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Reading Behaviors: Notice, Teach, Support

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by

Patricia Noble-Olson

on 5 August 2015

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Transcript of Reading Behaviors: Notice, Teach, Support

What's My Level?
"Readers process a variety of texts, including short informational texts on familiar topics, short fictions texts, and longer illustrated narratives that have short chapters. They adjust their reading strategies to process not only realistic fiction and informational texts but to read very simple biographies. In fiction, characters generally do not change since the plots are relatively simple and texts are not long. Readers process an increased number of longer and more complex sentences (those with more than ten words containing prepositional phrases, adjectives, clauses and many compound sentences). Readers are able to automatically recognize a large number of words, and can quickly apply word-solving strategies to
multi-syllable words with inflectional endings, suffixes, and prefixes. They can read a wide range of plurals, contractions, and possessives. In oral reading, they reflect appropriate rate, word stress, intonation, phrasing, and pausing (recognizing and using a range of punctuation)." p. 288

Genre/Forms
Text Structure
Content
Themes and Ideas
Language and Literary Features
Sentence complexity
Vocabulary
Words
Illustrations
Book and Print Features
Characteristics of Text

Solving Words
Monitoring and Correcting
Searching for and using Information
Summarizing
Maintaining Fluency
Adjusting
Thinking
within
the Text
Predicting
Making Connections
Synthesizing
Inferring
Thinking
beyond
the Text
Analyzing
Critiquing
Thinking
about
the Text
One to three minute demonstrations at the end of guided reading
Explicit teaching in specific visual processing areas that need support
i.e. use what is know about words to read new words (
and
, l
and
, c
and
y)
Plan for
Word Work
Begin reading in the third column of page 4 - Subheading:
The Reality
(including the graphics)
Read through the section:
A Complex Theory
What parts of the processing system do you feel you are already teaching in guided reading?
What parts of the processing system need to be added to your guided reading instruction? What processing systems still need work? Add your reflections to your googledocsPLC notes.



Article: Guided Reading: The Romance and the Reality
Continue reading beginning in the next section-
Fluent Processing: An Essential Element of Effective Reading
Jot down questions and noticing on your googledocs
Share with your table once you have completed the middle column below Figure 11
The Next Section
The Continuum of Literacy Learning Grades Pre-K-8: A Guide to Teaching
by Gay Su Pinnell and Irene C. Fountas

Guided Reading: The Romance and the Reality

by Irene C. Fountas and Gay Su Pinnell
Resources
Reading Behaviors: Notice, Teach, Support
Full transcript