PowerPoint found here
Our Data Notebook:
Other Data Notebook examples:
http://www.lake.k12.fl.us/Page/7316
2/3/16: Data Continuation - Led by our Mentor Teachers
PowerPoint HERE
Ideas for scheduling in our Reading Newsletter
Some helpful websites:
Inquiry Workshop
Wonder Bubbles
Conferring during writing:
2/10/16: SLO Analysis
PowerPoint HERE
Ideas for scheduling in our Reading Newsletter
Some helpful websites for MAP (includes the links Mrs. Bibbs used last week - THANK YOU MRS. BIBBS!)
CLICK HERE
PowerPoint HERE
A thought about assessment - are we diagnosing or discovering what our children need?
A children's story to help us think about this:
THANK YOU MR. FALKER
When analyzing Running Records, it is helpful to note what the student is specifically missing when they are decoding words, especially in Kindergarten through Second Grades.
We will be using an "MSV Cheat Sheet" to help us
We are digging deep into this data to decide what our students need from us in the way of reading instruction to become stronger, more fluent readers.
Helpful articles on Running Records and Analysis:
Teacher Vision
Learn NC
7 Tips to Make Manageable and Useful
Other Things to Use (Behavior Wise):
Class Dojo Decoration Pack
Editable Dojo Points Sign
2/24/16: MAP Learning Continuum
PowerPoint HERE
BLENDSPACE Link: https://www.tes.com/lessons/N4TRD84v0fV_-g/
MAP help Blendspace: https://www.tes.com/lessons/SbS3mmQICwkHRA/map
Reader's Workshop:
http://www.readersworkshop.org/
http://www.busyteacherscafe.com/literacy/reading_workshop.html
http://www.scholastic.com/teachers/article/differentiation-readers-workshop
http://www.holmdel.k12.nj.us/humanities/pdf/rw_parent_workshop_jan12.pdf
http://www.ourclassweb.com/sites_for_teachers_readers_workshop.htm
3/2/16: Grouping Students for Guided Reading
PowerPoint here
Helpful Article:
3/9/16: Guided Reading Lesson Plan for the Lowest Group
PowerPoint HERE
2nd and 1st Grades: Early Lesson Plan
K4/K5: Pre-A Lesson Plan
GO TO BRING BACK DOCUMENT HERE
This was actually taken from the page on this blog entitled "Help From Your Reading Coach." I posted it at the beginning of the year, but now is a wonderful time for a refresher of resources available ;)
Remember that you want to still incorporate the "I do, We do, You do" model in Guided Reading. I can help you with this, if you need me to. ;)
*WAY more detailed guided reading for early grades HERE from Mrs. Jump - she's awesome.
*A TON of resources from Jan Richardson HERE
*Different lesson plan printables HERE
*More detailed Lesson Plan Template HERE
*Lots of resources to use in Guided Reading, especially for basic comprehension HERE
*Before, During, and After Reading Activities HERE
*Before, During, and After Reading "Cheat Sheet" HERE
*An Example of Guided Reading Video HERE
*Prompting Toolkit HERE
Pre-A Guided Reading:
**THIS IS FOR CHILDREN WHO KNOW FEWER THAN 40 UPPER AND LOWERCASE LETTERS AND HEAR FEW, IF ANY, SOUNDS**
Think beginning of Kindergarten
From the Jan Richardson Next Step in Guided Reading book:
(This is Dr. Suzie, not Dr. Jan): Looking at the chart on page 57, it makes clear the reason we cannot rush students into the emergent reading lesson plan - BE SURE they have at least 40 upper and lowercase letters and hear the sounds the letters make. It is definitely developmentally appropriate to not start emergent reading with K5 until after Christmas. At that point, still needing the Pre-A plan is cause for further assessment.
**DO NOT PUT MORE THAN 4 STUDENTS IN A GROUP (p.59). I would say this is a definite AFTER Christmas for the strugglers, but we all know that it is not a perfect world and there are way too many students we have to see each day, so there can be up to six in a group.
