Guided Reading and Running Records
8/18/2015
Guided Reading and Running
Records
Session Norms
• Silence your cell phones
• Please check and/or reply to emails during the
scheduled breaks
• Be an active participant
• Do not hesitate to ask questions
2
Office of Elementary Education and Reading
1
Guided Reading and Running Records
8/18/2015
Vision
To create a world-class educational system
that gives students the knowledge and skills
to be successful in college and the workforce,
and to flourish as parents and citizens
Mission
To provide leadership through the
development of policy and accountability
systems so that all students are prepared to
compete in the global community
3
State Board of Education Goals
5-Year Strategic Plan for 2016-2020
ü All Students Proficient and Showing Growth in All
Assessed Areas
ü Every Student Graduates High School and is Ready
for College and Career
ü Every Child Has Access to a High-Quality Early
Childhood Program
ü Every School Has Effective Teachers and Leaders
ü Every Community Effectively Using a World-Class
Data System to Improve Student Outcomes
4
Office of Elementary Education and Reading
2
Guided Reading and Running Records
8/18/2015
Strong Readers =
Strong Leaders Campaign
• Statewide public awareness campaign promotes
literacy, particularly among PreK-3 students
• Campaign aims to equip parents and community
members with information and resources to help
children become strong readers
Strong Readers =
Strong Leaders Campaign
How can districts get involved?
• Post logo and link to strongreadersMS.com on
district website
• Share PSA on website and social media
• Like Strong Readers on Facebook
and follow @StrongReadersMS on Twitter
• Help implement mentoring program
• Distribute bookmarks and posters
Office of Elementary Education and Reading
3
Guided Reading and Running Records
8/18/2015
Let’s Break the Ice
• After listening to the
statements about guided
reading, move to the
poster that best describe
your response.
• Briefly discuss your
response with the group
• Be ready to share
7
Ice Breaker
• Round robin reading is a good guided reading
practice.
• The size of the instructional group doesn’t matter.
• Groups should change periodically according to
data.
• Phonemic awareness and phonics can be a part of
the guided reading process.
• I can use my basal to do guided reading.
• The teacher’s job during guided reading is to listen
to the students read.
8
Office of Elementary Education and Reading
4
Guided Reading and Running Records
8/18/2015
Session Highlights
• Defining Guided Reading
• Understanding the Importance of Guided Reading
• Incorporating Guided Reading into the reading
block
• Forming Guided Reading groups
• Utilizing STAR Data Reports
• Using Running Records
• Planning explicit and systematic instruction
• Identifying resources to support Guided Reading
9
What is Guided Reading?
Office of Elementary Education and Reading
5
Guided Reading and Running Records
8/18/2015
What is Guided Reading?
• A teaching approach that is designed to
help individual students learn how to process,
with understanding and fluency, a variety of
increasingly challenging text.
• A context in which a teacher supports each
reader’s development of effective strategies for
processing novel texts at increasingly
challenging levels of difficulty.
From Guided Reading: Good First Teaching for All Children by Fountas and
Pinnell, 1996 & 2000
11
Guided Reading is NOT
•
•
•
•
•
•
•
•
A complete reading program
Consistent use of basal text
Whole group instruction
Writing vocabulary definitions
Writing without purpose
Round robin reading
Sustained silent reading
Just for young children
12
Office of Elementary Education and Reading
6
Guided Reading and Running Records
8/18/2015
What is Guided Reading?
(Continued)
• Teacher works with 4-6 students in a group.
• Children are grouped according to similarities in
reading development and instructional reading
levels.
• Teacher introduces stories, strategies, and concepts
within the group to increase independent application
in appropriate leveled text.
• Every child reads and is supported by the teacher.
• Emphasis is on strategic problem solving.
• It can be adapted for any grade.
13
Why is Guided Reading
Important?
Office of Elementary Education and Reading
7
Guided Reading and Running Records
8/18/2015
Why Do Guided Reading?
• Students have a high accuracy rate in reading
when the proper text is selected for them.
• Students are provided with the necessary
strategies to overcome “reading road blocks.”
• The focus of reading shifts to meaning rather
than decoding; the construction of meaning is
imperative.
• It is the bridge between whole group and
independent work, between awareness and
self-monitoring.
15
Why Do Guided Reading?
(Continued)
• Independent reading and the application of
independent reading strategies is the goal of Guided
Reading.
• Students who are “fragile learners”- below grade level
due to limited language and literacy- need almost
daily support from an adult in a small group or 1:1
setting to move forward in their reading.
• Students who are above grade level still need guided
reading
– To learn how to read deeply rather than just on the surface.
– To learn how to utilize different genres, including short stories, non
fiction, poetry, and fables.
16
Office of Elementary Education and Reading
8
Guided Reading and Running Records
8/18/2015
Research Says………..
• It is estimated that one in three children experience
significant difficulties in learning to read.
(Adams, 1990).
• The National Reading Panel’s analysis made it clear
that the best approach to reading instruction is one
that incorporates:
ü
ü
ü
ü
Explicit instruction in phonemic awareness
Systematic phonics instruction
Methods to improve fluency
Ways to enhance comprehension
17
How Does Guided Reading Fit
Into the 90 Minute Reading
Block?
Office of Elementary Education and Reading
9
Guided Reading and Running Records
8/18/2015
Guided Reading During the
Reading Block
Time
Literacy Components/Brief Description
15-20 minutes- Word Study (3rd grade)
30+ minutes recommended for (K-2)
Phonics/PA(Follow the Steps 1-5 LETRS Module 7 Lesson
Format)
25-30 minutes-Reader’s Workshop
Vocabulary, Comprehension, Fluency :
CCSS RI & RL, SL, L.6, L.4
ü Close Reading
ü shared reading or interactive read-aloud with
complex text,
ü focus on specific reading strategy,
ü explicit vocabulary instruction
45-50 minutes-Small Group Instruction
Small Group Instructional Time
ü Teacher-led small group Instruction: These
groups are led by the teacher.
ü Teachers should meet with at least two groups
each day. The frequency that
each group meets should be determined by
student reading data.
Centers Activities should be centered around the 5
components of reading:
PA/Phonics Center
Vocabulary Center
Comprehension/Independent Reading Center
Fluency Center-(Teacher-led Guided Reading)
Writing
19
Guided Reading During the
Reading Block (continued)
Time
Literacy Components/Brief Description
30-40 minutes-Language/Writing InstructionCCSS L.1-6, W.1-8
Daily Mini-Lessons on specific writing skill and
language skill
ü Student writing practice:
ü Writing task should be related to topic of minilesson
ü Steps of the writing process should be followed:
prewrite, draft, revise, edit,
and publish (Students are not expected to
complete each step each day. )
ü Rather, these steps should be taught over the
course of an entire unit.)
ü Several weeks should be spent using the writing
process in order to publish a piece of writing (be
taken through the entire writing process and
published.)
Additional30+ minutes intensive intervention
ü Students identified by the universal screener
ü Completed by Interventionists and/or
Academic Tutors (T3)……if available
ü Daily using research-based
strategies/program
ü Progress Monitored weekly
20
Office of Elementary Education and Reading
10
Guided Reading and Running Records
8/18/2015
Guided Reading During the
Reading Block
• Guided Reading fits into the time allotted for
instructional small groups.
• The teacher should meet with a group while the
other students are working in centers that cover
the five components of reading.
• A complete guided reading lesson can be taught
in one session, or may be stretched over several
days.
21
How are Students Grouped for
Guided Reading?
Office of Elementary Education and Reading
11
Guided Reading and Running Records
8/18/2015
Grouping for Guided
Reading
• The students should be grouped according to
their reading levels and assessment results.
• There should be 4 to 6 students in each group.
• Reading levels should be determined with the
use of running records and STAR reports.
• It is important to use more than one piece of
data for forming groups and progress
monitoring.
• It is also important to look at the scale score
differences before forming groups.
23
Using the Instructional Planning
Report to Group Students
24
Office of Elementary Education and Reading
12
Guided Reading and Running Records
8/18/2015
Using the Instructional Planning
Report to Group Students
25
Effectively Using Running
Records
Office of Elementary Education and Reading
13
Guided Reading and Running Records
8/18/2015
Running Records
What is it?
• A running record is a method of assessing
reading that can be done quickly and frequently.
• An individually conducted formative assessment,
which is ongoing and curriculum based.
• Provides a graphic representation of a student's
oral reading, identifying patterns of effective and
ineffective strategy use.
27
Why use a
Running Record?
• Information about a student's use of reading strategies
ü An accuracy rate
ü An error rate
ü A self-correction rate
• Information about a student's self-monitoring
• Another piece of data for progress monitoring and
fidelity
• Document reading progress over time
• Help teachers decide what students need to learn
• Match students to appropriate books
28
Office of Elementary Education and Reading
14
Guided Reading and Running Records
8/18/2015
What does a Running Record
look like?
29
How do I use a
Running Record?
• Choose a leveled book by using STAR scale scores and
Grade Equivalency.
• Have the student read a minimum of 100 words aloud while
the teacher tracks errors.
• Divide running words by errors
• Round that number to the nearest whole number (e.g. 9.5
rounds to 10, 9.2 rounds to 9)
• Locate the ratio on the chart
• Go to the next lowest ratio if your ratio isn’t listed on the
chart (e.g. if your ratio is 1:16 then you would go down to
1:14)
• Locate the corresponding percent of accuracy.
30
Office of Elementary Education and Reading
15
Guided Reading and Running Records
8/18/2015
Running Record Activity
• Listen to the student reading
• Complete a running record on the passage
provided using your running record handouts.
• Determine the student’s level using the guided
reading calculation chart.
31
Leveled Text
Office of Elementary Education and Reading
16
Guided Reading and Running Records
8/18/2015
What are guided reading levels?
A way to level books based on a text gradient
33
The Value of Leveled Text
• Make it easier to select appropriate books to use
•
•
•
with groups of students in guided reading.
Help assess and record students’ progress over
time.
Help guide students/teachers when selecting
books for independent reading.
Provide a “ladder” that students can use to
gradually increase their reading abilities.
34
Office of Elementary Education and Reading
17
Guided Reading and Running Records
8/18/2015
Cautions When Using Leveled
Books
• Using leveled books is not a way to return to the
old way of doing reading groups-Blue Birds, etc...
• Students do not need to read each book at a level
before going to another level.
• Leveling is not an exact science. Children’s
•
interest and the amount of support you can
provide are other factors to consider.
Leveled books are only a small part of the
classroom collection and are not intended to limit
student reading.
35
Matching Books to Readers
What are we aiming for?
Independent Level: 95-100% word accuracy,
75-100% comprehension
Instructional level: 90-94% word accuracy,
60-75% comprehension
Frustration Level: 89% word accuracy,
60% or less comprehension
36
Office of Elementary Education and Reading
18
Guided Reading and Running Records
8/18/2015
Planning Activity
• With your table group, use the instructional
plan to identify a skill to teach. Choose a
book that would be appropriate for
teaching that skill.
• Be prepared to share out as a table group
telling us why you chose the particular skill
and why the book can be used to teach it.
37
Explicit and Systematic
Instruction of Guided Reading
Office of Elementary Education and Reading
19
Guided Reading and Running Records
8/18/2015
Explicit and Systematic
Instruction of Guided Reading
Before Reading
1)
2)
3)
Plan the instruction
Introduce text and strategy or skill
Teach the mini-lesson explicitly (teach skill)
During Reading
1)
2)
3)
Model reading strategies as students read
Observe students interacting with text
Address previously planned or new teaching points (based on student
interaction with text)
After Reading
1)
2)
3)
4)
5)
Discuss and revisit text
Revisit the focus skill
Extend the text through writing
Record notes on student interaction with text and how they are progressing to
their next level of independence
Reflect on your teaching
39
Before Reading
Planning for Instruction
– Determine the group of students
– Identify instructional needs of students
– Select teaching strategies
– Choose text(s) you want students to read
– Gather all necessary materials for the lesson
40
Office of Elementary Education and Reading
20
Guided Reading and Running Records
8/18/2015
Before Reading
• Introduction
– Info about author, illustrator
– Experience with text features or layout
– Unfamiliar vocabulary
– Unusual language structures
– Background knowledge
– Understanding of genre
– Mini lesson on reading skill or strategy
Expository text
Repetitive
sentences
41
During Reading
• All students read independently while the teacher
focuses on supporting one student.
