Please identify one recent literacy
accomplishment to share with your
peers.
Bergenfield Public School District
Grade 2
Goal –
• Establish a common language for literacy
across the district by building a shared
understanding of balanced literacy and its
role in effective literacy instruction
• Identify best practices in literacy which
focus on strategy acquisition
Agenda
April 22, 2010
• Celebrating Learning
• Engaging in a Reading Experience Strategy Acquisition
• Revisiting Components of Balanced
Literacy
• Organizing and Scheduling your Literacy
Instruction
• Examining Guided Reading – Model lesson
• Using Assessment to Inform Instruction
Quotes from Teachers about Changing/Refining your
Current Practices/Philosophy
I need to ask more questions
about strategies – not all
comprehension questions
about the stories
Guided reading
is to assess
I need to meet
with a group more
than 1x
per week
I need to be more
of a facilitator than
an instructor
Quotes from Teachers about Changing/Refining your
Current Practices/Philosophy
I always taught
“stories” in the past –
not strategies
Instruction should be
strategy driven and not
literacy series driven –
WHAT A CHANGE
I need to go slowly –
“uncover”
I need to be more
student-centered
Learning (What do we do?)
One idea to bring back to your classroom
• Posting the reading strategies with visuals of what good readers do
• Use my read aloud to enhance the strategy taught throughout the
week
• Focus on teaching strategy/skills – not stories
• Spend more time teaching specific strategies
• Focus on student learning to set objectives – not the sequence of
teacher’s manual
• Confer with students during independent reading
Learning (What do we do?)
One idea to bring back to your classroom
• Use read aloud to teach a strategy – pause while reading and “think
outside the box”
• Allow more time for students to read during guided reading (don’t
spend the whole time “teaching a lesson” or having one student read
at a time)
• Use sentence strips to “read between the lines” for drawing
conclusions.
• Slow down to teach instead of trying to “read” and get through all the
stories in the reader.
• Model one strategy during my read aloud, teach the same strategy
during shared reading(anthology/big book), and support/assess the
strategy during guided reading – it totally makes sense!
Coaching Celebrations
 Leveled my library
 Developed centers related to strategy/objective rather
than “busy work”
 Posted visuals for “WDGRD”
 Created vocabulary pictures for ELL
 Engaged students in “whisper read” during guided
reading
 Questioned students about application of strategy
 Documented student oral reading behaviors and
application of comprehension strategies during GR
Coaching Celebrations
 Provided direct explicit instruction in comprehension strategies
during shared reading.
“We already learned that good readers stop, think, wonder and
predict. Today we learn that good readers make connections to
help them to understand the story.”
“Good readers always ask themselves questions. Today, my inner
voice will ask many questions about the author’s words
because I want to identify if they are facts or his opinions.”
Good readers separate facts and opinion to determine what is
important in the book.”
Needs as Identified by Teachers
Use our More
More
materials example strategy
lessons work
Guided
reading
Centers
Assessment to Inform Instruction
1. Provide information about strategies
2. Clarify misconceptions about the components
3.
•
•
•
•
Examine Guided Reading –
Using the materials currently available
Facilitating pre/post reading
Balancing questioning about the strategy and story
Assessing and documenting students’ performance
4. Shared reading –
• Setting one purpose/objective related to strategy
acquisition
• Increasing student active engagement (READ WITH)
• Using the materials currently available
TEACH THE READER
NOT THE STORY
TEACH THE READER
USING THE STORY
Strategies Bergenfield Teachers Identified in March
Comprehension
Decoding
Picture Clues
Context Clues
Stretch and sounds
Syllabication
Chunking
Find smaller words
Substitution
Rereading
Word Patterns/Families
Root words/Prefixes/Suffixes
Use previewing strategies
Make predictions
Identify literary elements
Use story mapping
Identify unfamiliar vocabulary
Make connections – text to text
text to world
text to self
Visualize and create images
Sequence events
Determining importance(Main idea)
Use self-questioning techniques
Summarizing
Inferring
Synthesizing
Analyzing/Critiquing
Reading
Strategy Research
With insight, we think more deeply
and critically. We question, interpret,
and evaluate what we read. In this
way reading can change thinking.
(Harvey).
The Big Idea
The goal of reading is to construct
meaning. We want readers to:
 Enhance their understanding
 Acquire and use their knowledge
 Monitor their understanding
 Develop insight
Defining Reading Comprehension
• reading comprehension is “the process of
extracting and constructing meaning
through interaction and involvement with
written language”
(Sweet & Snow, 2002, p. 23-24).
How Comprehension Works?
• Let’s think about our own reading?
READING PROCESS
• Before Reading
• During Reading
• After Reading
Applying Strategies to Our Reading
• Consider strategies you used when
reading.
• Did you use them one at a time?
• Were you even conscious of them?
As per the IRA, Grade two teachers should emphasize the following strategies –
Predicting
Questioning
Clarifying
Summarizing
You are using the story to teaching the READER!
Research Says
Good readers…
• Look over texts before they read.
and read selectively.
• Have clear goals and purposes for
reading.
• Constantly evaluate.
