Slide 1

REFINING READING WORKSHOP Session 2

Slide 2

AGENDA What is most essential for good workshop instruction? Analyzing assessment data Using data to inform instruction

Slide 3

WHAT IS ESSENTIAL TO EFFECTIVE READING INSTRUCTION?

Slide 4

Enhanced reading proficiency rests largely on the capacity of classroom teachers to provide expert, exemplary reading instruction instruction that can not be packaged or regurgitated from a common script because it is responsive to childrens needs. - Allington

Slide 5

THE SIX TS OF EFFECTIVE ELEMENTARY LITERACY INSTRUCTION 1. Time 2. Texts 3. Teaching 4. Talk 5. Tasks 6. Testing

Slide 6

TIME Extensive reading is critical to the development of reading proficiency. Extensive practice provides the opportunity for students to consolidate skills and strategies teachers often work so hard to develop. p. 742 Independent and guided reading in workshop provides the essential TIME in text that students need. Gains in our exceeds groups.

Slide 7

TEXTS Students need enormous quantities of successful reading to become independent, proficient readers. By successful reading, I mean reading experiences in which students perform with high levels of accuracy, fluency, and comprehension. p. 743 In too many schools, lower-acheiving readers receive appropriate reading materials only when they participate in special-support instruction. (Title, Sped, etc.).No child who spends 80% of his or her instructional time in texts that are inappropriately difficult will make much progress academically. p. 743

Slide 8

MATCHING READER AND TEXT LEVEL When struggling readers read routinely from texts that they could read at the historical independent reading level they made the greatest reading gains. What Really Matters in Response to Intervention (Allington) High success reading (Independent level accuracy) was the critical factor in accelerating reading development both in the study with first-grade struggling readers as well as in the other with third- and fifth grade struggling readers WHAT DOES THIS MEAN FOR OUR INSTRUCTION?

Slide 9

TEXTS.CONTINUED Highest achieving students 1) received a steady diet of easy texts texts they could read with accuracy, fluency, and with good comprehension and 2) consistently outgained both the average achieving and the lower-achieving students, year after year. They also noticed that motivation for reading was dramatically influenced by reading success. p. 743

Slide 10

MOTIVATION TO READ. The correlation between engaged reading and comprehension on the NAEP suggests engaged reading can overcome traditional barriers to reading achievement, including gender, parental education, and income. What Really Matters in Response to Intervention P. 53 By providing struggling readers with the easy access to appropriate texts, we may be directly addressing this motivational problem. What Really Matters in Response to Intervention P. 53 WHAT DOES THIS MEAN FOR OUR INSTRUCTION?

Slide 11

TEACHING They modeled the thinking that skilled readers engage in as they attempt to decode a word, self-monitor for understanding, summarize while reading, or edit when composing. MODEL, MODEL, MODEL Where does this happen in workshop?

Slide 12

TALK Purposeful talk.problem-posing, problem solving talk related to curricular topics. While there is evidence that more thoughtful classroom talk leads to improved reading comprehension, especially in high-poverty schools. What classroom based intervention would support this?

Slide 13

TASKS The work the children in these classrooms completed was more substantive and challenging and required more self-regulation than the work that has been commonly observed in elementary classrooms. We observed far less of the low-level worksheet type tasks. p. 745 Another factor related to student engagement was that the tasks assigned often involved student choice. We described the instructional environment as one of managed choice. p. 745

Slide 14

TESTING Improvement was noted based on where the students started and where they ended up, rather than on the latter alone. p. 745

Slide 15

FINAL THOUGHTS Exemplary teaching is not regurgitation of a common script, but is responsive to childrens needs. In the end, it will become clearer that there are no proven programs just schools in which we find more expert teachers teachers who need no script to tell them what to do.

Slide 16

ASSESSMENT FOR LEARNING Using assessments to inform your workshop

Slide 17

USING ASSESSMENT TO GUIDE INSTRUCTION Assessment OF learningAssessment FOR learning Summative assessments Sum up what the child learned. Tell you OF what information or skills the child learned or mastered. Usually occur at the end OF the unit. FORmative assessments Help you plan FOR your next lessons. Tell you what the child can do, as well as what they need to do FOR improvement. Usually occur before, during, and after instruction.

Slide 18

ASSESSMENT FOR LEARNING FORmative assessments Help you plan FOR your next lessons. Tell you what the child can do, as well as what they need to do FOR improvement. Usually occur before, during, and after instruction.

Slide 19

USING ASSESSMENT DATA FOR YOUR WHOLE GROUP Data from running records, conferencing, and Fountas and Pinnell Informing your Mini-Lessons Independent levels Instructional levels Strategic actions MSV Fluency Comprehension Selecting books for classroom library Selecting books for guided reading Designing lesson topics that everyone is still gaining control over. Shared reading lesson focus Interactive Read Aloud intentional conversation and think aloud Comprehension strategy lesson

Slide 20

USING ASSESSMENT DATA FOR YOUR SMALL GROUP INSTRUCTION Data from running records, conferencing, and Fountas and Pinnell Informing your small groups Independent levels Instructional levels Strategic actions MSV Fluency Comprehension Decisions about grouping Selecting texts for group lessons Preparing book orientation Teaching points for lesson Matching teaching points in guided reading Selecting ways to reread the text Book orientation Discussion questions for deeper meaning Teaching points for the guided reading Extending the meaning through writing.