• This is NOT a time for round robin reading!
• Teacher should listen to each student read and
support the student by modeling reading strategies.
• These strategies can be decoding strategies or
comprehension strategies.
• The teacher documents the areas where each
student struggles to use to help plan for the next
session.
• The goal is to ensure that a student can use these
strategies successfully and independently.
42
Office of Elementary Education and Reading
21
Guided Reading and Running Records
8/18/2015
After Reading
• Invite the students to make connections to the
text
• Discuss the meaning of the text
• Ask comprehension questions and allow the
students to justify their answers with evidence
from the text
• Revisit new vocabulary
• Notice the author’s use of language
• Revisit any strategies that had to be modeled for
multiple students
43
Extending the Text
• Have the students do repeated readings of the
text independently to build confidence and
fluency
• Extend the text through writing connections, art
connections, or drama activity based on the text
• Have the students complete a graphic organizer
• Have the students compare or contrast text with
another text they have read
44
Office of Elementary Education and Reading
22
Guided Reading and Running Records
8/18/2015
Video:
Guided Reading Lesson
Kindergarten
45
Video:
Guided Reading Lesson
2nd Grade
46
Office of Elementary Education and Reading
23
Guided Reading and Running Records
8/18/2015
Resources
• http://www.wrsdcurriculum.net/PlanningReaders_Worksh
op.html
• http://www.halfhollowhills.k12.ny.us/uploaded/PDFs/DI_P
dfs/Day_1/lindemann.pdf
• www.fcrr.org
• www.renaissance.com
• www.learnnc.org/lp/editions/readassess/983
• Fountas, Irene, Gay Su Pinnell. Guided Reading Good
First Teaching for All Children. New Hampshire:
Heinemann, 1996.
48
Office of Elementary Education and Reading
24
Guided Reading and Running Records
8/18/2015
Contact Information
Dr. Kymyona Burk, State Literacy Director (K-12)
Kymyona.burk@mde.k12.ms.us
Dr. Tenette Smith, State Literacy Coordinator (K-3)
Tenette.smith@mde.k12.ms.us
Leah Hannah, Regional Literacy Coordinator
lhannah@mde.k12.ms.us
Sandra Kyles, Regional Literacy Coordinator
skyles@mde.k12.ms.us
49
Office of Elementary Education and Reading
25
Accessing and Utilizing STAR Reports
August 2015
Accessing and Utilizing
STAR Reports
Session Norms
• Silence your cell phones
• Please check and/or reply to emails during
the scheduled breaks
• Be an active participant
• Do not hesitate to ask questions
2
Office of Elementary Education and Reading
1
Accessing and Utilizing STAR Reports
August 2015
State Board of Education
Vision and Mission
Vision
To create a world-class educational system that
gives students the knowledge and skills to be
successful in college and the workforce, and to
flourish as parents and citizens
Mission
To provide leadership through the development
of policy and accountability systems so that all
students are prepared to compete in the global
community
3
State Board of Education Goals
5-Year Strategic Plan for 2016-2021
ü All Students Proficient and Showing Growth in All
Assessed Areas
ü Every Student Graduates High School and is Ready for
College and Career
ü Every Child Has Access to a High-Quality Early Childhood
Program
ü Every School Has Effective Teachers and Leaders
ü Every Community Effectively Using a World-Class Data
System to Improve Student Outcomes
4
Office of Elementary Education and Reading
2
Accessing and Utilizing STAR Reports
August 2015
Strong Readers = Strong Leaders
• Statewide public awareness campaign promotes
literacy, particularly among PreK-3 students
• Campaign aims to equip parents and community
members with information and resources to help
children become strong readers
5
Strong Readers = Strong Leaders
How can districts get involved?
• Post logo and link to strongreadersMS.com on
district website
• Share PSA on website and social media
• Like Strong Readers on Facebook
and follow @StrongReadersMS on Twitter
• Help implement mentoring program
• Distribute bookmarks and posters
6
Office of Elementary Education and Reading
3
Accessing and Utilizing STAR Reports
August 2015
Session Goals
• Exploring available resources from
Renaissance Learning
• Accessing STAR Reading and STAR
Early Literacy data
• Utilizing STAR data to make data
driven instructional decisions
7
Renaissance Learning
Resources
Office of Elementary Education and Reading
4
Accessing and Utilizing STAR Reports
August 2015
Available Resources in STAR
•
•
•
•
•
•
•
•
•
At Home Reading Activities
Benchmarks, Cut Scores, and Growth Rates
Core Progress for Reading – Learn More
Enter Core Progress for Reading
Third Grade Reading Proficiency Indicators
Kindergarten Literacy Readiness Indicators
Pretest Instructions
Setting Goals in STAR
Tips for Getting Started
https://hosted32.renlearn.com/323181/
9
Accessing
STAR Reading and
STAR Early Literacy
Data
Office of Elementary Education and Reading
5
Accessing and Utilizing STAR Reports
August 2015
Accessing & Utilizing STAR Data
11
STAR Screening Report
Provides a graph of
students identified
in each of four
categories based
on percentile rank
on universal
screener, which is
given three times
per year.
12
Office of Elementary Education and Reading
6
Accessing and Utilizing STAR Reports
August 2015
Growth Report
• Enables you to compare data from two universal
screener assessments for each student in a class or
for an individual student.
• Data includes Student Growth Percentile, Scaled
Score, Grade Equivalent, Percentile Rank, Norm
Curve Equivalent, Instructional Reading Level,
Estimated Oral Reading Fluency, and Lexile
Measure for each student on each test, as well as
the change between each test.
• The report also includes the change, for the class as
a whole, in each of these areas.
13
Growth Report
14
Office of Elementary Education and Reading
7
Accessing and Utilizing STAR Reports
August 2015
STAR Early Literacy
Diagnostic Report
• Allows you to look at
data for all students
on their most recent
assessment.
• Data includes the
student’s age, test
date, grade
placement, scaled
score, sub-domain
scores, and literacy
classification.
15
Instructional Planning Class
• Allows you to group
students.
• Generates the median
scale score and range for
each group.
• Provides suggested skills
for each group based on
the median scaled score.
16
Office of Elementary Education and Reading
8
Accessing and Utilizing STAR Reports
August 2015
State Standards - Class
• Estimates mastery of
State Standards or
Common Core State
Standards.
• Identifies students
above mastery, within
mastery, or below
mastery for each of the
state standards.
17
Student Progress
Monitoring Report
• Their goal is shown as a
star on the graph.
• Each time the student
takes a test, their scaled
score is depicted on the
graph as a blue diamond.
• After four assessments, a
black trend line is
displayed.
• Their goal line is shown in
green. If the intervention is
changed, that is indicated
by a red line.
18
Office of Elementary Education and Reading
9
Accessing and Utilizing STAR Reports
August 2015
STAR Scavenger Hunt
19
Utilizing
STAR Reading and
STAR Early to
Drive Instructional
Decisions
Office of Elementary Education and Reading
10
Accessing and Utilizing STAR Reports
August 2015
Facilitating Data Meetings
Each teacher is responsible for bringing their DATA BINDERS to the
DATA meeting.
– BOY (Fall)
• Screening Diagnostic Report
• Summary Report
• Instructional Class Planning Report (All students should be
placed in flexible groups.)
– MOY (Winter)
• Screening Diagnostic Report
• Summary Report
• Instructional Class Planning Report (All students should be
placed in flexible groups.)
– EOY (Spring)Screening Diagnostic Report
*Review third grade students who need intensive
intervention and did not pass the Summative Assessment.
Note: Instructional Class Planning Report should be flexible and modified on a
21
monthly basis (monthly progress monitoring).
Options for Testing and
Plotting the Data
• Monthly STAR Progress Monitoring for all students
• Monthly Data Plotting (on Data Cards)
• Bi-weekly STAR Progress Monitoring for students
who are in “Intervention” and “Urgent
Intervention.”
• Weekly Progress Monitoring for students who are in
“Urgent Intervention” based on their identified
reading deficiency.
22
Office of Elementary Education and Reading
11
Accessing and Utilizing STAR Reports
August 2015
Planning and Goal Setting
Examine all data and discuss the following:
• Are ALL students receiving differentiated instruction in your
teacher led group (Tier I)?
• Have you identified student’s rate of growth?
• Are “Urgent Intervention” and “Intervention” students
receiving Interventions?
• Are “On Watch” and “At or Above” students receiving
enrichment or additional support?
• Which students are receiving Tier II or Tier III instruction?
• Are you using the Class Instructional Planning Report?
How?
o Discuss how your flexible small groups have changed.
o Discuss how you are differentiating instruction based on
your data.
*Quarterly: Create a list of students
who will receive a reading deficiency letter.
23
Sample Data Meeting
Planning Chart
24
Office of Elementary Education and Reading
12
Accessing and Utilizing STAR Reports
August 2015
Teacher Data Analysis Form
25
Data Analysis Scenario
Ashley is a student in Mrs. Johnson’s
kindergarten class. Ashley’s fall scale score is a
495. This places her into the Urgent
Intervention category on her STAR Early
Literacy Report.
26
Office of Elementary Education and Reading
13
Accessing and Utilizing STAR Reports
August 2015
Fall
• Below 40:
Frustration
• 40 – 55: Intervention
• 56 – 75: Instruction
• Above 75: Mastery
27
Group Activity
Work with your group to create an
activity designed to remediate a
frustration skill or intervention skill
from Ashley’s Diagnostic Report.
28
Office of Elementary Education and Reading
14
Accessing and Utilizing STAR Reports
August 2015
Lingering Questions
29
Contact Information
Dr. Kymyona Burk, State Literacy Director (K-12)
Kymyona.burk@mde.k12.ms.us
Dr. Tenette Smith, State Literacy Coordinator (K-3)
Tenette.smith@mde.k12.ms.us
Coretta Doss, Regional Literacy Coordinator
Cdoss@mde.k12.ms.us
Missaha Larabee, Regional Literacy Coordinator
Missaha.Larabee@mde.k12.ms.us
Gidget Mansell, Regional Literacy Coordinator
Gidget.Hill@mde.k12.ms.us
Office of Elementary Education and Reading
30
15
Percentage of class scoring in each category on universal screener....... Data for skill sets within each sub‐domain....... Pretest Instructions……. Deficit skills for an individual student……. Data for all students on most recent assessment……. Comparison of data on two universal screeners……. Screening Report Early Literacy Class Diagnostic Report Resources Instructional Planning Student Report Summary Report Growth Report Summary of skill expectations in each grade for each domain……. Data grouping students by estimated mastery of state standards……. Targeted skills for groups based on median scale score……. Graphical display of individual student data toward a set goal……. Comparison of student achievement in classes across a grade level on state standards……. Core Learning Progressions Class State Standards Report Instructional Planning Class Report Progress Monitoring Report District State Standards Report Graphical display of student performance on individual state standards……. Dates of tests taken……. Guidelines to help categorize student performance and expected growth……. Student progress across an entire school year……. Student State Standards Report Test Activity Report Benchmarks, Cut Scores & Growth Rates Annual Progress Report Teacher Data Analysis Form
Teacher Name: _______________________________ Date: ____________________
Grade Level: _____ Subject: _______________ Assessment: __________________
Reason for Assessment (Progress Monitoring/Benchmark): __________________________
Screening Report:
Urgent Intervention
Students
Intervention Students
On Watch Students
At/Above Benchmark
Students
Score Distribution Report, Instructional Planning, Summary Report or other Diagnostic Data
Strengths
Weaknesses
Objectives or skills
Most Challenging Assessment
Items (Types or Sub-Domains)
Objectives or skills
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
What trends/patterns or interesting discoveries did you find? _______________
________________________________________________________________
________________________________________________________________
Adapted by Kelli Crain
Below, identify the skills and level of the skills to be readdressed with each group setting. In addition,
identify students by name who will participate in each. Instructional Planning Reports (class/student)
Whole Group
Skills/Level
Small Group
Skills/Level
Student Name
Individual/RTI
Skills/Level
Student Name
What will you do differently in the next few days to address these findings?
