implementing a reading program

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4/27/12

Implementing a ReadingProgram

Lindsay Noren



4/27/12

The Reading Process

Literacy learning is a social process

Literacy learning is integrated

(strong relationships between oraland written language)

Literacy learning requires active

student engagement in classroomactivities (motivation)



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Oral LanguageDevelopment

Children hear words andsentences and developunderstandings aboutlanguage long beforethey come to school

“My mom telled me thestory already.”

Frequently read aloudfrom children’s books,nursery rhymes and



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Print Knowledge

Directionality (left to right, top tobottom)

Meaning (Print has meaning, notillustrations)

Speech to print match (One spoken

word matches one written word)Spacing (Words have spaces before

and after)

Book concepts (Authors, illustrators,



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Phonemic Awareness

Develops overtimeand has a “casualreciprocal

relationship toreading”

Awareness and

manipulation of individual sounds

Decoding

Kids with strong



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Phonics

Relationship betweenthe letters in writtenwords and the

sounds in spokenwords

Visual directions to

the readerM is the initial sound

in milk or money

Mad/made


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Instant WordRecognition

Sight words



Fluency

Read with speed, accuracy, andexpression

Get away from timed readingsDeveloped best in repeated

readings, poetry, and reader’s

theatre



Vocabulary Development

Students should beactive in developing

their understanding of words and ways tolearn them

Students shouldpersonalize wordlearning

Students should be



Comprehension

Predicting

Asking

questions

Makingconnections

Makinginferences

DeterminingIm ortance



ComprehensionContinued Teach decoding

skills

Teach students toevaluate decodingaccuracy

Teach vocabularymeanings

Encourageextensive (orrepeated) readings



Spelling and Grammar

Inventedspelling = good

Spelling shouldbe differentiatedas kids developat differentpaces

Grammar shouldnot be taught asan isolated skill



Motivation

Critical Component!

Teachers can help motivate their

students byShowing that they care about theirstudents

Helping students understand theirpersonal and academic problems

Manifesting excitement about reading

Adapting instruction to meet individual



Balanced Literacy

Producing literate citizens of the21st century



Reading Aloud (Teacher reads

selection aloud to class)

Provides model of fluent reading

Develops sense of story

Develops vocabulary

Encourages prediction

Builds a community of readersDevelops active listening

** Accountable Talk**



Shared Reading (Teacherand students together)

Demonstrates awareness of text

Develops sense of story

Promotes reading strategiesDevelops fluency and phrasing

Increases comprehension

Encourages politeness and respect

G id d R di (T h



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Guided Reading (Teacherintroduces text at student’s

instructiontal level)Promotes reading strategies


Encourages independent readingExpands belief in own ability



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Guided ReadingOverview Teacher carefully selects books that

match student’s needs, interests,and abilities

Teacher acts as facilitator who setsthe scene, arouses interest, andengages students in discussions

Reading by the students (Not roundrobin)

Teacher closely observes, monitors,and evaluates wa s in which

I d d t R di



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Independent Reading(Students read independently attheir own level)

Encourages strategic reading


Supports writing developmentExtends experiences with a variety of

written texts

Promotes reading for enjoyment andinformation

Develops fluency

Fosters self confidence by reading



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(Teacher and students collaborateto write text; teacher acts as

scribe)Develops concepts of print

Develops writing strategies

Supports reading developmentProvides model for a variety of writing

styles

Models the connection among andbetween sounds, letters, and words

Produces text that students can readinde endentl



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(Teacher and students composetogether; Students do some of the

writing)Provide opportunities to plan and

construct texts

Increases spelling knowledgeProduces written language resources in

the classroom

Creates opportunities to apply whathas been learned



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Independent Writing(Students write independently)

Strengthens text sequence

Develops understanding of multipleuses of writing

Supports reading development

Develops writing strategies

Develops active independence



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Balanced Literacy (2-2.5Hour Block)

Read Aloud (10-15 Minutes)

▪ Review previously taught skills and strategies orally

▪ Use a higher level listening comprehension book

▪ High interest

Shared Reading/ Reading Minilesson (10-15 Minutes)

Teach and model new concepts using authentic text

K-2 Big Books, Poems, Songs

3-5 Multiple copy books, Texts projected

Guided Readin (15-20 Minutes/Grou )

a ance teracy n t e



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a ance teracy n t eReal World (AKA My classroom

where I have 90 minutes)10 Minute Read Aloud

10 Minute Reading Mini Lesson

30 Minute Independent ReadingGuided Reading

Kidbiz

Sometimes partner reading

10 Minute Writing Mini Lesson

20 Minute Independent Writing



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Possible Misconceptions

Mandatory sustained silent readingon a daily basis

Teacher provides little or noopportunity for reflection, response,and sharing

Teacher control of choicesGuided reading– how do I do this?



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Literacy ClassroomEnvironment (K-2)

Word Wall

Alphabet

chartSongs

Posters

InteractiveWriting

Poem chart



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Literacy ClassroomEnvironments (3-5)

Word Wall

Anchor charts

Rubrics

Checklists

PoetryLabels

Shared writing

Books



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Classroom Libraries

Big BooksBaskets of books sorted

by author, theme,

series, genre, etcBooks arranged by level

Browsing boxes

Poetry

Class published books

Novels

d l f



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Adolescent Learners of Today

First generation to grow up fully linked tothe internet

30% of adolescents are not graduatingfrom high school

45-50 % of black, Hispanic, and AmericanIndian students score below the basiclevel on the National Assessment of Educational Progress (NAEP)

Conclusion: Make sure EVERY student inmiddle and hi h school is receivin

o esce ear s



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o esce ear sTeaching in the Content

AreasDirect, explicit comprehensioninstruction imbedded in authenticcontent

Literacy practices aligned withassessment evidence

Access and opportunities to a widevariety of text materials acrossgenres

Curriculum that provides appropriate

R di S i li



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Reading Specialists atthis level…

Serve as a resource to classroomteachers by suggesting strategies orco-teaching lessons

Help teachers rewrite lesson toincorporate literacy strategies

Help teachers collaborate acrosscontent areas

Coordinate standardized and

informal assessments

ea pec a s s



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ea pec a s scon’t…

Assume a proactive role in helpingteachers form like minded studygroups

Assist the counselor to better matchthe literacy demands of jobs withtraining and educational advice

Assisting teachers in securingoutside funding for literacyincentives and endeavors

implementing a reading program

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