The lessons should be no more than 15 minutes and should include one activity from each of the components. Only spend about 3 minutes on each activity no matter what - remember, they are 5 years old! Use a timer if needed. They only need to complete the Name activity if they still do not know how to spell their name consistently.
Keep the letter/sound checklist (p.290) handy throughout the entire lesson. You will use it to record new letters and sounds the students learn in the lesson. You will also use it to determine which letter formation you should teach each day and the sounds you will use for the picture sorts. It can also be used to help you decide which student will help you write which letter on the cut up sentence.
On to the main reason we bought this book for you - starting on page 64 - DETAILED PROCESS FOR THE GUIDED READING PROCESS.
**ABC BOOK TRACING**
Pages 58-59
The school in Greenwood, SC that Dr. Jan references is my previous school. I promise you, this process seems silly, but it WORKS. I've seen it and been a part of the research. Having your assistant do this for a reading rotation each day is one way to do this. Also, getting older kids to do this in the mornings after Christmas for those students still on the Pre-A lesson plan is very beneficial. It literally takes about 5 minutes of their time. LET ME KNOW if you have students who need this. I am working with a few right now and incorporating some field testing into some RTI activities which may help these students learn their letters/sounds. DO NOT LET THESE BABIES GO TO FIRST GRADE AND NOT KNOW THEIR ALPHABET!!!!
Some important points Dr. Jan brings up:
*The tracing occurs outside of the Pre-A Small group lesson
*Do not include the word with the picture for each letter as this can be confusing
*Do not allow students to trace with a pencil or marker. The tactile experience is essential for building a memory trace.
Some things I use for Pre-A lesson plans (the rhyming cards I found HERE)
Cut-Apart Sentence:
Rhyming cards (link above):
Framing a word (small slinky):
Pointing to a letter (witch fingers):
Fountas and Pinnell Alphabet and cardboard letters from Michael's:
Early Guided Reading (Levels 1-4):
*Resources to help with Pre-A and Emergent Guided Reading HERE
*Video of an Emergent Guided Reading Lesson HERE - a little different from the way we did it
*Some interesting resources for Emergent readers whole and small group HERE
*Emergent Reading Behaviors (Teachers and Students) HERE
*Slideshare HERE
Early Guided Reading (Levels 6-16):
Sample Lesson Plan from Scholastic HERE
From the Jan Richardson Next Step in Guided Reading book:
*Note (this is Dr. Suzie talking, not Dr. Jan): In second grade, it is okay to use this plan even if a group is above a 16 if they have particularly low MAP scores. They may need the 2 day lesson plan and sight word review/word work that an Early Plan provides
From The Next Step in Guided Reading:
It is extremely important that children listen to themselves as they read and stop if what they say does not make sense. Self-monitoring is the foundation for comprehension. When you say, "Does that make sense?" to a child, you are teaching comprehension (p.107)
The lesson should be no more than 20 minutes (remember what we have talked about with a child's attention span - age = minutes they can pay attention)
Take note of the High Frequency Word Chart on pages 112 and 113. I can show you how I modify this if you like, just email me ;)
(Dr. Suzie speaking) Especially Grades 1 and 2: When selecting a text, think about that MAP learning continuum - what does the child need? Does the book meet the needs of that student? What do YOU know about that student that will help you select a text (does not have to be a 6 pack book, can be an article, website, etc.)
On to the main reason we bought this book for you - starting on page 116 - DETAILED PROCESS FOR THE GUIDED READING PROCESS.
*Sight word review: Be sure to teach the words at the lower levels first, even if the students are reading at a higher level (p.116)
*DO NOT ALLOW CHORAL OR ROUND-ROBIN READING!! This inhibits problem-solving behaviors and creates dependent readers (p.117)
There are strategies and prompts for each of the parts of the lesson plan from page 116 to page 133.
LET ME KNOW if you would like to have this modeled with your class or if you would like to co-teach, plan together, etc. Whatever you need, I'm here for you.
My favorite component of this book: WORD WORK APPENDIX! starting on page 271.
To help you with the letters compared to the DRA levels we use:
For Word Study: Words Their Way
Leveled from "easiest" to "hardest" - we will talk about testing for this during Cluster or you can email me for help
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