implementing a reading program
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Implementing a ReadingProgram
Lindsay Noren
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The Reading Process
Literacy learning is a social process
Literacy learning is integrated
(strong relationships between oraland written language)
Literacy learning requires active
student engagement in classroomactivities (motivation)
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Oral LanguageDevelopment
Children hear words andsentences and developunderstandings aboutlanguage long beforethey come to school
“My mom telled me thestory already.”
Frequently read aloudfrom children’s books,nursery rhymes and
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Print Knowledge
Directionality (left to right, top tobottom)
Meaning (Print has meaning, notillustrations)
Speech to print match (One spoken
word matches one written word)Spacing (Words have spaces before
and after)
Book concepts (Authors, illustrators,
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Phonemic Awareness
Develops overtimeand has a “casualreciprocal
relationship toreading”
Awareness and
manipulation of individual sounds
Decoding
Kids with strong
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Phonics
Relationship betweenthe letters in writtenwords and the
sounds in spokenwords
Visual directions to
the readerM is the initial sound
in milk or money
Mad/made
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Instant WordRecognition
Sight words
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Fluency
Read with speed, accuracy, andexpression
Get away from timed readingsDeveloped best in repeated
readings, poetry, and reader’s
theatre
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Vocabulary Development
Students should beactive in developing
their understanding of words and ways tolearn them
Students shouldpersonalize wordlearning
Students should be
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Comprehension
Predicting
Asking
questions
Makingconnections
Makinginferences
DeterminingIm ortance
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ComprehensionContinued Teach decoding
skills
Teach students toevaluate decodingaccuracy
Teach vocabularymeanings
Encourageextensive (orrepeated) readings
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Spelling and Grammar
Inventedspelling = good
Spelling shouldbe differentiatedas kids developat differentpaces
Grammar shouldnot be taught asan isolated skill
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Motivation
Critical Component!
Teachers can help motivate their
students byShowing that they care about theirstudents
Helping students understand theirpersonal and academic problems
Manifesting excitement about reading
Adapting instruction to meet individual
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Balanced Literacy
Producing literate citizens of the21st century
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Reading Aloud (Teacher reads
selection aloud to class)
Provides model of fluent reading
Develops sense of story
Develops vocabulary
Encourages prediction
Builds a community of readersDevelops active listening
** Accountable Talk**
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Shared Reading (Teacherand students together)
Demonstrates awareness of text
Develops sense of story
Promotes reading strategiesDevelops fluency and phrasing
Increases comprehension
Encourages politeness and respect
G id d R di (T h
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Guided Reading (Teacherintroduces text at student’s
instructiontal level)Promotes reading strategies
Increases comprehension
Encourages independent readingExpands belief in own ability
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Guided ReadingOverview Teacher carefully selects books that
match student’s needs, interests,and abilities
Teacher acts as facilitator who setsthe scene, arouses interest, andengages students in discussions
Reading by the students (Not roundrobin)
Teacher closely observes, monitors,and evaluates wa s in which
I d d t R di
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Independent Reading(Students read independently attheir own level)
Encourages strategic reading
Increases comprehension
Supports writing developmentExtends experiences with a variety of
written texts
Promotes reading for enjoyment andinformation
Develops fluency
Fosters self confidence by reading
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(Teacher and students collaborateto write text; teacher acts as
scribe)Develops concepts of print
Develops writing strategies
Supports reading developmentProvides model for a variety of writing
styles
Models the connection among andbetween sounds, letters, and words
Produces text that students can readinde endentl
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(Teacher and students composetogether; Students do some of the
writing)Provide opportunities to plan and
construct texts
Increases spelling knowledgeProduces written language resources in
the classroom
Creates opportunities to apply whathas been learned
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Independent Writing(Students write independently)
Strengthens text sequence
Develops understanding of multipleuses of writing
Supports reading development
Develops writing strategies
Develops active independence
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Balanced Literacy (2-2.5Hour Block)
Read Aloud (10-15 Minutes)
▪ Review previously taught skills and strategies orally
▪ Use a higher level listening comprehension book
▪ High interest
Shared Reading/ Reading Minilesson (10-15 Minutes)
Teach and model new concepts using authentic text
K-2 Big Books, Poems, Songs
3-5 Multiple copy books, Texts projected
Guided Readin (15-20 Minutes/Grou )
a ance teracy n t e
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a ance teracy n t eReal World (AKA My classroom
where I have 90 minutes)10 Minute Read Aloud
10 Minute Reading Mini Lesson
30 Minute Independent ReadingGuided Reading
Kidbiz
Sometimes partner reading
10 Minute Writing Mini Lesson
20 Minute Independent Writing
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Possible Misconceptions
Mandatory sustained silent readingon a daily basis
Teacher provides little or noopportunity for reflection, response,and sharing
Teacher control of choicesGuided reading– how do I do this?
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Literacy ClassroomEnvironment (K-2)
Word Wall
Alphabet
chartSongs
Posters
InteractiveWriting
Poem chart
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Literacy ClassroomEnvironments (3-5)
Word Wall
Anchor charts
Rubrics
Checklists
PoetryLabels
Shared writing
Books
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Classroom Libraries
Big BooksBaskets of books sorted
by author, theme,
series, genre, etcBooks arranged by level
Browsing boxes
Poetry
Class published books
Novels
d l f
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Adolescent Learners of Today
First generation to grow up fully linked tothe internet
30% of adolescents are not graduatingfrom high school
45-50 % of black, Hispanic, and AmericanIndian students score below the basiclevel on the National Assessment of Educational Progress (NAEP)
Conclusion: Make sure EVERY student inmiddle and hi h school is receivin
o esce ear s
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o esce ear sTeaching in the Content
AreasDirect, explicit comprehensioninstruction imbedded in authenticcontent
Literacy practices aligned withassessment evidence
Access and opportunities to a widevariety of text materials acrossgenres
Curriculum that provides appropriate
R di S i li
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Reading Specialists atthis level…
Serve as a resource to classroomteachers by suggesting strategies orco-teaching lessons
Help teachers rewrite lesson toincorporate literacy strategies
Help teachers collaborate acrosscontent areas
Coordinate standardized and
informal assessments
ea pec a s s
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ea pec a s scon’t…
Assume a proactive role in helpingteachers form like minded studygroups
Assist the counselor to better matchthe literacy demands of jobs withtraining and educational advice
Assisting teachers in securingoutside funding for literacyincentives and endeavors