What reteaching activities will you use? What research-based instructional strategies will you use?
How will you challenge your students who mastered these objectives?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
What will you do differently in the next few weeks to address these findings and monitor student
response?
________________________________________________________________
________________________________________________________________
________________________________________________________________
How will this data influence your lesson planning in the future?
________________________________________________________________
________________________________________________________________
What professional development support do you need?
________________________________________________________________
________________________________________________________________
Adapted by Kelli Crain
Narrative Writing In the Classroom
8/18/2015
NARRATIVE WRITING IN THE
K-2 CLASSROOM Phase I
UTILIZING NANCY FETZER’S
TECHNIQUES FOR WRITING
Session Norms
• Silence your phones
• Please check and/or reply to emails
during the scheduled breaks
• Be an active participant
• Do not hesitate to ask questions
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
1
Narrative Writing In the Classroom
8/18/2015
State Board of Education Vision and
Mission: 5-Year Strategic Plan for 2016-2020
Vision
To create a world-class educational system
that gives students the knowledge and skills
to be successful in college and the workforce,
and to flourish as parents and citizens
Mission
To provide leadership through the
development of policy and accountability
systems so that all students are prepared to
compete in the global community
©MDE – Board of Education Strategic Plan
State Board of Education Goals
5-Year Strategic Plan for 2016-2020
üAll Students Proficient and Showing Growth in All
Assessed Areas
üEvery Student Graduates High School and is Ready for
College and Career
üEvery Child Has Access to a High-Quality Early
Childhood Program
üEvery School Has Effective Teachers and Leaders
üEvery Community Effectively Using a World-Class Data
System to Improve Student Outcomes
©MDE – Board of Education Strategic Plan
Office of Elementary Education and
Reading
2
Narrative Writing In the Classroom
8/18/2015
Strong Readers=Strong Leaders
Campaign
• Statewide public awareness campaign promotes
literacy, particularly among PreK-3 students
• Campaign aims to equip parents and community
members with information and resources to help
children become strong readers
MDE - Office of Elementary Education and Reading
How can districts get involved?
• Post logo and link to strongreadersMS.com on
district website
• Share PSA on website and social media
• Like Strong Readers on Facebook
and follow @StrongReadersMS on Twitter
• Help implement mentoring program
• Distribute bookmarks and posters
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
3
Narrative Writing In the Classroom
8/18/2015
Goals
To learn and practice the techniques used in stages 1-4 by
Nancy Fetzer to teach Narrative Writing to K-3 students.
•
•
•
•
•
•
•
Plan and Talk
Punctuation Time
Fancy Words
Talk and Write
Chants
Secret Formulas
Dialogue
©MDE – Office of Elementary Education and Reading
Whole Group Writing Instruction
Kindergarten
First Grade
Second Grade
Whole Group writing lessons will Whole Group writing lessons will
Whole Group writing lessons will
be used for teacher writing,
be used for teacher writing,
be used for teacher writing and
interactive writing, and
interactive writing, and
interactive writing
instructional level writing
instructional level writing
Teacher makes the organizer so Students need to be able to
students get an idea how to plan write a complete sentence on
and use the stories
their own for instructional level
writing!
Students won’t write the
organizer at their own desk
Teacher will need to model in
small groups until everyone can
write at least one sentence on
their own, then go to whole
group instruction
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
4
Narrative Writing In the Classroom
8/18/2015
Whole Group Writing Instruction - Steps
Start with the writing process – 3 steps
• Plan and Talk
• Punctuation Time
• Talk and Write
MDE - Office of Elementary Education and Reading
Whole Group Writing Instruction - Steps
Plan and Talk
• Each writing genre (narrative, informational/explanatory, opinion) has its own plan.
• The teacher needs to outline the specific steps that the students will follow. This
helps the students to draw their organizer and ensures they can fill in ideas, and
that the ideas are formed to make sense.
• Part of the Plan and Talk is to constantly orally rehearse how the information will be
written.
6 Traits of Writing:
Ideas, Organization, Word Choice
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
5
Narrative Writing In the Classroom
8/18/2015
Whole Group Writing Instruction - Steps
6 Traits of Writing: Conventions
Punctuation Time
• Students will record where capitalization and stops go on their graphic organizers using red
crayons.
• By the end of 1st grade, students should start putting in commas on their organizers where
needed (especially at transitions).
• By 2nd and 3rd grade, students should be using quotation marks where needed.
Talk and Write
• After filling out the graphic organizer, but before writing independently, students need 3 oral
rehearsals on their own with more revising.
• Once students can say their paper, they can go to their writing, continuing with the talking.
• Students need to constantly refer back to the organizer – rehearse a section, write it, then go
back to the graphic organizer.
6 Traits of Writing:
Word Choice, Sentence Fluency, Voice
MDE - Office of Elementary Education and Reading
Whole Group Writing Instruction Routine
•Introduce the
Introduce the written
written
routine
routine
with
a chant.
with a chant.
•Once
students
are
Once students
are
familiar
familiar
with orally
with orally
telling telling
the
piece,
write
it.
the piece, write it.
•After
is
Afterthe
the piece
piece is
planned,
orally
planned,
orally
rehearse.
rehearse.
•Follow the steps
Follow the steps of
ofthe
the
chant
to
chant
to write.
write.
•Utilize
graphic
Utilize aagraphic
organizer for
organizer
forthe
the
writing.
writing.
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
6
Narrative Writing In the Classroom
8/18/2015
Whole Group Writing Instruction –
Gradual Release
Whole Group
Teacher models and writes
First Release
High/ High partner write, responding
to teacher’s prompt
Second
Release
Middle/ Middle partner
write, responding to
teacher’s prompt
Third Release Low/ Low partner write,
responding to teacher’s
prompt
Middle and Low continue to work whole
group with teacher, who models and writes
High/ High partner write or
independent write
Low continue to work whole
group with teacher, who
models and writes
Middle/ Middle partner
write or independent write
High work independently,
writing to their own prompt
Fourth
Release
Low/ Low continue to partner write, responding to
teacher’s prompt OR write independently, responding
to teacher’s prompt if the skill has been mastered
Fifth Release
All students work independently, writing to their own prompt
Middle and High work
independently, writing to
their own prompt
MDE - Office of Elementary Education and Reading
Whole Group Writing Instruction –
Scope and Sequence
Narrative
Informative/Explanatory
Kindergarten – Stages 1-2
1st
Grade – Stages 1-4
2nd Grade – Stages 4-5
Opinion
Kindergarten – Stages 1-2
1st
Kindergarten – Stages 1-2
Grade – Stages 1-4
1st Grade – Stages 1-4
2nd Grade – Stages 3-6
Narrative
Informative/
Explanatory
2nd Grade – Stage 5
Opinion
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
7
Narrative Writing In the Classroom
8/18/2015
Narrative: Stage 1
Story Opening
MDE - Office of Elementary Education and Reading
Narrative: Stage 1 – Story Opening
Plan and Talk
Steps:
• Get Organized!
• Character
• Setting
• Action!
• Add Fancy Words
Start with the Story Opening chant and motion.
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
8
Narrative Writing In the Classroom
8/18/2015
Narrative: Stage 1 – Story Opening
Plan and Talk
Get Organized!
• Kindergarten – Have student paper already folded
and prepared.
• 1st Grade – Have the students fold their legal
paper in half so there is a fold across the image box
to help students with the lesson.
• 2nd and 3rd Grade – Direct students through the
steps to create their own graphic organizer.
Character
• Cue students with chant.
• Have students share to decide which character to use.
• Sketch the character in the first box.
• Orally rehearse
MDE - Office of Elementary Education and Reading
Narrative: Stage 1 – Story Opening
Plan and Talk
Setting
• Cue students with chant.
• Let students talk to come up with the setting.
• In the first box draw an image to show the
setting’s when and where.
• Rehearse again.
• Have a corresponding motion for the
character, when, and where to act out as you
orally rehearse the story.
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
9
Narrative Writing In the Classroom
8/18/2015
Narrative: Stage 1 – Story Opening
Plan and Talk
Action
• Cue students with chant.
• Pick a child to share their idea of the
action.
• If students can’t come up with an action,
use an emotion to help draw an action
that caused that emotion.
• Draw a quick sketch to show the action in
the second box.
• Rehearse.
MDE - Office of Elementary Education and Reading
Narrative: Stage 1 – Story Opening
Plan and Talk
Add Fancy Words
• Look at the boxes and identify the most
important parts with the chant.
• Put Xs on the important parts and add brief
details here if needed.
• Determine whether you want to describe the
noun using the 5 senses or using
emotions/personality.
• Write the fancy word above the important
part. Do this process for each important
noun.
•
Orally rehearse the new sentence with the
motions.
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
10
Narrative Writing In the Classroom
8/18/2015
Narrative: Stage 1 – Story Opening
Plan and Talk
• Grab a red crayon and say “Punctuation time!”
• Go to the organizer and put in capitalization and
the ending punctuation mark.
• Cue students with the chant.
• Orally retell the first box only, writing the first
word in the first box with the red crayon, making
sure it has a capital.
• Orally retell the second box, using the red crayon
to add the period at the far right of the second
graphic organizer box to show it is the end of the
sentence.
MDE - Office of Elementary Education and Reading
Narrative: Stage 1 – Story Opening
Plan and Talk
• Orally rehearse the sentence until students can say it with ease, using the
motions. Encourage students to add to and revise the sentence as they
rehearse to make it better. Once students are comfortable and familiar with the
sentence, then they can write it on their own.
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
11
Narrative Writing In the Classroom
8/18/2015
Narrative: Stage 2
Actions, Actions, Actions!
MDE - Office of Elementary Education and Reading
Narrative: Stage 2 –
Actions, Actions, Actions
Steps:
Story Opening!
Actions, Actions, Actions…
…Until the Story is Done!
Students will need a blank piece of paper. Fold the
top down a quarter of the way of the paper to make a
box.
Start with the chant.
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
12
Narrative Writing In the Classroom
8/18/2015
Narrative: Stage 2 –
Actions, Actions, Actions
Repeat the Story Opening steps:
• Get organized!
• Character
• Setting
• Action
• Add Fancy Words
• Capitalization and Punctuation
*To help students when first teaching the
process, plan a sentence then write the
sentence. Continue this until you have
finished your story or opinion.
MDE - Office of Elementary Education and Reading
Narrative: Stage 2 –
Actions, Actions, Actions
Step 1
• Create an action box by drawing a line across
the paper underneath the Story Opening box.
Step 2
• Say the sequencing step.
• In the box draw the action idea.
• Orally rehearse the story, always starting from
the beginning of the graphic organizer to make
sure the writing is cohesive and coherent.
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
13
Narrative Writing In the Classroom
8/18/2015
Narrative: Stage 2 –
Actions, Actions, Actions
Step 3
• Use transitional words to move from one action to the next.
• Say the Transitional Words Chant and write the word on the
transition line.
• Rehearse the story with the motions.
• Go back with the red crayon and add a capital, a comma
after transitions, and punctuation.
• Add Fancy Words to the nouns in the action box you are
currently working on. *1st graders can wait until they have
finished the entire story, then go back and add the Fancy
Words.
• Rehearse the entire story with the motions until students are
comfortable with it.
Repeat steps 1-3 until the action is done.
MDE - Office of Elementary Education and Reading
Narrative: Stage 2 –
Actions, Actions, Actions
• Start with the chant.
• Repeat the conclusion chant and have students
share different ideas.
• Draw a picture representation.
• Add a transition line and write the transition on the
line.
• Use the red crayon to add capitalization and
punctuation.
• Have students rehearse the entire story with the
motions until they are comfortable with it.
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
14
Narrative Writing In the Classroom
8/18/2015
Narrative: Stage 2 –
Actions, Actions, Actions
Student Work Samples:
MDE - Office of Elementary Education and Reading
Narrative: Stage 3
Adding the Secret Formula
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
15
Narrative Writing In the Classroom
8/18/2015
Narrative: Stage 3 –
Adding the Secret Formula
Steps:
Story Opening! – Introduce the “Secret Formula”
• S = Setting “Setting tells us time and place, or when and where.”
• C = Character “Who’s in our story? A person, an animal, or I am!”