Slide 21

USING ASSESSMENT DATA IN YOUR INDIVIDUAL INSTRUCTION Data from running records, conferencing, and Fountas and Pinnell Informing your individual instruction Independent reading levels Instructional levels Strategic actions MSV Fluency Comprehension Book choices for independent book boxes Placing students in small groups Interacting with the student during small groups and individual conferences Responding to the student in the readers notebook

Slide 22

EVIDENCE OF COMPREHENSION AND FLUENCY InformationDefinitionWhat it tells about reading Accuracy Rate Ability to read words correctly Control over phonics and decoding. Self-Correction Rate Rate at which reader notices and corrects errors independently Student is making meaning and recognizing the mismatch. M-S-V Use of print, language, and meaning What the reader uses to make sense, and what they are not using. Fluency and Phrasing Convey meaning with voice Student is making meaning and understanding the text. Comprehension Understanding of authors meaning Students understanding of the text through discussion or writing.

Slide 23

SCORE AND ANALYZE A SAMPLE.. Lets give it a try

Slide 24

ANALYZE A BENCHMARK The Loose Tooth Cecelia Tutorials Scoring and Analyzing Oral Reading Behaviors Samples Use the blank Loose Tooth to mark as you listen.

Slide 25

Accurate reading Substitution went walked Self-Correction car SC automobile Repetition R 2 R Insertion/Omission very his Appeal s-o-m- A somewhere Told to- together T

Slide 26

SCORING Levels A - KLevels L - Z 95 100% Easy enough for independent reading 98 100% 90 94% Instructional level for use in guided reading 95 97% 89% and below Too hard and will frustrate the reader 94% and below

Slide 27

ANALYZING An individual error is less informative than a pattern of errors, and the clearer the pattern, the more helpful it is for informing teaching. You will generally not have enough time during the reading conference to scrutinize each running record, but you need to do this later as you assess their errors and self- corrections to get a better sense of their strategic behaviors.

Slide 28

ANALYZING For every error and self correction, ask yourself these three questions: Did the meaning or message influence the error? Did the structure of the sentence up to the error influence the response? Did visual information from the print influence any part of the error? When an error or self-correction is made, write the letters MSV in the appropriate column(s). Circle the letters to show if error/sc used meaning, structure, or visual information. MM SS VV

Slide 29

ANALYZING A RUNNING RECORD To explain the error, consider only up to the point of the error. To explain a self-correction consider what might have led the child to spontaneously correct the error. Analyze each self-correction as an error first, and then as a self-correction. Ask yourself, what extra information did the reader add to make the self-correction?

Slide 30

INSTRUCTIONAL DECISIONS. Write 3 statements about Cecelias reading. What are the strengths? What does the student still need control over? What are your next steps for this student?

Slide 31

WHAT DOES THIS MEAN FOR INSTRUCTION FOR THIS STUDENT? Instructional Decisions from our assessments

Slide 32

DO AN F&P Follow Kulsum as she reads Bubbles Sample Assessment Conference System 1 Follow along on the completed FP markings. What decisions can you make as a teacher for Kulsum?

Slide 33

8 INSTRUCTIONAL DECISIONS FROM RUNNING RECORDS If the only tool you have is a hammer, you will see every problem as a nail. - Maslow

Slide 34

WHAT TOOLS DOES THE CHILD USE TO MAKE MEANING FROM TEXT? Solving Words Monitoring and Correcting Searching for and using Information Maintaining Fluency Adjusting Predicting Making Connections and Asking Questions Inferring Synthesizing Analyzing Critiquing

Slide 35

DECISION 1: IS THIS TEXT LEVEL INDEPENDENT, INSTRUCTIONAL, OR FRUSTRATION? INDEPENDENT LEVEL: A-K 95 100% L-Z 98 100% High success reading Book boxes INSTRUCTIONAL LEVEL: A-K 90 94% L-Z 95 98% Guided small group Instruction Intervention groups FRUSTRATION LEVEL: A- K Below 90% L-Z Below 95% To be avoided

Slide 36

DECISION 2: ARE THEY USING VISUAL CUES? TOOLS THEY NEED: Tools for Strategy instruction: Word Solving (Phonics word parts) Does that look right?

Slide 37

DECISION 3: ARE THEY USING STRUCTURE CUES? TOOLS THEY NEED: Tools for strategy instruction: Monitoring and Correcting Do we say it that way? HINT Think - Mad Libs

Slide 38

DECISION 4: ARE THEY USING MEANING CUES? TOOLS THEY NEED: Tools for Strategy Instruction: Word Solving (context clues) Does that make sense?

Slide 39

DECISION 5: IS THE CHILD SELF- CORRECTING? TOOLS THEY NEED: Goal is close to a 1:1 ratio. Tools for Strategy Instruction: Monitoring and Correcting

Slide 40

DECISION 6: IS THE CHILD READING WITH FLUENCY? TOOLS THEY NEED: Maintaining fluency Adjusting rate, expression, phrasing Shared Reading Readers Theater

Slide 41

DECISION 7: IS THE CHILD ABLE TO RETELL THE STORY? TOOLS THEY NEED: Within the Text Tools for Strategy Instruction: Summarizing, searching for and using information

Slide 42

DECISION 8: IS THE CHILD ABLE TO MAKE PERSONAL MEANING? TOOLS THEY NEED: Beyond the Text Strategy Instruction: Predicting, connecting, inferring, synthesizing

Slide 43

DECISION 9: ARE THERE OTHER CHILDREN WITH THESE PATTERNS OF ERRORS? Who else needs these tools? Small Group Instruction and Planning

Slide 44

INTERVENTION ORGANIZER What are the 2 areas of need for the student at this time? How could you use this organizer to create groups within your classroom?

Slide 45

CONTINUUM OF LITERACY LEARNING KNOW YOUR TARGETS - Not just the levels. What kinds of reading behaviors should students know and be able to do by the end of your grade level? Read through the ending target for your grade. How could this help you?