class 9 guided reading plus
DESCRIPTION
Housekeeping Start planning for parent conferences: Think about how you can schedule conferences around our class. Talk with your principal if necessary – many people in our class have been allowed considerable flexibility when they asked for itTRANSCRIPT
Class 9 Guided Reading Plus
Book Orientations & Writing About Reading: Early Language and
Literacy Certificate, Course 1 Class 9 Guided Reading Plus
Housekeeping Start planning for parent conferences:
Think about how you can schedule conferences around our class. Talk
with your principal if necessary many people in our class have been
allowed considerable flexibility when they asked for it Homework
Review Think about a book orientation you gave this week
Think about the article you read for homework on book orientations
Did you apply something from the article to your teaching this
week? Share with a partner. Homework Review Why do we need to plan
a book orientation?
A thoughtfully prepared book orientation will provide just enough
support, enabling students to read a new text as independently as
possible and freeing up students attention to focus on minimal
problem solving. [Orientation to a New Book, p.707] Homework Review
Why does introducing a book in this way help struggling readers get
better at reading? Repeated successful experiences over time
provide the students with the opportunity to develop proficiency in
reading new texts, while encountering increasingly more complex
texts. [Orientation to a New Book, p.707] Essential Questions How
do I select books & prepare students (especially culturally and
linguistically diverse students) to successfully read a new
instructional level book? What is the power of writing about
reading with respect to oral language and reciprocity? What prompts
can I use during the writing day of GRP that deepens comprehension
(CCSS)? Early Language and Literacy Certificate Program
Book Orientations Early Language and Literacy Certificate Program
Foundational Ideas Book Selection
When choosing texts, keep in mind the need to: Provide children
with massive opportunities to read enchantingly interesting texts
(Marie Clay) Think about the way the child will understand the text
Foundational Ideas Book Selection
Use books that are accessible or can be made accessible through
book orientation: print features that support comprehension
language structures that are accessible text structures that the
reader can understand illustrations that support meaning and do not
confuse the reader (early levels) Consider the load in each area
Sample Book Orientation
Handout: Introduction to The Great Big Enormous Turnip Read through
the conversation between the teacher and students Fill out the last
column - Is the teacher supporting the students in attending to M,
S, V or combination of several? How do all of these actions
contribute to comprehension? Another Way to Orient Some people
follow the orientation style presented in the handout - M, S, and V
information presented in a mix as they go through the book. Some
people follow a slightly different orientation style M and S
presented as they go through the book V information presented at
the end less intrusive and more recent when reading begins Early
Language and Literacy Certificate Program
Writing About Reading Early Language and Literacy Certificate
Program Foundational Ideas According to the Carnegie Foundation
Report on Writing (meta-analysis) it appears that writing improves
reading achievement in the early years almost more than reading
improves reading! Why would that be??? Foundational Ideas The
physical act of writing slows down the reading process, which
allows the learner to focus on word-solving strategies and concepts
of print while composing a message. (Dorn & Soffos)
Foundational Ideas - Reciprocity
Writing is powerful for increasing reading achievementbut only if
reading and writing are taught as reciprocal processes. (Dorn &
Soffos) Brainstorm: How are R and W reciprocal? Handout: Common
Requirements of Writing and Reading (WRS: p. 295) Foundational
Ideas Academic Language
When students write about the books they are reading, we can plan
for them to use the structures associated with these texts in both
discussion & in writing. Foundational Ideas Academic
Language
When students write about the books they are reading, we can plan
for them to use the vocabulary associated with these texts both in
discussion & in writing. Consolidate spontaneous (everyday)
language with literate (academic) language Foundational Ideas
Comprehension
When students discuss and write about the books they are reading,
this response deepens their reading comprehension extensively.
Foundational Ideas For Guided Reading Plus, all three types of
writing (dictated, interactive, independent) are always in response
to a prompt about the reading. Why? A shift of CCSS is that
students read, write and speak grounded in evidence from texts.
Foundational Ideas For Guided Reading Plus, all three types of
writing (dictated, interactive, independent) always occur after
considerable discussion that deepens understanding of the text.
This part of our lesson is a powerful opportunity to develop
language. Foundational Ideas When students write in Guided Reading
Plus groups, it should be in conventional form (for the most part).
Sentences begin with a capital letter & end with some type of
punctuation No capitals in the middle of words The teacher should
use correction tape if at all possible Sometimes students can
compose first and edit afterwards, but we help all along the way.
Writing About Reading Three forms to choose from:
Interactive Dictated Independent Handout: Three Forms to Generate
Writing About Reading discuss main points Prompts for Writing About
Reading
Handout: Sample Prompts for Writing About Reading Read and circle 4
you might use with your group in the next few weeks Lets Try It At
your table, generate a prompt you could use for each form of
writing in response to The Hungry Giant (text is from class 8, Jan
17) Interactive Dictated Independent What would be the value of
each form? Share out Essential Questions How do I select books
& prepare students (especially culturally and linguistically
diverse students) to successfully read a new instructional level
book? What is the power of writing about reading with respect to
oral language and reciprocity? What prompts can I use during the
writing day of GRP that deepens comprehension (CCSS)? Essential
Connections
LEAP MCD: methods & pacing, academic language HIIM: check for
understanding, feedback English Language Learners Oral Language
Development Academic Language Common Core Shifts Nonfiction
Evidence Increasing text complexity Homework READ DO BRING to next
class OR
WRS: Three Types of Writing Explained (Contexts for Supporting
Children as Writers) OR WRS: Three Types of Writing - Supporting
Early Readers (Using Shared and Interactive Writing to Promote
Close Attention to Print) DO Reflect on class Reflect on reading
BRING to next class An instructional level running record that has
work (scored & analyzed) from a child in your group and the
book Next class power point (for notes) ALL handouts received thus
far