Refining Reading Workshop

Refining Reading WorkshopSession 2AgendaWhat is most essential for good workshop instruction?

Analyzing assessment data

Using data to inform instructionWhat is essential to effective reading instruction?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

The Six TS of effective elementary literacy instruction1. Time2. Texts3. Teaching4. Talk5. Tasks6. TestingTimeExtensive 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.TextsStudents 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. 743Matching Reader and Text LevelWhen 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?TEXTS.continuedHighest 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. 743Motivation 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. 53By 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?teachingThey 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?talkPurposeful 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?tasksThe 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. 745TESTingImprovement was noted based on where the students started and where they ended up, rather than on the latter alone. p. 745Final thoughtsExemplary 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.

Assessment FOR learningUsing assessments to inform your workshop16 Using assessment to guide instructionAssessment OF learningAssessment FOR learningSummative assessmentsSum 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 assessmentsHelp 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.Assessment FOR learningFORmative 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.

Show Instructional Implications blurb from FP 2:4818Using assessment data for your whole groupData from running records, conferencing, and Fountas and PinnellInforming your Mini-LessonsIndependent 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 aloudComprehension strategy lessonp. 8319Using assessment data for your small group instructionData from running records, conferencing, and Fountas and PinnellInforming your small groupsIndependent levels

Instructional levels

Strategic actions MSV

Fluency

Comprehension

Decisions about grouping

Selecting texts for group lessons

Preparing book orientationTeaching points for lesson

Matching teaching points in guided readingSelecting ways to reread the text

Book orientationDiscussion questions for deeper meaningTeaching points for the guided readingExtending the meaning through writing.p. 8420Using assessment data in your individual instructionData from running records, conferencing, and Fountas and PinnellInforming your individual instructionIndependent 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

p. 8521Evidence of Comprehension and FluencyInformationDefinitionWhat it tells about readingAccuracy RateAbility to read words correctly Control over phonics and decoding.Self-Correction RateRate at which reader notices and corrects errors independently Student is making meaning and recognizing the mismatch.M-S-VUse of print, language, and meaning What the reader uses to make sense, and what they are not using.Fluency and PhrasingConvey meaning with voice Student is making meaning and understanding the text.ComprehensionUnderstanding of authors meaning Students understanding of the text through discussion or writing.p. 8622Score and analyze a sample..Lets give it a tryAnalyze a benchmarkThe Loose Tooth CeceliaTutorials Scoring and Analyzing Oral Reading Behaviors Samples

Use the blank Loose Tooth to mark as you listen.

24Accurate readingSubstitutionwent walkedSelf-Correction car SC automobileRepetition R 2 R Insertion/Omission very hisAppeal s-o-m- A somewhereTold to- together T25 ScoringLevels A - KLevels L - Z95 100%Easy enough for independent reading98 100%90 94%Instructional level for use in guided reading95 97%89% and belowToo hard and will frustrate the reader94% and below26 AnalyzingAn 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.27 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 lettersto show if error/sc used meaning, structure, or visual information.

MSV28 Analyzing a Running RecordTo 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?

29 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?

What does this mean for instruction for this student?Instructional Decisions from our assessmentsDo an F&PFollow Kulsum as she reads BubblesSample Assessment Conference System 1

Follow along on the completed FP markings.

What decisions can you make as a teacher for Kulsum?

8 Instructional Decisions from Running RecordsIf the only tool you have is a hammer,you will see every problem as a nail.- Maslow

What tools does the child use to make meaning from text?Solving WordsMonitoring and CorrectingSearching for and using InformationMaintaining FluencyAdjustingPredictingMaking Connections and Asking QuestionsInferringSynthesizingAnalyzingCritiquing

Decision 1: Is this text level independent, instructional, or frustration?INDEPENDENT LEVEL: A-K 95 100% L-Z 98 100%High success readingBook boxesINSTRUCTIONAL LEVEL:A-K 90 94% L-Z 95 98%Guided small group InstructionIntervention groups FRUSTRATION LEVEL: A- K Below 90% L-Z Below 95%To be avoided

Decision 2: Are they using visual cues? TOOLS THEY NEED: Tools for Strategy instruction: Word Solving (Phonics word parts)

Does that look right?

Packet p. 1 Coding the RR also p. 2 Prompting for Phonics36Decision 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

Monitoring and Correcting37Decision 4: Are they using meaning cues?TOOLS THEY NEED:

Tools for Strategy Instruction: Word Solving (context clues)

Does that make sense?

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

Decision 6: Is the child READING WITH FLUENCY?TOOLS THEY NEED:

Maintaining fluencyAdjusting rate, expression, phrasingShared ReadingReaders TheaterDecision 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

Decision 8: Is the child able to make personal meaning?TOOLS THEY NEED:Beyond the Text

Strategy Instruction: Predicting, connecting, inferring, synthesizing

Decision 9: Are there other children with these patterns of errors?Who else needs these tools?

Small Group Instruction and Planning

Intervention organizerWhat are the 2 areas of need for the student at this time?

How could you use this organizer to create groups within your classroom?Continuum of literacy learningKNOW 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?