TOPICS

• Describing Instructional Level Readers– Transitional– Intermediate and Advanced

• Assessment

• Instruction

REVIEW

• EMERGENT READER– Focus of Instruction: build COW

• BEGINNING READER– Focus of Instruction: make reading happen!

• INSTRUCTIONAL READER– Focus of Instruction: fluency & comprehension

Transitional reader

• Explores new genres

• Reading growth occurs more slowly

• Need time to build fluency

• FOCUS: silent reading and comprehension

INTERMEDIATE & ADVANCED

• Development typically reached in 4th - 6th grade

• Word recognition and spelling focused on polysyllabic words

• Reading rates approach 200 wpm

• Approach maturity in self-selections and writing

READING LEVELS

• INDEPENDENT 98% accuracy

• INSTRUCTIONAL 95% accuracy

• FRUSTRATION 94% and below

Assessment

• Can they read the text?• Word recognition?• Spelling?• Comprehend what

they hear and read?• Write?

• Take a running record• Listen to student read a word

list• Score and interpret a spelling

inventory• Written summary• Written summary

DIET for Instructional Reader

Comp40%

Writing20%

Fluency20%

Spelling20%

• FLUENCY• COMPREHENSION• WRITING• WORD STUDY

FLUENCY ACTIVITIES

• Reading in independent level text

• Choral and echo reading

• Timed repeated reading

• Tape recording

• Readers’ theater

COMPREHENSION

• K-W-L with content material

• Directed Reading Thinking Activities

• Reciprocal Teaching

• Reading Workshop

• Literature Circles

• Other comprehension strategies

WRITING ACTIVITIES

• Guided lessons on genre writing

• Peer response groups (peer editing)

• Self-assessment

• Connecting writing to reading

• Writing across curriculum

PELLING

• Long vowel word study

• Homophones

• Word sorting

• Word study notebooks

• Advancing to polysyllabic words and the study of roots

COMPREHENSION

• K-W-L with content material

• Directed Reading Thinking Activities

• Reciprocal Teaching

• Reading Workshop

• Literature Circles

• Other comprehension strategies

DIRECTED READING THINKING ACTIVITY

• DRTA– Small group of children (8-12)– All reading on same level– Good story

• Teacher plays role of facilitator: asking what do you think will happen next?

• Child Predicts, Reads, and Proves

Variations

• Directed Listening Thinking Activity

• K-W-L

• Paired reading with written predictions.

Reading in the Content Areas

• Make sure you have text the children can read (library books, dictations, multi-level sets of books)

• Match your instruction across all curriculum areas with the new SOLs.

• Connect reading and writing.

Practicum Assignment• Read with a child, taking a running record. Tape record his/her

reading. Mark the errors and determine his/her reading level.

• Make sure the child can read the text you will use for the DRTA or KWL activity.

• Include the running record in your submission, with your markings.

Step 1

• Select a text that you will use with the child (fiction for a DRTA; non-fiction for a KWL)

• Conduct the lesson

Step 2

Step 3• Write up a one-page response paper that includes the following:

– Opening paragraph about the running record, how it went, what you learned, and define the child’s reading level here also.

– Briefly describe the DRTA or KWL you conducted. Did it go as planned? What was the reaction of the child to the activity? What did you learn? What would you do differently next?