• Construct, revise and question their
meanings.
• Are active readers.
Reading is the Construction of Meaning
When we read:
1. Connect the information to what we already know.
2. Remember what is important.
3. Adjust our knowledge base to incorporate the new or
interpret what we know in a new way.
4. Read “between the lines” to get a deeper meaning.
5. Evaluate information
“Reading is like Swimming”
Giving Credit
What Strategies Should We Teach?
•
•
•
•
•
Making Connections
Asking questions
Visualizing
Drawing inferences
Determining
importance
• Synthesizing
information
What is the Best Way to Teach Strategies?
Show kids how vs. telling them
Model
Guided practice
Independent practice
Application in real reading situations
Making Connections
Readers naturally bring their prior
knowledge and experience to reading, but
they comprehend better when they think
about the connections they make between
the text, their lives, and the world.
Ask Questions
Questioning text is the first step to
developing and forming opinions about
what you read. Questioning keeps the
reader engaged. When readers ask
questions, they clarify understanding and
forge ahead to make meaning.
Visualization
Active readers create visual images in
their minds based on the words they
read in the text. The pictures they
create enhance their understanding.
Drawing Inferences
Inferring is at the intersection
of taking what is known,
gathering clues from text, and
thinking ahead to make
judgment, discern a theme, or
speculate about what is to come.
Determining Importance
Thoughtful readers grasp essential
ideas and important information when
they read. Readers must differentiate
between less important ideas and key
ideas that are central to the meaning of
the text.
Synthesizing Information
Synthesizing is the most complex of
the comprehension strategies.
Synthesizing involves combining new
information with existing knowledge to
form an original idea or interpretation.
Repairing UnderstandingMonitor for Meaning
If confusion disrupts meaning, readers
need to stop and clarify their
understanding. Readers may use a
variety of strategies to “fix up”
comprehension when meaning goes
awry.
Comparing Strategies in
Professional Resources
Additional Resources
Visuals for Strategies:
http://www.readinglady.com/index.php?module=documents&JAS_DocumentManager_op=viewD
ocument&JAS_Document_id=3
Lesson Ideas:
(determining importance) http://www.liketoread.com/read_strats_importance.php
Connections to Literature:
http://www.buffalolib.org/programs/readinglists2007/Amherst_Central.pdf
http://www.mrshaydenworld.com/files/Picture_Books-_Read_and_Writing_Instruction_2.doc
Strategy cards - Rigby Toolkit – pink checklist
Planning for guided reading – Skylight Professionals – pink handout
Teaching ideas – McLaughlin – pink handout
Questions for thinking aloud during modeled reading – McLaughlin handout
Components of Balanced Literacy
1. Identify and clarify misconceptions
2. Define components and their purposes
to develop consistent language
3. Examine student’s role and teacher’s
role
Reading Components
• Modeled Reading - Read aloud
Model strategy
• Shared Reading
Explicit instruction + think aloud strategy
• Small group instruction –
Facilitate, support, & assess application of
strategy in guided reading/literature circles
• Independent Reading
Assess independent application of strategy
Sequence of Events
Establishing Your Group
1. Teacher works with a small flexible group (2-6 students)
2. Group has similar needs determined through assessment
3. Text selected should be in the instructional range based
on benchmark criteria
4. Therefore, text does offer some challenges for students
but not too much so meaning is maintained
Pre-reading
1. Aim/objective posted (Previously taught strategies
reviewed and today’s point(strategy) is evident and
clear to students)
2, Teacher provides support through introduction to
selection (or chunk of text) and guides students to
apply grade appropriate pre-reading strategies such
as taking a picture walk, highlighting key ideas,
previewing vocabulary, etc.
Sequence of Events
During reading
1. Students read text as individuals in a whisper voice or
silently (not aloud to group, chorally, or using round
robin approach)
2. Teacher listens to individual students read and provides
support as needed
3. Teacher takes anecdotal notes about strategies mastered
and those needing reinforcement for each individual
4. Students reread book (or chunk of text) at least two times
Post-reading
1. Teacher and students discuss content of text
2. Teacher and students return to text to revisit teaching
point (application of strategy)
3. Teacher asks questions that relate to teaching point or
objective
4. Teachers facilitates Word Study component (optional)
Leveling Text (electronically)
to level your libraries
http://classroom.jc-schools.net/pohlmanr/levelingbooks.html
• Free access to various sites that provide sources for
leveling text by author, title, genre, etc.
• http://www.fountasandpinnellleveledbooks.com/
(must purchase)
• over 32,000 leveled books that are sortable by level, genre,
series, or publisher
• video clips of guided-reading classrooms in action
• organizational and classroom management tips
• suggested read-alouds for all grades
• professional development information for individuals and
groups
Leveling Text (literature)
to level your libraries
• Guided Reading: Good First Teaching for All Children
by Gay Su Pinnell and Irene C. Fountas
• Matching Books to Readers: Using Leveled Books in Guided
Reading, K-3
by Irene C. Fountas and Gay Su Pinnell
• Leveled Books, K-8: Matching Texts to Readers for
Effective Teaching
by Irene C. Fountas and Gay Su Pinnell
• Leveled Books for Readers, Grades 3-6: A Companion Volume
to Guiding Readers and Writers
by Irene C. Fountas and Gay Su Pinnell
Guided Reading Lesson Plan
Title:
Group:
Students
Date:
Level:
Observations
Objectives/Comp strategy:
Introduction & Focus:
New & Important Words:
Discussion Questions:
Assignment:
Mon.