•
= Action “What is the character doing?”
Actions, Actions, Actions…
…Until the Story is Done!
Start with the chant
MDE - Office of Elementary Education and Reading
Narrative: Stage 3 –
Adding the Secret Formula
Step 2
• Have students talk to determine who the character
will be. Pick a student to share their idea.
• Under the C, draw the character(s).
• Have students talk to determine when and where
the setting will be. Pick a student to share their
idea.
• Under the S, draw a quick sketch for the when and
where.
• Orally rehearse the narrative with the physical
motions, and repeat twice.
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
16
Narrative Writing In the Classroom
8/18/2015
Narrative: Stage 3 –
Adding the Secret Formula
• Have students talk to determine the action the character
is doing.
• Draw a quick sketch for the action.
• Go back and practice the whole sentence orally with the
physical motions.
• Revise your writing as you rehearse, replacing “weak”
verbs with “mighty” verbs.
ex: saw = spotted
MDE - Office of Elementary Education and Reading
Narrative: Stage 3 –
Adding the Secret Formula
Add Fancy Words
• Orally rehearse the new sentence with the
motions.
Punctuation Time!
• Use the red crayon to add capitalization and
punctuation.
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
17
Narrative Writing In the Classroom
8/18/2015
Narrative: Stage 3 –
Adding the Secret Formula
Step 2
• Draw an Action Box
• Have students talk to each other and come up
with an idea.
• If students cannot come up with an idea, use an
emotion card to come up with an action that
would correspond with the emotion.
• Draw a quick sketch.
• Reread the whole story.
MDE - Office of Elementary Education and Reading
Narrative: Stage 3 –
Adding the Secret Formula
Step 3
• Add a transition to the beginning of the sentence.
• Go back and re-read the entire story.
• Add capitals, stops, and fancy words for each
sentence before moving on.
• Repeat steps 2-3 for the remaining Action! Action!
Action! Sections.
• Reread the story orally with the motions after each
new idea is added.
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
18
Narrative Writing In the Classroom
8/18/2015
Narrative: Stage 3 –
Adding the Secret Formula
Step 4
Closing
• Have the characters look back at the actions
that happened in the story.
• Provide a transitional word or phrase.
• Go back and reread the whole story with the
motions until students can say it fluently.
• Add capitals, stops, and fancy words to the
closing section.
MDE - Office of Elementary Education and Reading
Narrative: Stage 3 –
Adding the Secret Formula
Once they have finished their plan, students can transpose their
writing onto lined paper where the indention has already been
highlighted by the teacher.
• Students will go sentence by sentence, orally rehearsing their
writing, and then writing that one sentence.
When they are done, students need to check their paper and count
the periods and capitals to make sure they have the same number
as in their sketch draft.
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
19
Narrative Writing In the Classroom
8/18/2015
Narrative: Stage 4
Dialogue and
Another Secret Formula
MDE - Office of Elementary Education and Reading
Narrative: Stage 4 – Dialogue and
Another Secret Formula
Step 1
• Say the chant.
• Get Organized – use the S, C,
secret
formula.
• Rehearse the sentence and act it out.
• Add first word, capitalization, stops, and
punctuation.
• Add fancy words to the important parts of the
sentence.
• Go back and reread the story with the motions.
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
20
Narrative Writing In the Classroom
8/18/2015
Narrative: Stage 4 – Dialogue and
Another Secret Formula
Step 2
• Draw an action box. In the box, the
character will do, say, or think.
• Discuss the action and draw a sketch to
form the idea.
• Add transition words to the beginning of
the sentence.
• Reread the entire piece, using the
motions.
• Repeat Step 2 until all of the action is
finished.
• Go back and add capitalization, stops,
and punctuation for each sentence.
• Add fancy words for each sentence.
MDE - Office of Elementary Education and Reading
Narrative: Stage 4 – Dialogue and
Another Secret Formula
Adding Thought and Speech
• When the character says or thinks
something, draw a speech or
thought bubble following a transition line
and comma in the action box.
• Write the beginning quotation marks in
the bubble, then write the entire
quote, and write the ending punctuation
mark and ending quotation mark.
• On the transition line, write the marker –
who and how they spoke)
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
21
Narrative Writing In the Classroom
8/18/2015
Narrative: Stage 4 – Dialogue and
Another Secret Formula
Step 3
Secret Formula = T C R
• T = Transition “Fancy words that move you
from one action to the next.”
• C = Character
• R = Reflection “What the character thought,
learned, wished, or felt.”
• Write the full word or phrase in the beginning of the
closing box.
• Write or draw the character in the closing box.
• Write a key word and sketch the rest of the idea.
• “Punctuation time!”
• Use red pen and add capitalization, stops, and
punctuation.
MDE - Office of Elementary Education and Reading
What It Leads To
The Benefits of Writing
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
22
Narrative Writing In the Classroom
8/18/2015
What It Leads To
1
•
•
•
•
Writing Fluency
Thought Process Development
Writing Confidence 2
Enjoyment of Writing
3
MDE - Office of Elementary Education and Reading
What It Leads To
Student samples from “The Writing Box” activity
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
23
Narrative Writing In the Classroom
8/18/2015
Next Steps:
Informative Writing
Same Process, New Genre
MDE - Office of Elementary Education and Reading
Next Steps: Informative Writing
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
24
Narrative Writing In the Classroom
8/18/2015
Resources
FREE Downloadable Resources, Videos, and Anchor Charts!
http://www.commoncorestandardswriting.com/#
MDE - Office of Elementary Education and Reading
Contact Information
Dr. Kymyona Burk, State Literacy Director (K-12)
Kymyona.burk@mde.k12.ms.us
Dr. Tenette Smith, State Literacy Coordinator (K-3)
Tenette.smith@mde.k12.ms.us
Lillie Skillom, Regional Literacy Coordinator
lskillom@mde.k12.ms.us
LeighAnne Cheeseman,Regional Literacy Coordinator
lcheeseman@mde.k12.ms.us
MDE - Office of Elementary Education and Reading
Office of Elementary Education and
Reading
25
Building Literacy Foundational Skills
8/18/2015
Building Literacy
Foundational Skills:
Preparing for Kindergarten
Session Norms
• Silence your cell phones
• Please check and/or reply to emails during
the scheduled breaks
• Be an active participant
• Do not hesitate to ask questions
©MDE – Office of Elementary
Education and Reading
Office of Elementary Education and
Reading
2
1
Building Literacy Foundational Skills
8/18/2015
State Board of Education Vision and
Mission: 5-Year Strategic Plan for 2016-2021
Vision
To create a world-class educational system
that gives students the knowledge and skills
to be successful in college and the workforce,
and to flourish as parents and citizens
Mission
To provide leadership through the
development of policy and accountability
systems so that all students are prepared to
compete in the global community
©MDE – Board of Education
Strategic Plan
State Board of Education Goals
5-Year Strategic Plan for 2016-2021
ü All Students Proficient and Showing Growth in All
Assessed Areas
ü Every Student Graduates High School and is Ready for
College and Career
ü Every Child Has Access to a High-Quality Early
Childhood Program
ü Every School Has Effective Teachers and Leaders
ü Every Community Effectively Using a World-Class Data
System to Improve Student Outcomes
©MDE – Board of Education
Strategic Plan
Office of Elementary Education and
Reading
2
Building Literacy Foundational Skills
8/18/2015
Strong Readers=Strong Leaders
Campaign
• Strong Readers=Strong Leaders
statewide public awareness
campaign promotes literacy,
particularly among PreK-3
students
• Campaign aims to equip parents and
community members with information and
resources to help children become strong
readers
©MDE – Office of Elementary
Education and Reading
Strong Readers=Strong Leaders
Campaign
Components:
•
•
•
•
•
•
Web: strongreadersMS.com
Social media campaign
Logo
PSA
Posters, bookmarks, and coloring sheets
Guidance for setting up a mentoring
program
©MDE – Office of Elementary
Education and Reading
Office of Elementary Education and
Reading
3
Building Literacy Foundational Skills
8/18/2015
Strong Readers = Strong Leaders
Campaign
How districts can get involved:
• Post logo and link to
strongreadersMS.com
on district website
• Share PSA on website and social media
• Like Strong Readers on Facebook and
follow @StrongReadersMS on Twitter
• Help implement mentoring program
• Distribute bookmarks and posters
©MDE – Office of Elementary
Education and Reading
Session Goals
•
•
•
•
•
Review Preschool Benchmarks
Focus On Oral Language
Focus on Phonemic Awareness
Focus on Phonics
Interact with a variety of research-based
instructional strategies for early literacy
©MDE – Office of Elementary
Education and Reading
Office of Elementary Education and
Reading
8
4
Building Literacy Foundational Skills
8/18/2015
Preschool Expectations
How did you learn to read?
How do children learn?
• Children learn as total persons
(emotionally, socially, physically, and
intellectually).
• Children go through similar stages of
development, but at individual rates.
• Children learn through their senses
(hearing, seeing, touching, tasting, and
smelling).
©MDE – Office of Elementary
Education and Reading
Office of Elementary Education and
Reading
10
5
Building Literacy Foundational Skills
8/18/2015
How do children learn?
• Children learn through active involvement
(exploring, playing, manipulating, and
problem solving).
• Children learn through attitudes and
examples as well as content.
©MDE – Office of Elementary
Education and Reading
11
Expectations of Preschool
Students
1.2 The child listens attentively to stories
2.1 Shows increasing complexity in language
development
2.4 Uses language to communicate information,
experiences, ideas, etc.
3.2 Recognizes rhyming words
3.3 Distinguishes syllables (units of sound) by
clapping, stomping, or finger tapping
3.4 Orally segments, blends, and deletes syllables
3.5 Begins to notice beginning phonemes (sounds)
3.6 Begins to notice ending phonemes (sounds)
3.7 Begins to blend onset and rime
©MDE – Office of Elementary
Education and Reading
Office of Elementary Education and
Reading
12
6
Building Literacy Foundational Skills
8/18/2015
Early Literacy Skills Overview
• Phonemic Awareness: the ability to hear and
manipulate the sounds in spoken words
• Phonics: Alphabetic Principle
• Alphabetic Understanding: Words are
composed of letters that represent sounds.
• Phonological Decoding: Using letter-sound
correspondence to retrieve the pronunciation
of an unknown printed string or to spell words.
• Fluency
• Vocabulary
• Comprehension
©MDE – Office of Elementary
Education and Reading
13
Oral Language
Office of Elementary Education and
Reading
7
Building Literacy Foundational Skills
8/18/2015
Oral Language
Receptive
– The ability to
understand, or
comprehend,
language heard
or read
Expressive
– Being able to put
thoughts into
words and
sentences, in a
way that makes
sense and is
grammatically
accurate
©MDE – Office of Elementary
Education and Reading
15
Oral Language
Communication Skill Builders
©MDE – Office of Elementary
Education and Reading
Office of Elementary Education and
Reading
16
8
Building Literacy Foundational Skills
8/18/2015
Oral Language
• Communication Boards
– http://www.superduperinc.com/pdf/instructions
/GB146.pdf
• Games and Circle Time Activities that
Build Receptive and Expressive Language
– http://www.literacyconnections.com/OralLang
uage.php
©MDE – Office of Elementary
Education and Reading
17
Phonological Awareness
Research indicates that phonemic awareness
is a strong predictor of early success in reading
(Snow, Burns, & Griffin, 1998).
Acute otitis media
Office of Elementary Education and
Reading
9
Building Literacy Foundational Skills
8/18/2015
Phonological Awareness
• The ability to hear, identify, and manipulate
the individual sounds (phonemes) in
spoken words
• In the English language, all spoken words
are constructed from about 44 different
phonemes.
