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Reading in Grades 3 - 5

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by

Barbara Alfieri

on 20 September 2013

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Transcript of Reading in Grades 3 - 5

Reading in
Grades 3-5

Consider This
Independent Text 0% 15% 35% 50% 85%
Instructional Text 0% 15% 35% 50% 85%
Frustration Text 0% 15% 35% 50% 85%
TOTAL must equal 100%
Independent Text ~ 85%

Instructional Text ~ 15%

Frustration Text ~ 0%
Mini-Lesson
Reading Practice
Closure
Reading Workshop
Guided Reading
Mini-Lesson
10 - 15 minutes
Introduction
Explicit instruction with modeling
Guided practice
Closure
What percent of time should students be reading independently at the following levels?
Introduction
2 minutes
Anticipatory Set
Connects prior knowledge to teaching point
Final Thoughts
Refer to Anchor Chart
"Today I'm going to teach you ..."
"Today we're going to learn about ..."
Mini-Lesson
Explicit Instruction with Modeling
8 minutes
Explicit direct instruction
"Watch me as I ..."
"Did you see how I ..."
Mini-Lesson
Teacher demonstrates strategy using a past read aloud
Guided Practice
3-4 minutes
Turn and talk - "Partner Share"
"Now it is your turn to try."
Mini-Lesson
Post its

White boards, etc.
Wrap-up
1 minute
Restate mini-lesson objective
"Today and everyday ..."
Mini-Lesson
Review Anchor Chart
Remind students to use reading strategies
Closure
What Does it Look Like?
Teacher
Conferencing with students
Guiding Reading
Small Groups
Assessing students
Monitoring Book Clubs
Reading Independently (self-selected texts)
Reading/Discussion with partners
Book Clubs
Reading Practice
Increase student engagement
Choose just right books within the unit of study
Reading Practice
Student
Mini-Lesson
Reading Practice
Closure
Closure
Answer
Challenging discussion about texts
Develop and apply reading strategies with independence
Group or partner share
Celebrate successes
Closure to reinforce mini-lessons
Mid-Workshop Interruption
Reading Practice
Optional
Direct focus
Manage behavior
Share student examples
Review prior lessons
Mini-Lesson
Reading Practice
Closure
Unit Assessments
Running Records
DRAs
Leveled Baskets
Series & Author
Baskets

Reference Books

Magazines & Articles!

What’s your favorite?
Audiobooks
Collections

Book Clubs!

Content Area Baskets

Damaged Books

Nonfiction
Book Baskets



The Evolution of a Library!
Poetry Corner

Conferences
Structure of an example Guided Reading lesson:
Fluency Practice
Introduction
Teacher Model
Student Practice
Teacher listens, takes notes, feedback
Discussion
Word Work/Vocabulary
Written Response (Post-it notes, write long, notebook, etc.)

Selecting appropriate text

Small group table/ carpet area

Teacher supplies within reach

Student supplies: texts, literacy notebooks





What Does It Look Like?

Guided Reading
Teachers have the opportunity to see students reading books with proficient processing every day
“ladder of progress”
Using leveled books
Conducting assessments to determine reading levels
Elements of reading: decoding, comprehension, and fluency
Classroom libraries for choice reading

The Reality
The Romance
Guided Reading is not the whole literacy program
Deep understanding- higher level thinking:
Thinking within the text
Thinking beyond the text
Thinking about the text
Fluent Processing
Using language to support analytical thinking about text

The Components
Small group instruction (4-5 students)

Guided Reading

One to One
Teacher/student focus
Genuine conversations
Sampling students oral reading
Make notes on reading behaviors observed
Determine automaticity of skill or strategy
Redirect or adjust prior learning
Compliment a student’s success
Collaboratively develop a goal


Reading Conferences

Reading Practice
Post its
Reading Notebook
Reading Log
Group Discussions
Assessments & Accountability Tools
Develop a focus for future instruction
Monitor comprehension and fluency
Teach or re-teach a skill
Build upon reading strategies
Text Levels

Balanced Literacy
Components of Balanced Literacy
Total Time
Introduction - 2 minutes
Explicit Instruction - 8 minutes
Guided Practice - 3-4 minutes
Wrap-up - 1 minute
= 15 Minute Mini-lesson

