InformationStruggling ReadersIdentify
instructional needs
Design instruction
IN A GIVEN DAY…
I did running records to:Measure growth
See if a student had chosen a good fit bookSee if a student was
working towards their goal
See what strategies a student was applying
Identify future goals for students
IN ADDITION
Running records also:Prepare you for
discussions with parentsHelp you monitor
meaningPlan developmentally
appropriate word workGive students
grades/proficiency scores on report cards
Individualize instruction
DISTRICT USE
Big picture of student needs
Title I School Wide School
Shared responsibilityData turned in quarterlyWeekly running records done on students below
benchmarkRTI
REFLECTION
How do you currently use running records?
How would you like to use them further?
REFERENCES
Bear, Donald R., Marcia Invernizzi, Shane Templeton, and Francine Johnston. Words Their Way Word Study for Phonics, Vocabulary, and Spelling Instruction . 4th ed. Saddle River, NJ: Prentice Hall, 2007. Print.
Fountas, Irene, and Gay Su Pinnell. Guiding Readers and Writers Teaching Comprehension, Genre, and Content Literacy. Portsmouth, NH: Heinemann, 2000. Print.
Fountas, Irene, and Gay Su Pinnell. Guided Reading Good First Teaching for All Children. Portsmouth, NH: Heinemann, 1996. Print.
Fountas, Irene, and Gay Su Pinnell. When Readers Struggle Teaching that Works. Portsmouth, NH: Heinemann, 2008. Print.
Fountas, Irene, and Gay Su Pinnell. Word Matters Teaching Phonics and Spelling in the Reading/Writing Classroom. Portsmouth, NH: Heinemann, 1998. Print.
Boushey, Gail, and Joan Moser. The Daily 5. Portland, ME: Stenhouse Publishers, 2005. Print.
Miller, Debbie. Teaching with Intention Defining Beliefs, Aligning Practice, Taking Action. Portland, ME: Stenhouse Publishers, 2008. Print.
Routman, Regie. Reading Essentials The Specifics You Need to Teach Reading Well. Portsmouth, NH: Heinemann, 2002. Print.
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