©MDE – Office of Elementary
Education and Reading
19
Phonological Awareness
What Students Need to Learn
• That spoken words consist of individual sounds or
phonemes
• How words can be segmented (pulled apart) into
sounds, and how these sounds can be blended (put
back together) and manipulated (added, deleted, and
substituted)
• How to use their phonemic awareness to blend
sounds to read words and to segment sounds in
words to spell them
©MDE – Office of Elementary
Education and Reading
Office of Elementary Education and
Reading
20
10
Building Literacy Foundational Skills
8/18/2015
Phonological Awareness
Skills
•
•
•
•
•
•
Rhyme
Alliteration (tongue twisters)
Blending and Segmenting
Onset and rime (c ake)
Phoneme and Syllable Counting
Say it & move it (left to right correspondence
& tracking)
©MDE – Office of Elementary
Education and Reading
21
Phonemic Awareness
Instruction
Elkonin Boxes or “Sound Squares”
©MDE – Office of Elementary Education
Office of Elementary Education and
Reading
22
11
Building Literacy Foundational Skills
8/18/2015
Phonemic Awareness
Instruction
Elkonin Boxes or “Sound Squares”
©MDE – Office of Elementary
Education and Reading
23
Phonemic Awareness
Instruction
Elkonin Boxes or “Sound Squares”
©MDE – Office of Elementary
Education and Reading
Office of Elementary Education and
Reading
24
12
Building Literacy Foundational Skills
8/18/2015
Phonological Awareness Vs.
Phonics Instruction
Phonemic Awareness (Sounds)
Phonics Instruction
c
a
t
©MDE – Office of Elementary
Education and Reading
25
Levels of Phonological
Awareness
•
•
•
•
•
Level 1 – Rhythm and Rhyme
Level 2 – Parts of a Word
Level 3 – Sequence of Sounds
Level 4 – Separation of Sounds
Level 5 – Manipulation of Sounds
©MDE – Office of Elementary
Education and Reading
Office of Elementary Education and
Reading
26
13
Building Literacy Foundational Skills
8/18/2015
Phonological Awareness
Level 1: Rhythm and Rhyme
Tasks
• Hearing and identifying similar word patterns
(sound matching)
– Listen for the two words that rhyme in a string of
words:
• cat, boy, bat.
– Recognize examples of alliteration:
• Sally sells seashells by the seashore.
• Listening for and detecting spoken syllables
(syllable counting)
©MDE – Office of Elementary
Education and Reading
27
Phonological Awareness
Level 1: Rhythm and Rhyme
Instructional Guidelines
• Read many stories aloud, especially those
containing rhyming words and alliterations
• Use both auditory and visual learning
devices (chants, songs, picture cards, and
puppets)
• Have children listen for, tap out, and count
syllables
©MDE – Office of Elementary
Education and Reading
Office of Elementary Education and
Reading
28
14
Building Literacy Foundational Skills
8/18/2015
Phonological Awareness
Level 1: Rhyming & Alliteration
©MDE – Office of Elementary
Education and Reading
29
Phonological Awareness
Body Parts Rhyme
©MDE – Office of Elementary
Education and Reading
Office of Elementary Education and
Reading
30
15
Building Literacy Foundational Skills
8/18/2015
Phonological Awareness
Level 2: Parts of a Word
Speech as “sound units”
Tasks
•Identifying onsets and rimes (syllable
splitting)
•Blending individual sounds to form a
word (phoneme blending)
©MDE – Office of Elementary
Education and Reading
31
Phonemic Awareness
Level 2: Parts of a Word
Instructional Guidelines
•Begin by having children blend together
onsets and rimes (“sound units” derived
from splitting syllables)
• Ex. sp – ill to form the word spill
•Proceed to phoneme blending
(combining sounds that correspond to
individual letters or graphemes)
• Ex. /s/-/p/-/i/-/l/ to form the word spill
©MDE – Office of Elementary Education
Office of Elementary Education and
Reading
32
16
Building Literacy Foundational Skills
8/18/2015
Phonemic Awareness
Level 3: Sequence of Sounds
Beginning, Middle, and Ending Sounds
Tasks
• Identifying where a given sound is
heard in a word (approximation)
• Identifying beginning, middle, and
ending sounds in a word (phoneme
isolation)
©MDE – Office of Elementary
Education and Reading
33
Phonological Awareness
Level 3: Sequence of Sounds
Instructional Guidelines
• Begin by identifying a target sound, then
say words and have children identify
whether the sound is heard at the
beginning, middle, or end
• Have them repeat the sound heard, not
the letter name
©MDE – Office of Elementary
Education and Reading
Office of Elementary Education and
Reading
34
17
Building Literacy Foundational Skills
8/18/2015
Phonemic Awareness
Level 4: Separation of Sounds
Phoneme Segmentation
Tasks
• Counting the number of phonemes in a
word (phoneme counting)
• Identifying individual sounds within a
word (phoneme segmentation)
©MDE – Office of Elementary
Education and Reading
35
Phonemic Awareness
Level 4: Separation of Sounds
Instructional Guidelines
• Have children count the number of sounds in
a word
– Say each word slowly as children listen for,
tap out, and count the number of
phonemes they hear
• Have children identify the individual
phonemes in a word
©MDE – Office of Elementary
Education and Reading
Office of Elementary Education and
Reading
36
18
Building Literacy Foundational Skills
8/18/2015
Phonemic Awareness
Level 5: Manipulation of Sounds
Addition, Deletion and Substitution
Tasks
• Substituting beginning, middle, and ending
sounds of a word (phoneme substitution)
• Omitting beginning, middle, and ending
sounds of a word (phoneme deletion)
©MDE – Office of Elementary
Education and Reading
37
Phonemic Awareness
Level 5: Manipulation of Sounds
Instructional Guidelines
• Begin by children adding, substituting, or
deleting beginning consonant sounds
• Once children have mastered manipulation
of beginning consonant sounds, advance to
ending sounds and then middle sounds
• Ex. Replace the first sound in cat with /m/ to
make mat, or replace the last sound in bin with /t/
to make bit.
©MDE – Office of Elementary
Education and Reading
Office of Elementary Education and
Reading
38
19
Building Literacy Foundational Skills
8/18/2015
Phonics
What is phonics?
The relationship between
letters and sounds.
©MDE – Office of Elementary
Education and Reading
Office of Elementary Education and
Reading
40
20
Building Literacy Foundational Skills
8/18/2015
Decoding and Phonics
• Phonics is a way of teaching reading and spelling
that stresses sound-symbol relationships and the
rules of spelling that govern most words. Phonics is
a type of decoding.
• Decoding is the process that includes strategies for
breaking words into syllables and phonemes, then
blending them back together to determine the
intended meaning.
cat
©MDE – Office of Elementary
Education and Reading
41
Graphophonemic Knowledge
Linking sounds to symbol
— Letter Name Identification
— Linking letters to sounds
— Initial and final consonants
— Short vowels
— Digraphs and blends
— Long Vowels and other vowel patterns
— Consonant doubling
— Plural endings
— Compound words
— Simple inflectional endings
— Changing –y to –I
— Simple prefixes, roots and base words
©MDE – Office of Elementary
Education and Reading
Office of Elementary Education and
Reading
42
21
Building Literacy Foundational Skills
8/18/2015
Articulation Guide
CONTINUANTS
Can be spoken
continuously until
we run out of
breath… Like the
sound /m/ or any
vowel.
STOPS
Must be pronounced
with one short push
of breath... Like the
sound /k/ or /p/.
©MDE – Office of Elementary
Education and Reading
43
Phonics Instruction Activity:
“Sound Check” Articulation Guide
Continuants
Stops
A
E
F
I
L
M
N
O
R
S
U
V
W
Z
Office of Elementary Education and
Reading
©MDE – Office of Elementary
Education and Reading
B
C
D
G
H
J
K
P
Qu
T
X
Y
44
22
Building Literacy Foundational Skills
8/18/2015
Vowel Chart (Moats, 2004)
©MDE – Office of Elementary
Education and Reading
45
Steps in Teaching & Learning
Printed Word Recognition in English
©MDE – Office of Elementary
Education and Reading
Office of Elementary Education and
Reading
46
23
Building Literacy Foundational Skills
8/18/2015
Activity: Alphabet Arc
Directions
Positive Error Correction
I do: We are going to place the letters on to the
ABC ARC as we say the sound. Teacher picks up
letter and says: M /m/ Watch me place the M on
the ARC as I say the sound /m/. Teacher places
the M on the ARC in the appropriate place.
Always return to “I do” (modeling) when there
is a student error or confusion.
We do: Everyone pick up the letter M. Everyone
say /m/. Everyone place the letter M on top of the
letter M on your ABC ARC as you say /m/.
Students place letter as they say the sound.
.
You do: Ask 1-2 additional students to
place letters on the ARC as they say the sound
of the letter.:
S /s/ A /a/
I do: If the student says the letter name
correctly but said an incorrect sound the
teacher would say, You got the letter name right.
Watch me as I say the sound of S /s/ .
We do: Everyone let’s say the sound of the letter S
/s/.
You do: Dan can you tell me the sound for the
letter S? /s/
Tips
—Usually you will not set all 26 letters out, only set a
selection from which you will work.
—Be intentional about letters chosen.
—Can be used just for letter name/identification
without the sound prompt. Who can find the letter S?
Can you put it where it belongs on the arc?
©MDE – Office of Elementary
Education and Reading
47
Routine: Bumpy Blending
Routine
I do: Listen to me do bumpy blending
one sound at a time.
Sad
Positive Error Correction
Always return to “I do”
(modeling) when there is a
student error or confusion.
Errors to watch for:
Tap the 1st dot. /s/
Tap the 2nd dot. /a/
Tap the 3rd dot. /d/
Glide hand under word from left to right
‘sad’. ‘She is sad’
We do: Complete together.
You do: Have students complete
independent of your voice. Students
may take turns. All students should be
following along even when it is not their
turn to speak.
Use with I do, We do, You do. Repeat
steps with additional words.
•If a student says /s/ /a/ /b/ instead of
/s/ /a/ /d/, say, you said two sounds
correctly. Watch me bumpy blend the
word ‘sad’. Go back to I do, we do, you
do.
Tips
•When creating, place one dot under each
spoken sound in the word.
•Pause between each sound.
•Be sure students touch dots as they say
them.
©MDE – Office of Elementary
Education and Reading
Office of Elementary Education and
Reading
48
24
Building Literacy Foundational Skills
8/18/2015
Routine: Smooth Blending
Routine
Positive Error Correction
We are going to smooth blend the word
‘Sam’. Watch me. Glide your finger
under each letter for about 2 seconds.
Say the sounds in a slow, connected
way. Sssssaaaaammmmm.
Then glide your finger across the
bottom of the word from left to right and
say the word and use it in a sentence.
Sam. Sam is a boy.
Always return to “I do” (modeling) when
there is a student error or confusion.
Errors to watch for:
•If a student says /s/ /a/ /m/ (bumpy blending)
instead of smooth blending, say, you said the
sounds correctly. Listen as I glide my finger
under each letter and blend the sounds together.
Sssssaaaaaammmmm. Go back to I do, we do,
you do.
Tips
•Sounds should be connected.
•Do not draw out stop sounds (/t/, /c/, /d/, etc).
Instead, connect them to the nearest vowel. Ex
Sam
dad
Continue using We do, You do. Repeat steps with
additional words.
•It is helpful to draw lines connecting letters for
students to trace or follow as they smooth blend, but
not necessary. Alternately, students can simply
glide their finger from sound to sound, left to right,
under the word.
©MDE – Office of Elementary
Education and Reading
49
Activity: Word Chain
Directions
I do: Place selected letter tiles/letter cards in
front of students. We are going to make some words
with the letters you have in front of you. Everyone put
the letters t,o,p in front of you. Students move these
letters together to make the word ‘top’. These
letters spell top. Watch me as I read the word. Glide
fingers from left to right under the word as you
read it. Top. Now watch me. I am going to take out
the letter t and put an m where the t was. I changed the
word to mop! Watch as I read the word mop. Mop.
We do: Everyone pick up the letter o. Put the letter a
where the letter o was. Everyone let’s read the word
together. Map. Glide fingers from left to right
under the word as you read it with students The
new word is map. What is the new word?
You do: Students change out letters as the
teacher directs. Students then read the new
words. Teacher monitors student responses.
Office of Elementary Education and
Reading
Positive Error Correction
Always return to “I do” (modeling) when there
is a student error or confusion.
I do: If the student (Dan) gets a sound
incorrect (creates or reads ‘map’ instead of
‘mop’) the teacher would say “ You got 2
sounds right! The sound of the letter O is /o/.
Let’s blend the new word again. Mop.
