k 2 reading institute rsu5
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K-2 Reading InstituteSusan Dee & Matt Halpern
K-5 Literacy StrategistsRSU 5 ~ Durham, Freeport, Pownal
~James Comer
“No significant learning can occur without a significant relationship.”
Line Cook vs. Master Chef
The Master Chef’s Kitchen
Immersion
Demonstration
Expectations
Responsibilities
Approximations
Practice
Feedback/Support/Celebrations
Zone of Proximal DevelopmentLev Vogotsky
Emergent ReadersPreschool~KindergartenAre interested in books and prints
Have strong oral language Use reading, writing, & oral language in their playAre starting to memorize rhymes & stories with predictable textCan recognize own name, names of family members, some signs in printCan name letters of alphabet Are starting to understand relation between letters & soundsAre starting to understand relations between printed & spoken wordsExperiment with writing
Initial Readers First ~ Second Grade
Are beginning to read with more independenceCan orally read with reasonable fluencyUse letter-sound associations, word parts, and context to identify new wordsListen to & discuss a wide variety of literature“Whisper” read Retell stories in sequenceUse reading & writing for various purposes Use strategies (rereading, predicting, questioning) when comprehension breaks down
Transitional Readers Second ~ Third Grade
Read with greater fluencyBegin to choose appropriate reading materials independentlyCan apply different strategies for different purposesReads silently without sub-vocalizingHad developed interests in specific books & topicsHave literal comprehensionCan recognize & discuss elements of different text structuresCan write stories with a beginning, middle, and end
“Each child demands from us an individualized and differentiated
approach with regard to the reading instruction we offer and the
personal connection we make.”
~Donalyn Miller
“Readers enjoy talking about books almost as much as they like
reading.”
What’s on your nightstand?
Components of Comprehensive Literacy Block
Read Aloud
Interactive Writing
Shared Reading
Word Study/Word Work
Workshop
Mini-lesson
Independent Reading/Writing
Sharing~ with whole group and/or partner
provides opportunities to model and practice the different word identification strategiespromote awareness that print is meaningfulbuild sight vocabularyhelp children see themselves as readersincrease all aspects of fluency (accuracy, rate, prosody, phrasing)
Shared Reading
Interactive WritingDemonstrates concepts
about print, early strategies, and how words work.Provides opportunities to hear sounds in words and connect sounds to letters.Helps children understand the decoding and encoding process in reading and writing.Increases spelling knowledge.
Emergent Reading
Engagement
Print Work
Fluency
Comprehension
Nonfiction/InformationFiction/Literature
Plot & SettingCharacter
Vocabulary & Figurative LanguageThemes &
Ideas
Main Idea
VocabularyKey Details
Text Features
ConversationWriting About
Readingfrom Reading Strategies
Book by Jennifer Serravallo