Tues.
Possible Daily Schedule
Wed.
Thurs.
Fri.
SSR/DEAR
Can be done
before/after lunch
SSR/DEAR
Can be done
before/after lunch
SSR/DEAR
Can be done
before/after lunch
SSR/DEAR
Can be done
before/after lunch
SSR/DEAR
Can be done
before/after lunch
15 min
Direct Teaching
Shared Interactive
Core
books/anthology
60 min
Direct Teaching
Shared Interactive
Core
books/anthology
15 min
Direct Teaching
Shared Interactive
Core
books/anthology
60 min
Direct Teaching
Shared Interactive
Core
books/anthology
15 min
Direct Teaching
Shared Interactive
Core
books/anthology
45 min
Guided reading
45 min
Guided reading
45 min
Guided reading
Modeled Reading
(Read Aloud)
Can be done
before/after lunch
Modeled Reading
(Read Aloud)
Can be done
before/after lunch
Modeled Reading
(Read Aloud)
Can be done
before/after lunch
Modeled Reading
(Read Aloud)
Can be done
before/after lunch
Modeled Reading
(Read Aloud)
Can be done
before/after lunch
30 min
Shared/Modeled
Writing
Grammar/Spelling
30 min
Writers Workshop
30 min
Shared/Modeled
Writing
Grammar/Spelling
30 min
Writers Workshop
30 min
Shared/Modeled
Writing
Grammar/Spelling
Independent read
Conference
students 1-2
Independent read
Conference
students 3-4
Independent read
Conference
students 5-6
Independent read
Conference
students 7-8
Independent read
Conference
students 9-10
15 min
Shared reading Using anthology
series big book ,
students chorally
read and work
collaboratively to
mark text when
identifying an
unfamiliar word
60 min
Shared reading
Revisit big book to
provide explicit
instruction in
using text features
with questioning
to determine
importance.
Introduce Fire
Fighter anthology
story with
objective – use
text structure to
identify vocab and
determine
importance – think
aloud.
15 min
Shared reading
Echo read specific
selections of Fire
Fighter anthology
story. Students
work
cooperatively to
identify how text
structure provided
support in
determining
importance
60 min
Shared reading
Use “paired
reading” selection
in anthology to
think aloud
applications of
combination of
vocab strategies
Students reread
Fire Fighter in
partners and
complete vocab
“clues to use”
15 min
Shared reading
Paired reading for
text structure–
Natural
Resources
Big book Trip to the Market
– definitions in
text
45 min
Guided reading
Modeled Reading
Baloney – ½ with
using context
clues
45 min
Guided reading
Modeled Reading
Baloney – ½ with
parts of words
Modeled Reading
Magic School Bus
– text structure
45 min
Guided reading
Modeled Reading
Magic School Bus
– text structure
Modeled Reading
Magic School Bus
– text structure
2008 Study – Exemplary Vocabulary Instruction; Developing Literacy One
Word at a Time
Chances of learning new words when presented as words before reading or in
context only without direct vocabulary instruction:
Grade 1 - 18%
Grade 3 – 26%
Grade 5 – 33%
Students need to learn vocabulary through:
1. Experiences
2. Context (additional reading and writing providing incidental experiences)
3. Direct instruction on vocabulary strategies (within literature) NOT JUST
DISCUSSING/PREVIEWING WORDS!!!
TEACHING
WORDS IN A
STORY IS NOT
VOCAB
INSTRUCTION
What are the
strategies
for vocabulary
instruction?
http://www.youtube.com/watch?v=qgaSmJKR9HM
Probable Passages
baloney
detention
excuse
misplaced
launch pad
planet
disintegrate
gravity
unbelievable
entertained
compose
transmission
decoded
life form
What are the strategies for vocabulary instruction?
1.Picture clues
2.Sound clues (cognates)
3.Context clues
4.Clues in parts of words (root words)
5.Definitions in the text
1.
2.
3.
4.
5.
6.
7.
8.
Clues to Use – recognize when unfamiliar with
MEANING
Context + Dictionary – To get into the Olympics, a
person must really excel at a sport.
Context-Relationship Procedure – multiples uses
followed by multiple choice
Frayer model – predicted definition, dictionary
definition, examples and non-examples
Probable Passages & Word Sorts
Semantic mapping – webbing
Vocabulary Graphic Organizers w/visual
representation
Vocabulary Graphic Organizers w/word
manipulation
Grouping students/Anecdotal notes
Guided Reading Lesson Plan
Title:
Group:
Students
Date:
Level:
Observations
Objectives/Comp strategy:
Introduction & Focus:
New & Important Words:
Discussion Questions:
Assignment:
Please identify one learning and one
action you will commit to as a result
of this collaborative session.