We do: Everyone let’s say the sound of the
letter O /o/. Everyone let’s read the wordmop.
You do: Dan can you give me the sound of the
letter O? Can you read the new word?
Tips
•Usually you will not set all 26 letters out, only set a
selection from which you will work. Be intentional about
letters chosen.
•Plan the list of words you will have students make ahead
of time.
•A manipulative like letter tiles, letter cards, plastic letters
should be used. Do not have students write the word – that
changes the purpose of the activity from decoding to
encoding.
•Remember to only change one grapheme at a time. 50
25
Building Literacy Foundational Skills
8/18/2015
Activity: Phoneme-Grapheme
Mapping
• A technique to develop awareness of how
graphemes map onto print.
• Map each phoneme into one sound box:
s
a
t
h
a
m
©MDE – Office of Elementary
Education and Reading
Phoneme-Grapheme Mapping
Elkonin or Sound Boxes
sh
i
c
p
a
t
©MDE – Office of Elementary
Education and Reading
Office of Elementary Education and
Reading
26
Building Literacy Foundational Skills
8/18/2015
Phoneme-Grapheme Mapping
• Use a grid to support
your instruction with
students.
• Script the words you will
ask your students to
map.
• Scaffold further, if
needed, by telling
students exactly how
many boxes are needed
to represent the sounds
in each of your words.
©MDE – Office of Elementary
Education and Reading
Assessments
for Early Learners
Office of Elementary Education and
Reading
27
Building Literacy Foundational Skills
8/18/2015
Assessments
• Informal
– Observations
– Questions/
Response
– Portfolios
• Formal
– Benchmarks/
Checklists
– Progress
Reports
– Developmental
Scales
Observation is the primary assessment
for 3 and 4 year olds.
©MDE – Office of Elementary
Education and Reading
55
5 Reading Components:
Building Blocks to Comprehension
©MDE – Office of Elementary
Education and Reading
Office of Elementary Education and
Reading
56
28
Building Literacy Foundational Skills
8/18/2015
Website Resources
MDE Literacy:
http://www.mde.k12.ms.us/literacy
MDE Early Childhood:
www.mde.k12.ms.us/curriculum-andinstruction/early-childhood
Florida Center for Reading Research:
http://www.fcrr.org/for-educators/
©MDE – Office of Elementary
Education and Reading
57
Contact Information
Dr. Kymyona Burk, State Literacy Director (K-12)
Kymyona.burk@mde.k12.ms.us
Dr. Tenette Smith, State Literacy Coordinator (K-3)
Tenette.smith@mde.k12.ms.us
Jill Hoda, Assistant State Literacy Coordinator (K-3)
jhoda@mde.k12.ms.us
Kristen Wells, Assistant State Literacy Coordinator (K-3)
kwells@mde.k12.ms.us
©MDE – Office of Elementary
Education and Reading
Office of Elementary Education and
Reading
58
29
Five Components Overiew
8/18/2015
Five Components of
Reading Overview
MDE Board of Education
Strategic Plan
Vision
To create a world-class educational system that gives students
the knowledge and skills to be successful in college and the
workforce, and to flourish as parents and citizens
Mission
To provide leadership through the development of policy and
accountability systems so that all students are prepared to
compete in the global community
©MDE – Board of Education Strategic Plan
Office of Elementary Education and
Reading
2
1
Five Components Overiew
8/18/2015
State Board of Education Goals
5-Year Strategic Plan for 2016-2021
ü All Students Proficient and Showing Growth in All
Assessed Areas
ü Every Student Graduates High School and is Ready for
College and Career
ü Every Child Has Access to a High-Quality Early Childhood
Program
ü Every School Has Effective Teachers and Leaders
ü Every Community Effectively Using a World-Class Data
System to Improve Student Outcomes
3
Strong Readers =
Strong Leaders Campaign
• Strong Readers=Strong Leaders
statewide public awareness
campaign promotes literacy,
particularly among PreK-3
students
• Campaign aims to equip parents and
community members with information and
resources to help children become strong
readers
4
Office of Elementary Education and
Reading
2
Five Components Overiew
8/18/2015
Strong Readers =
Strong Leaders Campaign
Components:
•
•
•
•
•
•
Web: strongreadersMS.com
Social media campaign
Logo
PSA
Posters, bookmarks, and coloring sheets
Guidance for setting up a mentoring
program
5
Strong Readers=Strong Leaders
Campaign
How districts can get involved:
• Post logo and link to
strongreadersMS.com
on district website
• Share PSA on website and social media
• Like Strong Readers on Facebook and
follow @StrongReadersMS on Twitter
• Help implement mentoring program
• Distribute bookmarks and posters
Office of Elementary Education and
Reading
3
Five Components Overiew
8/18/2015
Session Norms
• Silence your cell phones
• Please check and/or reply to emails/text
messages during the scheduled breaks
• Be an active participant
• Refrain from sidebar conversations
• Do not hesitate to ask questions
7
Session Goals
• Review the Five Components of Reading
o Phonemic Awareness
o Phonics
o Fluency
o Vocabulary
o Comprehension
• Provide Strategies for Each Component
and Steps For Implementation
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
8
4
Five Components Overiew
8/18/2015
Ice Breaker
PA Alliteration Intro Chains
1. Divide into two or more groups.
2. One person begins with an adjective that describes
them, stating their name, and a hobby. All words must
begin with the first sound of their first name.
3. Example:
– Mild Marie makes models…
– Eager Elizabeth emails…
4. The next person in line would say the alliteration of the
person before them and their own.
5. This will keep going until the last person who will have to
say everyone’s names along with their alliteration.
9
The Five Essential
Components of
Reading
Office of Elementary Education and
Reading
5
Five Components Overiew
8/18/2015
Research
Five Critical Components of Reading:
Phonemic Awareness
Identifying words
accurately and
fluently
Phonics
Fluency
Vocabulary
Comprehension
©MDE – Office of Elementary Education and Reading
Constructing
meaning once
words are
identified
11
Phonemic
Awareness
Office of Elementary Education and
Reading
6
Five Components Overiew
8/18/2015
Activity:
PA Knowledge Survey
•
•
•
•
Write True or False for each statement.
Phonemic Awareness and Phonological
Awareness are the same thing.
Phonemic Awareness involves teaching students
how to manipulate sounds.
Phonemic Awareness includes teaching students
about letters and sounds.
Once students move into 2nd and 3rd Grade, they
no longer need explicit and systematic phonemic
awareness instruction.
13
©MDE – Office of Elementary Education and Reading
Phonemic Awareness
Phonemic Awareness
• the ability to hear, identify, and
manipulate individual sounds
(phonemes) in spoken words
• a strong predictor of early success in
reading
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
14
7
Five Components Overiew
8/18/2015
Phonological Awareness and
Phonemic Awareness
For further study on
phonological
awareness see
LETRS Module 2
pages 20-22.
Phonemic Awareness
is a subset of
Phonological
Awareness.
Phonemic awareness is a subset of phonological awareness
(Reutzel & Cooter, 2005).
©MDE – Office of Elementary Education and Reading
15
Phonemic Awareness
What Students Need to Learn
• That spoken words consist of individual sounds or
phonemes
• How words can be segmented (pulled apart) into sounds,
and how these sounds can be blended (put back together)
and manipulated (added, deleted, and substituted)
• How to use their phonemic awareness to blend sounds to
read words and to segment sounds in words to spell them
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
16
8
Five Components Overiew
8/18/2015
Levels of Phonemic Awareness
•
•
•
•
•
Level 1 – Rhythm and Rhyme
Level 2 – Parts of a Word
Level 3 – Sequence of Sounds
Level 4 – Separation of Sounds
Level 5 – Manipulation of Sounds
17
©MDE – Office of Elementary Education and Reading
Phonemic Awareness
Examples:
• What is this picture?
• What is the first sound of the word?
• What is the last sound in the word?
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
18
9
Five Components Overiew
8/18/2015
Activity:
Body Parts Rhyme
©MDE – Office of Elementary Education and Reading
19
Phonological Awareness
Reminder
Remember…..
Phonological awareness activities
can be completed with your eyes closed.
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
20
10
Five Components Overiew
8/18/2015
Activity:
PA Knowledge Survey Revisited
•
•
•
•
Let’s Review!
Phonemic Awareness and Phonological
Awareness are NOT the same thing.
Phonemic Awareness involves teaching students
how to manipulate sounds.
Phonemic Awareness includes teaching
students letter sounds.
We often hear 2nd and 3rd Grade students no
longer need explicit and systematic phonemic
awareness instruction. THIS IS NOT TRUE!
©MDE – Office of Elementary Education and Reading
21
Phonics
Office of Elementary Education and
Reading
11
Five Components Overiew
8/18/2015
What is phonics?
The relationship between letters
and sounds.
©MDE – Office of Elementary Education and Reading
23
Activity: Phonics Knowledge
Survey
Match the statement with a word from the bank.
a. affixes
b. diphthongs
c. multisyllabic
words
d. vowel digraphs
e. inflectional
endings
1. ___Two vowels together that
represent one phoneme/sound.
2. ___A suffix that expresses plurality or
possession.
3. ___Words with more than one
syllable.
4. ___A complex vowel sound produced
by the tongue shifting positions; it feels
as if it has 2 parts.
5. ___Word elements placed before or
after the root.
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
24
12
Five Components Overiew
8/18/2015
Phonics and Word Study
What Students Need to Learn
How we teach it
• Correct and quick identification
of the letters of the alphabet
• Explicit, systematic phonics
instruction that teaches a set of
letter-sound relations
• The alphabetic principle (an
understanding that the
sequence of sounds, or
phonemes, in a spoken word
are represented by letters in a
written word)
• Phonic elements (e.g., lettersound correspondences;
spelling patterns; syllables in
words; meaningful word parts,
or morphemes)
• How to apply phonics elements
as students read and write
• Explicit instruction in blending
sounds to read words
• Initial practice in reading texts
that are written for students to
use their phonics knowledge to
decode and read words
• Substantial practice applying
phonics as children read and
write
• Systematic assessment to
inform instruction
©MDE – Office of Elementary Education and Reading
25
Articulation Guide
CONTINUANTS
Can be spoken
continuously until
we run out of
breath… Like the
sound /m/ or any
vowel.
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
STOPS
Must be pronounced
with one short push
of breath... Like the
sound /k/ or /p/.
26
13
Five Components Overiew
8/18/2015
Activity:
“Sound Check” Articulation Guide
Stops
Continuants
A
E
F
I
L
M
N
O
R
S
U
V
W
Z
B
C
D
G
H
J
K
P
Qu
T
X
Y
27
Meaningful Word Parts
Office of Elementary Education and
Reading
14
Five Components Overiew
8/18/2015
Vowel Digraphs
Two vowels together that represent one
phoneme/sound.
________________________________
Examples:
ai- maid
ee- sweet
ea-bean
©MDE – Office of Elementary Education and Reading
29
Diphthong
A complex vowel sound produced by the
tongue shifting positions during articulation;
a vowel that feels as if it has two parts.
Examples:
oy- toy, destroy
aw- saw, fawn
ou- house, round
oi-boil, coin
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
30
15
Five Components Overiew
8/18/2015
Six Syllable Types
• Closed syllable
• C+Le: Final stable syllable
• Open syllable
• Vowel pair syllable
• Magic/Silent E:
Vowel – consonant – e Syllable
• R controlled: Vowel + r syllable
©MDE – Office of Elementary Education and Reading
31
Six Syllable Types
Syllable Patterns
Word
Description
Closed Syllable
(CVC)
căt
• Ends in at least one consonant
• The vowel is short
Open Syllable
(CV)
nō
• Ends in one vowel
• The vowel is long
Vowel-Consonant-e
(VCe or CVCe)
īce
cāke
• Ends in 1 vowel, 1 consonant, & final e
• The final e is silent
• The vowel is long
Vowel + r Syllable
stär
Vowel Pair Syllable
rēad
rĕad
• Has an r after the vowel
• The vowel makes an unexpected sound
• Has 2 adjacent vowels
• Each vowel pair must be learned individually
Final Stable Syllable
ap-ple
na-tion
• Has final consonant le combination or
• Has nonphonetic, reliable unit (–tion /shun/)
• Accent falls on preceding syllable
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
32
16
Five Components Overiew
8/18/2015
Activity: Syllable Type Tag
Each participant will be given a word card. Look
at the word on your card. Which of the six
syllable types does your word represent? Look
for the syllable types posted on the walls
around you. Stand under the poster of the
syllable type that matches your word. For
multisyllabic words you may select any syllable.
