Presented by

April KelleySeptember 7th, 2011

Reading Observations

Name

Brief Educational Background

Most important thing I want to see when I’m in a classroom

Introductions

Video

What do I already know about

observing a reading lesson?

Burning Questions

What do I want to know about

observing a reading lesson?

Essential Questions…

• What are the critical components of a whole group reading lesson?

• What are the critical components of a guided reading lesson?

• What other critical attributes do I need to be aware of in a classroom during a guided reading lesson?

• How do we provide feedback that will elicit self-reflection in order to improve our instruction?

Partner Discussions

Reading Walk-Through Observation Form

Instructor models instructional tasks when appropriate

• Why and when would a teacher need to model an instructional task?

Explicit Instruction Involves…

• Direct explanation

• The teacher’s language is concise, specific, and related to the objective.

• A visible instructional approach which includes a high level of teacher/student interaction.

• Actions of the teacher are clear, unambiguous, direct, and visible.

• Clear what the students are to do and learn. Nothing is left to guess work.

Instructor providesexplicit instruction

• What is explicit instruction?

• What is involved in providing explicit instruction?

Instructor engages students in meaningful interactions with language during lesson.

• What engagement strategies work well?

• What does “makes relationships among concepts overt” mean?

Instructor provides multiple opportunities for students to practice instructional tasks.

• Why would we need to provide multiple opportunities?

• When are group responses feasible?

Instructor provides feedbackand encouragement.

• What are affirmations?

• What is the biggest trap that you see teachers fall into when correcting students’ errors?

Students are engaged in the lesson during teacher-led instruction.

• On average, what percent of the time do you feel your students are engaged in instruction in your school?

Work Stations and Guided Reading

These 2 indicators will be discussed

later in training.

Instructor provides quality reading comprehension instruction.

• How will teachers know which reading comprehension strategies to focus on?

Questions

What questions do you have about the Reading Walk-Through Observation form

for myself or Summer?

What is Guided Reading?

Guided reading enables children to practice strategies with the

teacher’s support, and leads to independent, silent reading.

What is Guided Reading?

• Small group instruction• Students grouped according to needs• 15-25 minutes• Text selected by teacher• Teacher introduces text and student read out

loud (k-2) and silently (2-3)• Teacher work briefly w/ individuals as group

reads• Teacher/student discussion follows reading• Extension activities may follow lesson

Purpose

• Enable children to use and develop strategies “on the run”.

• Focus primarily on constructing meaning while using problem-solving strategies.

Goal

• Help children learn how to use independent reading strategies successfully.

Sources of Information

Semantic

(Meaning)

Does that make sense?

Syntactic

(Structure)

Does that sound right?

Graphophonic

(Visual)

Does that look right?

Classroom Set-Up

Students not taking part in the lesson were actively engaged in literacy activities.

Partner Discussion: What does this mean to you? What does it look like?

Environment Checklist

• Is there an identifiable area for small-group, focused instruction?

• Is there an area suitable for a large group?• Are there small-group work areas?• Are there areas for individuals to work

quietly?• Are the special work areas clearly labeled?

Environment Checklist (cont.)

• Are the storage areas accessible and well organized?

• Are there places identified for collecting students’ completed work?

• Does the teacher have unobstructed views of all the areas?

• Are display spaces available for students?• Are the resources clearly labeled?

Routines for Working Independently

• How to work in small groups.

• How to buddy-read with a partner.

• What to do when finished a task.

• How to move around the classroom.

• How to move to another activity.

• How to maintain acceptable noise levels.

• How to choose books from the class library.

• What to do when needing help.

• Showing courtesy to each other.

How are routines taught, practiced, and reinforced?

Explicit Instruction Video

Teach Routines

Practice Routines

• Gradual Release of Responsibilities

• Training the Troops 6-Week Plan Use timer as motivation Freeze & Check

Reinforced Routine

• __________ consequences first, __________ consequences if it doesn’t work.

• Choice Charts

• Para Plans

Work Stations

Manageable

Meaningful

Sustainable

Work Stations…

• Physical areas set aside for specific learning purposes.

• Have appropriate materials to enable children to explore and work independently (individuals or small groups) and behave as learners.

• Task-Oriented with clear expectations.• Most productive and easy to manage are open-

ended. (e.g., word study center, young children may make

their names and as many of their friends’ names as they can).

Possible Work Stations

Reading (Buddy, Independent, Browsing Boxes)

Writing

Word-Work

ABC’s

Spelling

Listening/Recording

Read or Write Around the Room

Pocket Chart

Computer Literacy

Using a Work Board

• Names of children in groups Heterogeneous (not ability or G.R. groups) Stay same for period of time (1 month)

• Names and pictures (icons) of stations.• Rotate names to right each day• Icons changed/rearranged each week• If choice involves a special project, make a

temporary icon.

Using a Work Board (cont.)

• Students complete task & then move to next task in row.

