Presentation on theme: "Kindergarten Reading at PS 11"— Presentation transcript:
1Kindergarten Reading at PS 11 A parents guide to understanding the Reading WorkshopCreated byMegan Stein & Crystal Stewart, 2012
2What is Reading Workshop? P.S. 11 uses a researched based reading and writing curriculum developed by Teachers College Reading and Writing Project at Columbia University.Students gain a love of reading and appreciation of books through daily Reading Workshop. During this time, students learn the features of books, concepts of print, decoding, and comprehension skills to help them become successful, lifelong readers.There are many additional reading opportunities throughout the day, such as: read alouds, shared reading, word study.A typical Reading Workshop looks like this:Minilesson with Active Engagement (5-10 minutes)Independent Reading (10-25 minutes)Partner Reading (10-20 minutes)Share (5 minutes)
3DifferentiationDuring independent/partner reading time there are ample opportunities for individualized instructionPartner conferencesGuided reading groupsStrategy lessonsPhonological awareness groupsIndividual conferences/check-insReading routines are also differentiated to meet the needs of each learner.
4Units of Study Across the Year We Are Readers Exploring the Exciting World of BooksUnit 2Readers Read, Think, and Talk About Emergent Storybooks and Familiar Shared TextsUnit 3Readers Use Superpowers to Read Everything in the Classroom and BeyondUnit 4We Can Be Reading Teachers: Teach Yourself and Your Partner to Use All You Know to ReadUnit 5Learning About Ourselves and Our World: Reading for InformationUnit 6Readers Are Brave and Resourceful When We Encounter Hard Words and Tricky Parts in Our BooksUnit 7Readers Get to Know Characters by Pretending and by Performing Our Books
5Why We AssessTeachers use many forms of assessment to ensure that they are constantly aware of where your child is performing and how they can best push them to become successfulThis helps us to identify your child’s strengths and needs and plan appropriate instruction to push them to the next level
6Assessments We Use Concepts of print Letter sound identification Sight word identificationRunning recordsConferencesPerformance tasksTeacher observation
7Benchmarks Across the Year Reading LevelsLetter Identification/ SoundsBy January, students should be able to identify all upper and lowercase letters and most corresponding sounds for consonantsBy March, students should know all corresponding letter soundsBy June, students should be consistently transferring this knowledge into their writingSight WordsBy January, students should be able to identify 20 sight wordsBy June, students should be able to identify 35 sight words and begin to spell them independentlyNovemberJanuaryMarchMay/JuneEmergent Story BooksShared Reading1 = Emergent/Level A2 = B with support3 = B independently4 = C or above1 = Early Emergent2 = A/B (with book intro)3 = C (with book intro)4 = D/E1 = B or below2 = C (with book intro)3 = D/E4 = F or above
8Star Books Skills/Strategies Uses the pictures to tell the story Identifies characters and their feelingsDevelops vocabularyUnderstands that books tell a storyBegins to understand how language sounds when writtenUses character voice when reading
9Levels A/B Skills/Strategies Uses cover/title/illustrations to get ready to readUses illustrations as a source of information to figure out wordsMoves from left to right when readingUses one to one matchingUses and locates known wordsThinks about what makes senseCarries the pattern from one page to the next with prompting
11Level C Skills/Strategies Follows multiple lines of print on a page Uses the beginning letters in a word along with meaning to solve an unknown wordIndependently follows more advanced patterns across pagesBegins to read with fluencyRetells/summarizes story with important detailsBegins to implement self monitoring strategiesDoes is look right?Does it sound right?Does it make sense?
13Level D Skills/Strategies Begins to use eyes, rather than finger, to track printUses the final and middle letters letters in a word along with meaning to solve an unknown wordContinues to self monitor readingUses more advanced decoding strategies (chunking, looking for a smaller word inside, skip it and go back)Retells and summarizes the story with more detail
15Level E Skills/Strategies Notices errors and self corrects using all sources of informationMakes inferences about the storyBegins to read with even more fluency and phrasingMakes connections to the textDecoding strategies at this level may include: looking for familiar word patterns, changing the vowel sound
17Level F Skills/Strategies Recognizes and reads more difficult sight words automaticallyReads punctuationRetells and summarizes keeping story events in orderMakes inferences about story content with a clear explanationMakes explicit connections to the text with supportive evidenceUses a multitude of decoding strategies
19“But my child can read Harry Potter!” Reading is the of process making meaning of written textDecoding vs. ReadingWord callers often focus so much on letters and decoding that they are unable to fully comprehend the text (therefore, they are not actually “reading”).In order to really be able to read higher level texts, students must clearly be able to identify plot, setting, key characters, complex themes, character relationships, etc.
20The Importance of Rereading Each time we read, we can read with a different lens. Students can focus on:FluencyWord recognitionComprehensionBuilding confidence as a readerThinking about different charactersSharing ideas with partnersLearning something newE N J O Y M E N T !!!
21Supporting Your Child at Home Read every night—”Just Right” books and storybooksPractice reading sight wordsWork with your child on comprehending what they have readCoach your child to use “word tackling strategies”Read everything you see!
22Comprehension Questions Sight WordsComprehension QuestionsLook at the cover and predict.What might this book be about?What happened in the story?Who are the characters in the story?How did this story make you feel?What was your favorite/least favorite part? Why?Who was your favorite character? Why?