©MDE – Office of Elementary Education and Reading
33
Affixes
•The root is the part of the word that contains
the basic meaning or definition of the word.
•The prefix is a word element placed in front of
the root.
•The suffix is a word element placed after the
root, which changes the word’s meaning as
well as its function.
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
34
17
Five Components Overiew
8/18/2015
Inflectional Endings
Inflectional endings are suffixes
that express plurality or possession.
©MDE – Office of Elementary Education and Reading
35
Multi-syllabic words
When skilled readers encounter a long,
unfamiliar word, they assign the word a
pronunciation by breaking the word into
manageable units (chunks or syllables).
Less skilled readers need to be taught this.
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
36
18
Five Components Overiew
8/18/2015
Activity: Phonics and Phonemic
Awareness Video
©MDE – Office of Elementary Education and Reading
37
Fluency
Office of Elementary Education and
Reading
19
Five Components Overiew
8/18/2015
Fluency
Fluency - the ability to read with sufficient
speed and accuracy to support comprehension
Fluency Elements
• Accuracy
• Rate
• Prosody
©MDE – Office of Elementary Education and Reading
39
Fluency
• Less fluent readers must focus their attention
primarily on decoding individual words.
Therefore, they have little attention left for
comprehending the text.
• More fluent readers focus their attention on
making connections among the ideas in a text
and between these ideas and their background
knowledge. Therefore, they are able to focus on
comprehension.
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
40
20
Five Components Overiew
8/18/2015
Fluency in the Classroom
Fluency Drills
• Letter Names
C
O
a
c
O
C
c
A
o
c
co
cu
cu
ci
ca
ce
• Word Parts
ci
co
ce
cy
• Words
cite
camp
cent
cost
cart
city
ci
co
cups
cans
41
©MDE – Office of Elementary Education and Reading
Fluency in the Classroom
Fluency Drills
•
Phrases
in the city
within the cup
when I camp
after the calf
under the cart
over in the camp
• Sentences
When the boy from the city went to summer camp, he
had a great time.
Since she was a guest, she was able to go with the
gang to the game without cost.
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
42
21
Five Components Overiew
8/18/2015
Fluency in the Classroom
Prosody Practice
• Alphabetic Prosody
A!
B?
C.
D? E!
F!
G?
• Book:
©MDE – Office of Elementary Education and Reading
43
Fluency in the Classroom
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
44
22
Five Components Overiew
8/18/2015
Fluency in the Classroom
• Assisted Reading
o Teacher-Assisted Reading
o Peer-Assisted Reading
o Audio-Assisted Reading
• Independent Silent Reading
• Integrated Fluency Instruction
o Fluency-Oriented Reading Instruction is an
approach that combines repeated oral reading
and teacher- and peer-assisted reading with
independent silent reading.
©MDE – Office of Elementary Education and Reading
45
Fluency in the Classroom
• Repeated Oral Reading
o
o
o
o
o
o
o
o
o
o
Timed Repeated Oral Reading
Self-Timed Oral Reading
Partner Reading
Phrase-Cued Reading
Readers Theatre
Radio Reading
Choral Reading
Duet Reading
Echo Reading
Reading with Recordings
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
46
23
Five Components Overiew
8/18/2015
Vocabulary
Vocabulary
Students’ knowledge of and memory for
word meanings
• Receptive Vocabulary
• Words we understand when read or spoken to us
• Expressive Vocabulary
• Words we know well enough to use in speaking
and writing
• Focus on vocabulary prior to reading
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
48
24
Five Components Overiew
8/18/2015
Vocabulary Instruction
Indirect Vocabulary Instruction
• Read Alouds
• Independent Reading
• Oral Language
©MDE – Office of Elementary Education and Reading
49
Vocabulary in the Classroom
Independent Reading
Encourage independent reading
o Provide a well stocked classroom library with a
variety of genres, levels, and sources.
o Provide time daily in your classroom schedule
for independent reading.
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
50
25
Five Components Overiew
8/18/2015
Vocabulary in the Classroom
Oral Language
Vocabulary increases when students engage in
conversations with other people, especially
adults.
Teachers –
• Engage students in conversations about books that
have been read
• Use synonyms for commonly used words (“ten-dollar”
words) in conversation
©MDE – Office of Elementary Education and Reading
51
Vocabulary in the Classroom
Oral Language in Action
30 Second Conversation Activity
• Choose a partner.
• One person will talk to their partner for 30
seconds without stopping about any topic.
• Reverse roles.
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
52
26
Five Components Overiew
8/18/2015
Vocabulary Instruction
Direct Vocabulary Instruction
• Word Consciousness
• Word Learning Strategies
• Direct Explicit Instruction
©MDE – Office of Elementary Education and Reading
53
Vocabulary in the Classroom
Word Consciousness
Word Categories
List – Group – Label
o List:
Select a main concept in a reading selection.
• Have students brainstorm all the words they think
relate to the topic.
• Visually display student responses.
• At this point, do not critique student responses.
Students should realize if a word does not belong
with the main category in the next step.
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
54
27
Five Components Overiew
8/18/2015
Vocabulary in the Classroom
Word Consciousness
Word Categories
List – Group – Label (Continued)
o Group
• Divide your class into small groups. Each group
will work to cluster the class list of words into
subcategories.
• Make sure that students can explain why a word is
placed where it is.
o Label
• Students will suggest a title or label for the groups
of words they have formed based upon their
explanations for the grouping.
©MDE – Office of Elementary Education and Reading
55
Vocabulary in the Classroom
Independent Word Learning Strategies
Word Morphology
• Morphemes are the meaningful parts of
words.
• Morphemes include:
– Root or base words
– Greek and Latin roots
– Affixes (prefixes and suffixes)
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
56
28
Five Components Overiew
8/18/2015
Vocabulary in the Classroom
Independent Word Learning Strategies
Word Morphology
• Compound Words
– Have students identify a compound word in
reading passage, divide the word into 2
smaller words, and determine the meaning.
• Word Families
– Root words can be used to find the meaning
of unknown words.
– Have students create a word web of words in
a word family.
©MDE – Office of Elementary Education and Reading
57
Vocabulary in the Classroom
Independent Word Learning Strategies
Word Morphology: Affixes
• Word Part Clue Evaluation
oHave students identify root word and affix
ǂ
and determine the meaning of the word
based upon the meaning of each word part.
o Students can fold paper to form 4 columns.
Columns are: word, root word + suffix, root
word + suffix = meaning, and root word +
suffix ǂ meaning
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
58
29
Five Components Overiew
8/18/2015
Vocabulary in the Classroom
Independent Word Learning Strategies
Word Part Clue Evaluation
Word
Word +
Suffix
Word +
Suffix =
Meaning
mouthful
mouth + ful
A full mouth
wonderful
wonder + ful
full of
wonder
grateful
grate + ful
Word +
Suffix ≠
Meaning
wanting to
thank
someone
©MDE – Office of Elementary Education and Reading
59
Vocabulary in the Classroom
Direct Explicit Vocabulary Instruction
Anita Archer
explicitinstruction.org
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
60
30
Five Components Overiew
8/18/2015
Comprehension
Comprehension
The ability to understand, remember, and
communicate with others about what has
been read.
Comprehension is the goal of reading.
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
62
31
Five Components Overiew
8/18/2015
Comprehension
What Students Need to Learn
• How to understand what
they read (narrative and
expository texts), remember
what they read, and
communicate to others about
what they read
• How to relate their own
knowledge or experiences to
text
• How to use comprehension
strategies to improve their
comprehension
How we teach it
• Explicitly explain, model, and
teach comprehension
strategies, such as previewing
and summarizing text
• Provide comprehension
instruction before, during, and
after reading narrative and
expository texts
• Promote thinking and
extended discourse by asking
questions
• Provide extended opportunities
for English language learners
to participate in all of the above
©MDE – Office of Elementary Education and Reading
63
Common Comprehension
Strategies
Comprehension can be developed by
teaching comprehension strategies.
•
•
•
•
•
•
•
Activating Prior Knowledge
Previewing
Discussion
Questioning (Answering and Generating)
Analysis
Synthesis
Summarization
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
64
32
Five Components Overiew
8/18/2015
Comprehension Strategy:
Activating Prior Knowledge
Activating Prior Knowledge is important
because it helps students make connections
to new information they will be learning. By
tapping into what students already know,
teachers can assist students with the
learning process.
©MDE – Office of Elementary Education and Reading
65
Comprehension Strategy:
Previewing
A preview is sneak peek or look at text prior
to reading. It may vary based on the type of
text. Previewing text may be combined with
other pre-reading activities, such as
questioning or discussion.
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
66
33
Five Components Overiew
8/18/2015
Comprehension Activity:
Previewing
Previewing
Snakes
and
Horrible Harry
©MDE – Office of Elementary Education and Reading
67
T.H.I.E.V.E.S.
Previewing Strategy
Title
Headings
Introduction
Every first sentence in a paragraph (1-2 pages)
Visuals and vocabulary
End-of-chapter questions
Summary
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
68
34
Five Components Overiew
8/18/2015
T.H.I.E.V.E.S.
Previewing Strategy Questions
Title
What is the title?
What do I already know about this topic?
Does the title express a point of view?
Headings
What does this heading tell me I will be reading about?
What is the topic of the paragraph beneath it?
How can I turn this heading into a question that could be
answered in the text?
©MDE – Office of Elementary Education and Reading
69
T.H.I.E.V.E.S.
Previewing Strategy Questions
Introduction
Is there an opening paragraph?
Does the first paragraph introduce the chapter?
What does the introduction tell me I will be reading about?
Every first sentence in a paragraph
What do I think this chapter is going to be about based on the
first sentence in each paragraph?
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
70
35
Five Components Overiew
8/18/2015
T.H.I.E.V.E.S.
Previewing Strategy Questions
Visuals and vocabulary
Does the chapter include photographs, drawings, maps,
charts, or graphs?
What can I learn from the visuals in a chapter?
How do captions help me better understand the meaning?
Are there important words in boldface type throughout the
chapter?
End-of-chapter questions
What do the questions ask?
What information do I learn from the questions?
©MDE – Office of Elementary Education and Reading
71
T.H.I.E.V.E.S.
Previewing Strategy Questions
Summary
What do I understand and recall about the topics covered
in the summary?
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
72
36
Five Components Overiew
8/18/2015
Comprehension Strategy:
Discussion
Discussion is a cornerstone for reading comprehension.
Talk with adults and other students plays a critical role in
helping students clarify meaning and extend their
understanding of texts that contain new information. It is
important that students make personal connections to
texts, not simply recall or summarize them; group
discussions and conversations help students to do this.
©MDE – Office of Elementary Education and Reading
73
Comprehension Strategy:
Questioning
Answering questions can be
effective because they:
• Give students a purpose for
reading
• Focus students' attention on
what they are to learn
• Help students to think actively
as they read
• Encourage students to monitor
their comprehension
• Help students to review
content and relate what they
have learned to what they
already know
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
Generating questions makes
students aware of:
• Whether they can answer the
questions
• Whether or not they understand
what they are reading
• Questions that require them to
combine information from
different segments of text
(analysis and synthesis)
74
37
Five Components Overiew
8/18/2015
Comprehension Strategy:
Summarizing
Summarizing requires students to
determine what is important in what they
are reading and to put it into their own
words. Instruction in summarizing helps
students:
•
•
•
•
Identify or generate main ideas
Connect the main or central ideas
Eliminate unnecessary information
Remember what they read
©MDE – Office of Elementary Education and Reading
75
Teaching Comprehension
Strategies
Comprehension strategies can be taught…
•
•
•
•
•
through explicit instruction.
through modeling.
through cooperative learning.
through the use of graphic organizers
by helping readers use strategies flexibly and in
combination.