Mini-lesson
Let's take a look!
Read Aloud
Shared Reading
Reading Workshop
Guided Reading
Reading Conferences
Independent Reading
Book Clubs
Writing Workshop
Independent Writing
Writing Conferences
Word Study
Vocabulary/Grammar
Reading Workshop
Reading Workshop
Reading Workshop
Reading Workshop
Rubrics
Writing Workshop
Mini-Lesson Menu
Grade 5

Mini-Lesson Menu
Grade 4

Mini-Lesson
Menu
Grade 3

Criteria Sheets
Anecdotal Notes
Conferences
Rubrics
Prewriting
District Writing Sample
Writing Piece/ Project
Assessments

Frequency
Writing community
Demonstrations by authors and illustrators
Predictability
Purpose
Revision, editing, proofreading, and publishing
Expectations
Advantages of Writing Workshop
Frequent
Specific
Set Goals
Ongoing Feedback
Shifts in Assessment

Brief
Focused
Collaborative
Informative for both student and teacher
Writing Conferences

Track Writing Projects
Collect Conference Notes
Drive Future Instruction
Form Guided Writing Groups
Track writing projects
Be accountable
Reflect upon their writing
Record Keeping
Mini-Lesson
(5-15 minutes)
Status of the Class
(2-5 minutes)
Independent/ Guided Writing or Conferencing
(20-45 minutes)
Sharing
(5-15 minutes)

Components of Writing Workshop

Helps the Student…
Helps the Teacher…
How does Guided Reading and Reading Conferences fit into Reading Workshop?
Take a moment to think about what was covered in today’s training.

Then, write down

1. One thing you are excited about.
2. Questions you still have.

Closure:
The curriculum is a living document
You will be supported
The Reading Specialists, Instructional Support teachers, the teachers on the committee and the curriculum writing team will act as liaisons and coaches for implementation
We want your feedback. What worked well? What didn’t? We will use your feedback to design cross-town and building-based meetings to address specific aspects of the curriculum
Keep in mind

WHAT YOUR COLLEAGUES
ARE SAYING…

The Components of English Language Arts Instruction
Reading Workshop
Guided Reading
Mentor Texts
Writing Workshop
Training Agenda

Building Your Binder

ELA Center Activity
Vocabulary & Grammar Instruction
Building your Binder
Accessing the Curriculum
Curriculum Conversations

Welcome Back to
English Language Arts
Curriculum Training!
Align curriculum with the English Language Arts Common Core State Standards
Focus the curriculum on developing literacy (focusing on skills and strategies) rather than covering topics
Replace language arts themes with Units of Study, which integrate essential reading and writing strategies with investigations of authors and/or genres to lift engagement, increase meta-cognitive awareness and boost academic development.
Offer more detailed descriptions for each Unit of Study with suggested mini lessons, activities and assessments so that it serves as a useful tool to both novice and seasoned teachers.
Identify mentor texts for both reading strategies and writing
Curriculum Achievements
in a Nutshell
1. Sign in
2. Sit at a table with teachers from each school
3. Write your name on the name tent
4. Write down something you want to get out of today’s training and share it with your table.

Welcome to English Language Arts
Curriculum Training!
Morning Session:
ELA Center Activity
Vocabulary & Grammar Instruction
Building your Binder
Accessing the Curriculum
Curriculum Conversations
Afternoon Session:
The Elements and Principles of the ELA Curriculum
Exploring the ELA Curriculum
Afternoon Session:
Exploring the ELA Curriculum
1. Curriculum Map for the Year

2.
Rubicon
Units for September and October

3. Teacher’s Guides

4. Language Standards

Please:
Mentor Texts
Sample Displays…

Mentor Texts

Special location in classroom
Easily accessible
Teacher and students reference, review, reread, revisit often
Displaying Mentor Texts

Published piece of writing
(professional or student)

Use to motivate students

Demonstrates strategy explicitly

Reread over and over again

What is a mentor text?

Reading Notebook Evaluation Rubric
2 minutes
Full transcript