• Students leave assigned work task, goes to G.R. lesson, & then return to same station he left to finish or clean up.

• Time at each station depends upon task e.g., listening = 1 book, browsing box = 3 books

• Limit # of students in each station (record # on icon).

• If station is full, students move on to next station and then come back to it.

Alternatives to Work Board

• Clothes pins

• Round Rotation Chart

• Pre-made bulletin boards

• Must-Do’s, May Do’s

• Your ideas???

Think about a teacher with strong classroom management skills.

What does he/she do to pull it off?

Partner Discussion

Essential Elements:Before the Reading

Teacher Children

Selects an appropriate text (90-95% accuracy)Aligns lesson focus with grade level standardsPrepares a written lesson planEnsures group size is smallPrepares introduction

Essential Elements:Before the Reading

Teacher Children

Briefly introduces story (anticipatory set)Activates background knowledgeDiscusses text featuresTeaches vocabularySets 1-2 Reading TasksPlans for fast finishersProvides visuals for reading task and fast finishers

Engage in conversationsRaise questionsBuild expectationsNotice informationRefer to visuals

Book Selection

• How do we choose books that are appropriate at the beginning of the year and get our groups started? What placement assessments do you use? What do you use to move students in groups?

• Running records progress chart

Purpose of a Running Record

Reference Page

Sample G.R. Lesson Plans

Before Reading (Introduction)

Video Reflection

Essential Elements:During the Reading

Teacher Children

“Listens In”Observes reading behaviors (strategy use)Confirms problem-solving attemptsInteracts w/ students & assists w/ problem-solving Makes notes about strategy use & plans for teaching points

Read the whole text or a unified part to themselves (softly or silently)Use thinking response toolsRequest help in problem solving when needed

Teacher Decisions

• As teacher listens to children read, he/she makes decisions about: What strategies can this child use? What strategies does this child need to learn? What should I teach next? What prompting language would be powerful?

Prompting for Independence

Effective Questioning Strategies

Hand Prompting Tool

What do we do when

it doesn’t make sense?

Reading Strategies

Effective Questioning & Prompting Practice

• The dog ran to the ______.

• Then Max was sent to his romp without any supper.

• Dogs don’t like the feeling of in their teeth.

Reading the Text

Video Reflection

Essential Elements:After the Reading

Teacher Children

Revisits reading purposeGuide use of thinking response toolsInvite personal responseReturns to text for 1-2 teaching opportunitiesAssesses children’s understandingSometimes extends the story through activities

Talk about the storyCheck predictions and react personally to storyRevisit the text at points of problem-solving as guided by teacherMay reread story to partner or independentlySometimes engages in extension activities

Essential Elements:After the Reading

Teacher Children

Writes notes to reflect on the lesson and plan for the next oneLearns about students individual reading skills

Discussing the Text

Video Reflection

Timing

• Lesson lasted 20-30 min?

• Introduction = 5-10 min. & well planned?

• Reading aloud individually or silently

• Reading Selection Fit Time Frame

• Discussion = 5-10 min.

Suggested K-2 Process

1. Introduce the book

2. Picture Walk

3. Introduce 2 new and important words

4. Hand out books to students

5. Each child reads story aloud

6. Teacher monitors group during oral reading

7. Teacher makes 2 important teaching points and leads a comprehension discussion

8. Extension activity (optional)

Watch entire lesson

Mark checklist as observer

Be ready to discuss with partner

Guided Reading Lesson (K-2)

What went well?

What was missing?

Guided Reading Lesson (K-2)

Tools & Strategies

Learning Focused Dialogue

Coaching Reference

Practice Feedback

How would you provide feedback to the teacher teaching the 4th grade ELL guided

reading lesson?

What might you point out?

What questions might you ask?

Practice Feedback

How would you provide feedback to the teacher teaching the Kindergarten lesson?

What might you point out?

What questions might you ask?

Guided Reading Schedules

• Read the information independently.

• Highlight important parts for you.

• Place ? next to confusing parts.

2 minutes

Why is it okay to not meet with every group every day?

• Research suggests that these students actually learn just as much if not more from working independently. The Council for Exceptional Children (1990)

compiled a list of general characteristics of high-ability learners. One on the list:

• sustains concentration for lengthy periods and shows outstanding responsibility and independence in classroom work

Maximizing Our Time withPara-Educators

• Guidelines: Working directly with students

• Managing work stations• Providing interventions• Offering extensions• Working 1-1 w/ students• Working w/ small groups• Conducting fluency checks

Maximizing Our Time withPara-Educators (cont.)

• Key to making it successful: Sharing your expectations Modeling Co-teaching (optional) Observing & giving feedback Communicating

• Sample Lesson Plan

How do you see paras being used in your school’s

classrooms?

Maximizing Our Time withPara-Educators

Future Conversations

Revisit Burning Questions

esu6pdsurveys.wikispaces.com

Thank you!!!