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Look and Listen/Reflect and Teach Pat Johnson When Vulnerable Readers Thrive 2014 Summit: Series Two February 21 & 22, 2014.

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Presentation on theme: "Look and Listen/Reflect and Teach Pat Johnson When Vulnerable Readers Thrive 2014 Summit: Series Two February 21 & 22, 2014."— Presentation transcript:

1 Look and Listen/Reflect and Teach Pat Johnson When Vulnerable Readers Thrive 2014 Summit: Series Two February 21 & 22, 2014

2 How do readers process texts? How do readers solve words and make meaning of print?

3 woods forest f in d look book looks took Meaning SyntacticVisual Sources of Information: Word Solving

4 Adapted from Schulman, Guided Reading in Grades 3-6 Pinnell & Fountas, Guiding Readers & Writers, 3-6 Johnson, One Child at a Time

5 Teaching Items Teaching Strategies Consonants Vowels Blends Digraphs Word families Sight words Silent letters Contractions Prefixes, suffixes Compounds words. Searching & Gathering Predicting Linking Cross-checking Confirming Self-monitoring Visualizing Questioning Inferring Monitoring fluency

6 Items Strategies Many children (80%) will form a network of strategies no matter what program/method/ philosophy is used Struggling readers (20%) will have trouble constructing a network of strategies unless you teach FOR strategies.


8 What does the child do when he is stuck?  Predict  Search  Self-Monitor  Active or Passive  Flexible  Use multiple attempts  Fluent in his problem-solving

9 How many? How often? Create a class; specify time of year Example: 23 students; Jan. of grade 1 5 above grade level – once a quarter 5 on grade level – one every 4 weeks 6 at Level 7/8 – one every 3 weeks 4 at Level 4/5 – one every 2 weeks 3 at Level 2/3 – one a week

10 Work with a partner on the separate sheet: What would you expect to see on a running record if a child is starting to gain control of: Predicting Searching & Gathering Using visual information Self-monitoring Using balance/cross-checking Linking Making multiple attempts

11 “The habit of linking needs to start early.” Lee Skandalaris We want kids to say, “this is like that.” “I have that word in my other book” ‘brother’ – that’s like Brian’s name This story is like that other book Hey, ‘shoe/too’ – they rhyme That word has ‘and’ in it ---standing

12 When reviewing running records, think about:  What is the child able to do?  What is his processing like? (think strategies)  What does he do at the point of difficulty?  What does he need to learn?  How will you teach that?  What prompt might you use?  How will you determine if the child “took on” what you are teaching for?  Was there a fluency issue?  Was there a comprehension issue?

13 Fluency is not always coded on a running record, however… Put dashes under the check marks in a place where the student read in a very choppy manner. Loop several check marks together in a place where a student read in groups of words/fluently.

14 Comprehension is not marked/coded explicitly on a running record. However… Discussions with the student Self-monitoring behaviors Self-corrections Word substitutions The child’s phrasing The child’s reactions All of the above will give you indications of comprehension.

15 Teaching Points Immediately after the running record Looking for patterns across several running records

16 Examine the running records at your table and discuss: What is this child able to do? Control or partial control? What does she need to learn how to do? Talk about how you teach, model, support, or prompt for that strategic action. What would you expect to see on future running records?

17 Think about: Did the child do well on the running record because you supported the process building well on the first read? OR because you gave lots of ‘tolds’ and she remembered them? Mary Fried RR conference presentation

18 No control partial control full control control with automaticity

19 With a partner, choose one of the following scenarios. Think about how you will teach this child. Consider modeling, shared demonstrations, guided practice, prompts for 1:1 work, etc. Not self-monitoring; not checking on self Not using a balance of cues Not using proper pacing and phrasing Not using punctuation to help Not predicting at the word level Not using visual information effectively Not linking

20 Scenario: The child is not self-monitoring, not checking on himself.


22 Scenario: Child is not fluent; reads in a choppy manner.

23 Speed Accuracy Reading the punctuation Flow of the language Pacing Phrasing Intonation Expression Supports comprehension What does fluency mean?

24 Shared Demonstrations for Fluency : Notice punctuation and other conventions when doing Shared Reading in Big Books or on charts. Put lifted text on the overhead projector from your read aloud text. Group words in a pocket chart.

25 Fluency prompts when doing any shared reading together: Did you sound smooth or choppy? Go back and put it all together. Make it sound like real talking.

26 Scenario: Not using visual information effectively; no linking

27 Scenario: Child is not integrating MSV; not using a balance of cues

28 Think about: Am I spending enough time with Shared Demonstrations? Am I looking for which kids need more “do it together with me” time? What is it that these struggling readers need? When planning my instruction, how can I think more about teaching for reading process?

29 Catching Readers Before They Fall, Pat Johnson and Katie Keier, Stenhouse One Child at a Time: Making the Most of Your Time with Struggling Readers, Pat Johnson, Stenhouse (@PatJ222 on Twitter) (@bluskyz on Twitter) Follow our Catching Readers page on Facebook

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