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
76
38
Five Components Overiew
8/18/2015
Teaching Comprehension
Strategies: Explicit Instruction
Teachers must provide explicit instruction or
explicitly teach comprehension strategies.
Students must know the names of specific
strategies and how these strategies can help
them understand what they read.
©MDE – Office of Elementary Education and Reading
77
Teaching Comprehension
Strategies: Think Aloud
A think-aloud is a modeling technique used to teach
a number of different comprehension strategies. By
using modeling, coached practice, and reflection,
teachers can teach students strategies to help them
think while they read and build their comprehension.
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
78
39
Five Components Overiew
8/18/2015
Activity: Think Aloud Video
©MDE – Office of Elementary Education and Reading
79
Teaching Comp. Strategies:
Use Graphic Organizers
Graphic organizers are visual scaffolds that
help students construct meaning. Use them to
scaffold the use of comprehension strategies,
assess their understanding of what they have
read, or observe their thinking process.
Graphic organizers may be used as a group or
independently.
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
80
40
Five Components Overiew
8/18/2015
Graphic Organizers- KWL Chart
Benefits of using the KWL chart
• Activate background knowledge
• Combine new information with
prior knowledge
• Learn technical vocabulary in a
non-threatening way
• Used before, during, and after
reading
• Promotes metacognition
©MDE – Office of Elementary Education and Reading
• Can be used whole group or
individually
81
Graphic OrganizersVenn Diagram
Benefits of using the
Venn Diagram
• Can be used whole group or
individually
• Springboard for discussion
• Supports visual learners
• Promotes critical thinking
• Supports
mathematical/logical
learners
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
82
41
Five Components Overiew
8/18/2015
Graphic OrganizersStory Map
Benefits of using the Story Map
• Promotes analysis
• Can be used whole group or
individually
• Good for visual learners
• Can be used for fiction or nonfiction
• Aids in summarization
©MDE – Office of Elementary Education and Reading
83
Graphic OrganizersSequence Chart
Benefits of using the Sequence Chart
• Helps students with synthesis
• Can be used whole group or
individually
• Good for visual learners
• Highlights cause-effect relationships
• Springboard for writing about text
• Aids in summarization
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
84
42
Five Components Overiew
8/18/2015
Resources
Websites:
www.fcrr.org
www.mde.k12.ms.us/ESE/literacy
©MDE – Office of Elementary Education and Reading
85
Lingering Questions
Office of Elementary Education and
Reading
43
Five Components Overiew
8/18/2015
Contact Information
Dr. Kymyona Burk, State Literacy Director (K-12)
Kymyona.burk@mde.k12.ms.us
Dr. Tenette Smith, State Literacy Coordinator (K-3)
Tenette.smith@mde.k12.ms.us
Elizabeth Hadaway, Regional Literacy Coordinator
EHadaway@mde.k12.ms.us
Marie McGowan, Regional Literacy Coordinator
MMcGowan@mde.k12.ms.us
©MDE – Office of Elementary Education and Reading
Office of Elementary Education and
Reading
87
44
Interactive Anchor Charts
8/18/2015
Anchor Charts:
A Visual Scaffold
Session Norms
• Silence your cell phones
• Please check and/or reply to emails during
the scheduled breaks
• Be an active participant
• Do not hesitate to ask questions
2
Office of Elementary Education and Reading
1
Interactive Anchor Charts
8/18/2015
State Board of Education Vision and
Mission: 5-Year Strategic Plan for 2016-2020
Vision
To create a world-class educational system
that gives students the knowledge and skills
to be successful in college and the workforce,
and to flourish as parents and citizens
Mission
To provide leadership through the
development of policy and accountability
systems so that all students are prepared to
compete in the global community
3
State Board of Education Goals
5-Year Strategic Plan for 2016-2020
ü All Students Proficient and Showing Growth in All
Assessed Areas
ü Every Student Graduates High School and is Ready for
College and Career
ü Every Child Has Access to a High-Quality Early
Childhood Program
ü Every School Has Effective Teachers and Leaders
ü Every Community Effectively Using a World-Class Data
System to Improve Student Outcomes
4
Office of Elementary Education and Reading
2
Interactive Anchor Charts
8/18/2015
Strong Readers=
Strong Leaders Campaign
• Statewide public awareness campaign promotes
literacy, particularly among PreK-3 students
• Campaign aims to equip parents and community
members with information and resources to help
children become strong readers
5
Strong Readers =
Strong Leaders Campaign
How can districts get involved?
• Post logo and link to strongreadersMS.com on
district website
• Share PSA on website and social media
• Like Strong Readers on Facebook
and follow @StrongReadersMS on Twitter
• Help implement mentoring program
• Distribute bookmarks and posters
6
Office of Elementary Education and Reading
3
Interactive Anchor Charts
8/18/2015
Session Goals
ü Define anchor chart
ü Discuss how visuals support desired outcomes
ü Discuss research on the use of anchor
charts/visuals
ü Discuss guidelines for creating anchor charts
ü Discuss using anchor charts for center activities
ü Learn how other teachers use anchor charts
ü Create anchor charts
7
What is an Anchor Chart?
How Do They Support Desired Goals?
Office of Elementary Education and Reading
4
Interactive Anchor Charts
8/18/2015
What is an anchor chart?
A visual aid that scaffolds (supports or
anchors) student learning.
“Learning can be scaffolded
by creating and displaying
anchor charts.”
“They are displayed in the
classroom in order to
provide a visual resource
for the students.”
Harvey and Goudvis, 2000
Linda Hoyt, 2005
9
Anchor Charts
Make Learning Personal
In cases where anchor charts are created with
students, they contain the students’ ideas. As
learners continue to add their thinking to the
charts, they use them as tools for thinking and
learning.
Foster Independence
“Students become more responsible
for their learning by referring to these
charts when necessary and using
them as tools for accessing learning.”
(Hoyt, 2005)
10
Office of Elementary Education and Reading
5
Interactive Anchor Charts
8/18/2015
Research On the
Use of Anchor Charts
What Does the Research Say
About Visuals?
[In discussing attributes of effective
classrooms] “The walls of the
classroom speak; Student work and
anchor charts are everywhere…”
(Miller, 2008)
“Anything a teacher can do
to facilitate understanding
of text through the use of
visuals is greatly
appreciated by today’s
brains.” (Tate, 2005)
“There are probably more learners
sitting in classrooms today who are
strong in the visual modality than
learners of any other type.”
(Miller as cited in Tate, p. xvii, 2005)
“The way we set up our classroom
gives our students a clear message
about the culture of the classroom, the
kind of work they will do and the
expectations we have for them.”
(Sibberson and Szymusiak, 2003)
12
Office of Elementary Education and Reading
6
Interactive Anchor Charts
8/18/2015
Guidelines for Creating
Anchor Charts
Guidelines for Anchor Charts
üSingle focus
üOrganized appearance
üMatches the learner’s developmental level
üSupports on-going learning
14
Office of Elementary Education and Reading
7
Interactive Anchor Charts
8/18/2015
What Can Be Placed on an
Anchor Chart?
ü Content anchor charts anchor information,
understanding, and concepts
ü Process anchor charts anchor procedure,
sequence, or how-to
ü Product anchor charts (or anchor activity
charts) anchor purposeful independent work
15
Content Anchor Charts
anchor information, understanding, and concepts
16
Office of Elementary Education and Reading
8
Interactive Anchor Charts
8/18/2015
Process Anchor Charts
anchor procedures, sequence, or how-to
17
Product Anchor Charts
anchor purposeful independent work
18
Office of Elementary Education and Reading
9
Interactive Anchor Charts
8/18/2015
Activity
Anchor Chart Make and Share
As a group, work together to create an example of a content,
process, or product anchor chart for the grade and chart type
given to your group. Label the anchor chart type and grade level
for presenting. Hang your chart on the wall when finished.
19
The Great Debate: When Should
an Anchor Chart Be Prepared?
Overall, constructing the anchor chart with
students bolsters student buy-in.
In some cases, preparing some or all elements
of the anchor chart ahead of time is best.
üProduct anchor charts “When the visual represents
learning event that includes the
üProcess anchor charts astudents,
it becomes an artifact of
üELLs
the learning experience. It has
meaning for the students because
üStruggling Readers
they participated in its construction.”
Tate, 2005
20
Office of Elementary Education and Reading
10
Interactive Anchor Charts
8/18/2015
Activity
Anchor Chart Turn and Talk
During planning….
What thoughts might a teacher have
about anchor charts during these
times? How could anchor charts be
used during these times?
During the lesson….
After the lesson….
Write your thoughts on a few sticky
notes and place them in the correct
columns of the interactive B.M.E.
anchor chart closest to you.
21
How Other Teachers Use
Anchor Charts
Office of Elementary Education and Reading
11
Interactive Anchor Charts
8/18/2015
Video
Anchor Charts: Insights from front-line professionals
Slideshow of anchor charts and visual aids used by language arts teachers across the country.
23
Using Anchor Charts
as Center Activities
Office of Elementary Education and Reading
12
Interactive Anchor Charts
8/18/2015
Using Anchor Charts as Centers
Teachers can utilize anchor charts during whole group
instruction, then allow students to use the same anchor
chart in centers to transfer their knowledge through direct
interaction with the chart.
25
Using Anchor Charts as Centers
Provide a skeletal outline of the chart, along with directions for how
students should complete the chart. Assign groups different colored
sticky notes to record answers so the chart can be used repeatedly. After
completing the activity, use the sticky notes for accountability
documentation.
26
Office of Elementary Education and Reading
13
Interactive Anchor Charts
8/18/2015
Using Anchor Charts as Centers
Completed center anchor charts can be displayed in the
classroom to provide additional scaffolding.
27
Using Anchor Charts as Centers
An easy way to find inspiration for anchor chart centers is to take
activities from the Florida Center for Reading Research and put them on
chart paper!
28
Office of Elementary Education and Reading
14
Interactive Anchor Charts
8/18/2015
Using Anchor Charts as Centers
For an anchor chart center, the following materials can be
used:
ü Sticky notes
ü Vis-à-Vis markers (for laminated charts)
ü Sentence strips
ü Tape
ü Notecards
ü Paint sample cards
29
Activity
Creating FCRR Anchor Chart Centers
As a group, use the activity provided to you to create an
interactive anchor chart center activity. Label which standard and
grade level your anchor chart activity could be used for. Be
prepared to share!
30
Office of Elementary Education and Reading
15
Interactive Anchor Charts
8/18/2015
Conclusion
In Conclusion…
Anchors are a source of stability and security.
Thrown overboard, the anchor stables the boat
holding it firmly in a desired location.
Likewise, an Anchor Chart displayed in a
classroom anchors student thinking while offering
a source of visual reference for continued support
as the learner moves forward.
32
Office of Elementary Education and Reading
16
Interactive Anchor Charts
8/18/2015
Sources
Avery, C. (1993) And with a light touch. Heinemann. Portsmouth, NH
Harvey, S. & Goudvis, A. (2000) Strategies that work: Teaching comprehension
to enhance understanding. Stenhouse Publishers. Portland, Maine.
Hoyt, L. (2005) Spotlight on comprehension: Building a literacy of
thoughtfulness. Heinemann. Portsmouth, NH
Miller , D. (2002) Reading with meaning. Stenhouse Publishers. Portland, ME
Miller, D. (2008) Teaching with intention. Stenhouse Publishers. Portland, ME
Sibberson, F. & Szymusiak, K. (2003) Still learning to read: Teaching students
in grades 3-6. Stenhouse Publishers. Portland, ME
Tate, M. (2005) Reading and language arts worksheets don’t grow dendrites.
Corwin Publishing. Thousand Oaks, CA
33
Questions & Evaluation
34
Office of Elementary Education and Reading
17
Interactive Anchor Charts
8/18/2015
Contact Information
Dr. Kymyona Burk, State Literacy Director (K-12)
Kymyona.burk@mde.k12.ms.us
Dr. Tenette Smith, State Literacy Coordinator (K-3)
Tenette.smith@mde.k12.ms.us
Lillie Skillom, Regional Literacy Coordinator
lskillom@mde.k12.ms.us
LeighAnne Cheeseman, Regional Literacy Coordinator
lcheeseman@mde.k12.ms.us
35
Office of Elementary Education and Reading
18