teaching reading: session 1 september 2013:

Teaching ReadingSession 1

September 27th, 20138:30-11:30

:

Ice breakerColoured strips to introduce yourself

Yellow - your dream job

Green - favourite hobby

Blue - favourite vacation

Orange - favourite movie/book

Purple - wildcat – tell us whatever you like

Anecdote from Peter JohnstonChoice Words: How Our Language Affects Children’s Learning

Learning Intentions1. You will learn how to focus your students away from the fixed mindset and towards the growth mindset and incorporate the emotionality of reading.

Assessment2. You will understand the value of a running record for ongoing assessment of a student’s reading ability and be introduced to other non-standardized assessments

Changing Mindset

1. Learn to listen to your fixed mindset voice

2. Recognize that you have a choice

Emotional MemoryEmotional memory exerts a powerful influence on thought processes. Emotional memory registers and retains positive and negative occurrences if they are repeated. If a child has difficulty learning something, she will oftentimes experience a negative emotion. Lack of confidence is often associated with feelings of being incapable of learning. Those feelings are common in students who have not learned how to read. (Coles, 1998)

These students’ emotions and self-perception must be changed for literacy to improve.

3. Talk back to it with a growth mindset voice

No matter the ability--whether it's intelligence, creativity, self-control, charm, or athleticism—studies show them to be profoundly malleable. When it comes to mastering any skill, your experience, effort, and persistence matter a lot. (The Trouble with

Bright Girls in Psychology Today, Jan 2011)

4. Take the growth mindset action

Books leave lasting impressions…

Consider the books you loved as a child, an older student, an adult and as a teacher.

With an elbow partner:

Discuss some of your favorite books and WHY are they your favorite?

What are these discussions arousing in you?

Assessment2. You will understand the value of a running record for ongoing assessment of a student’s reading ability and be introduced to other non-standardized assessments

Three main sources of information

Meaning (how we understand the story; context, background knowledge)

Structure (how we say things; the rhythm of the language)

Visual (the way we see letters and words; how they look and sound)

Scoring a running recordA student gets credit for all correct or corrected words

E = Errors (insertions; omissions; substitutions; wrong tense; endings left off; asks for help (you respond “you try it”); told the word (wait only 3 seconds); prompted to “try that again”

SC = Self Correct (says the word incorrectly, then corrects himself; repeated correctly any number of times, either word or phrase)

Proper nouns should be taught first, then counted as errors.

Scoring

# of words correct X 100 = _____%

# of words in text

Independent: 98-100% accuracy with excellent or satisfactory comprehension

Instructional: 95-97% accuracy with excellent or satisfactory comprehension or 98-100% accuracy with limited comprehension

Frustration: below 95% accuracy with any comprehension score

Fountas & Pinnell Benchmark Assessment System, 2009

It is more than just decoding…

If students don’t understand what they are reading then they are not really reading

Good readers use the same strategies no matter what they are reading

7 Keys to unlocking meaning…

1. Create mental images

2. Use background knowledge

3. Ask questions

4. Make inferences

5. Determine the most important ideas or themes

6. Synthesize information

7. Use “fix-up” strategies

Create Mental Images

Good readers create a wide range of visual, auditory, and other sensory images as they read

They become emotionally involved with what they read

Without sensory images…

Reading is just a blank slate

Reading is just another “chore” that must be done or avoided

Intensified involvement…If your students

Beg you to keep readingGive you details that reflect a good grasp of

the storyLaugh or cry at the appropriate placesAre able to make predictionsRead aloud with expressionExtend the story beyond what is actually on

the page

Chances are they are creating sensory images

Fostering Involvement:

Students need to know that creating mental images is a vital part of reading

Your students need to watch you demonstrate how to create mental images

3. Ask questions

Good readers generate questions before, during and after reading

They clarify meaning, make predictions, and focus their attention on what’s important

If text is too difficult, students can’t do this.

AssessmentsJamieson, Lori. (2007) HIP Reading Assessment:

Graded oral reading assessments for students in grades 3 to 8

Fountas and Pinnell Benchmark Reading Assessment System, 2009

A personal response…Readers who are not able to foster a personal connection to what they are reading will be

unable to make predictionsthe real meaning will escape themthe words are just sounds strung together

Fix-up Options:Rereading

Raising new questions

Drawing inferences

Making predictions

Seeking help from an outside source

Stop and think

Try to get a mental image

Inspect the pictures or other text features

Students must read in order to write…

If you want students to write in a particular genre then you must give them multiple opportunities to hear, read, experiment with and analyze the genres themselves before writing.

What makes a difference?Teacher:

Develops a relationship with students

Is flexible and resourceful

Considers the child’s interests, strengths and passions

Enables the student to make choices

Focuses on meaning (not skills)

Ensures the student gets 1:1 support

Collaborates with other teachers

Richard Allington says . . .Every Day, Every Child

Will read something they have selected.

Will read something accurately.

Will read something they understand.

Will write something that is meaningful

Will talk to peers about their reading and writing.

Will listen to a fluent adult read aloud.

Pro-D

October 1: Start Where They Are book club

October 8: Tuned Out book club

October 23: Faye Brownlie

October 25: BCTELA and Cris Tovani

November 12: Faye Brownlie