wk7 guided reading oct.20.14
TRANSCRIPT
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Topic 7: Guided Reading & Assessing Reading
October 20, 2014
Last Class
• Reading strategies: decoding words, comprehension, genre, assessment (35)
• Conversations – Afflerbach et al. (25)• Feedback/PLS (5)• BREAK• Reading strategy activities (35)• Modeled Strategy Lesson – booktalks (30)
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TODAY• Intro (5)• Interactive Lesson on Guided Reading (35)
• Professional Learning Conversations (30)
• BREAK (10)• Create a guided reading lesson (30)
• Modeled Strategy Lesson (30)
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STOP
• Too much information on SAKAI• Confusion (assignments, in class, group work)
• Using same books (lit circles)
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START
• More reading strategies• Class time for group work + digital tools
• Discussing assessment tools• Changing up groups• Providing support for assignments
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CONTINUE
• Group time + facilitation• Posting resources + sharing ideas
• Modeling• Reminders + recap• Breaks (but healthy?)• Using technology (but smartboard…?)
• Lit circles
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Assessing ReadersOne important thing about guided reading is
One question about guided reading is
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Assessment Practices• CONFERENCING
• WORK SAMPLESologs and responses to literature o informal reading inventorieso running records & miscue
analysiso Portfolios
• OBSERVATIONS
Copyright © 2013 Nelson Education Ltd.
Copyright © 2013 Nelson Education Ltd. 9
WORK SAMPLES
• Informal Reading Inventorieso Include levelled/graded word lists and
passages with comprehension questions o Passages are read orally and silently until
a standard is found for accuracy (<90%) and comprehension (<70%)
o Estimates a reader’s reading achievement and instructional reading level
o Use only occasionally for specific purposes
o Article to critically analyze and select an Informal Reading Inventory:
http://www.readingrockets.org/article/23373/
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It all started with… Marie Clay
• Observing readers and writers• What can readers and writers do?
Concepts of Print video
Copyright © 2013 Nelson Education Ltd. 11
Copyright © 2013 Nelson Education Ltd. 12
WORK SAMPLES
• Running Records: miscue analysis and comprehension
o assessment of oral reading fluency and comprehensiono oral reading can guide instruction and match readers to text o tracks readers’ growth in using meaning and print cues to
reado perform a running record on levelled trade books (with
generic tracking forms) or kits designed for them (PM Benchmark or Developmental Reading Assessment [DRA])
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Let’s try a running record…
1. Review the handout, “Running Records”2. Familiarize yourself with the recording
sheets3. Listen carefully to Amanda and make the
notations4. What questions would you ask her to
assess comprehension?
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Fluency and Comprehension
• “Fluency is the ability to read accurately and effortlessly with appropriate expression and meaning.” Timothy Rasinski (2003)
• Strong correlation between the two: fluency promotes comprehension; comprehension promotes fluency
• What instructional implications does the running record suggest?
Copyright © 2013 Nelson Education Ltd.
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Fluency Instructional Implications
If learners:• make letter-sound (visual) miscues, provide
decoding strategies
• rely heavily on letter-sound (visual) cues and make meaning miscues, emphasize the use of context cues
• make syntactic miscues, consider a reader’s oral grammar that they might be relying on
Copyright © 2013 Nelson Education Ltd.
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Comprehension Instructional Implications
If learners:
• have difficulty answering factual questions, provide strategies for locating information in text and using text structures
• have difficulty answering inferential questions, provide prompts for connecting text to their experience and strategies for using their knowledge to make meaning
Copyright © 2013 Nelson Education Ltd.
Guided reading
http://hil.troy.k12.mi.us/staff/bnewingham/myweb3/2005-2006%20Photos/Reading%20Workshop/Guided%20Reading/guided.JPG
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Copyright © 2013 Nelson Education Ltd. 18
How do we get to Guided Reading Groups?• Determine easy, instructional, and
frustration levels• Chart the whole class• Form groups based on
INSTRUCTIONAL levels and•Needed reading strategies (comprehension and word level)
Gr. 5 Identifying the Main Idea
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Other Resources
Videos and guides from MoE, Ontario
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Fountas & Pinnell“Educators have sometimes made the mistake of thinking that guided reading is the reading program or that all of the books students read should be leveled.
We have never recommended that the school library or classroom libraries be leveled or that levels be reported to parents”(p. 281).
WATCH A VIDEO: DISCUSS VIDEO + READING IN PLCS
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Break (10 min)
Modelled Strategy Lesson presenters should set up during the break
You are free to sit in different groups after the break.
Create a guided reading lesson
• With 1-2 other people
• Choose a grade level and a guided reading book• Read the book• Create a guided reading lesson using the planning guide
provided. Use sticky notes to mark where you will stop and possible places for asking questions and teaching strategies.
• Share your guided reading plan with one other group• Record notes on your GR record sheet
• You can also choose to rewatch the concepts of print video at this time.
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Professional “Must Have’s”• Robb, L. (2001). 35 Assessment Record-Keeping Forms for Reading
Grades 4-8. New York: Scholastic.• Clay, M. (2000). Running Records. Portsmouth, NH: Heinemann.• Shea, M. (2000). Taking Running Records Grades 1-3. New York:
Scholastic. • Shea, M. (2006). Where’s the Glitch? Running Records Grades 5-8.
Portsmouth, NH: Heinemann. • Ontario Education Foundations On-line Tutorial:http://eworkshop.on.ca/edu/core.cfm?p=main&modColour=1&modID=2&L=1
Other resources on table, on SAKAI, in ministry documents
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Modeled Strategy Lesson
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For next week
• Reading – Rubin• Work on Integrated Literacy
Assignment (5 day plan)
• For some people•Modelled Strategy Lesson•Snacks