1. Running Records & Oral Language Development: Early Language and Literacy Certificate, Course 1 Class 11 Guided Reading Plus 1

2. Housekeeping O Reminder: The deadline to register for the PDU and Adams State is Feb 15 O Read the Tidbits! You need to know and understand what is written in them. O You may see that the same point made several different times. Why do you think that is? 2

3. Homework - Quiz O True or false? O When a child self-corrects…. O we MSV both the error and the self correction. O we choose the one thing (M, S, or V) that probably sent him back to investigate further and circle the appropriate letter. O it means that the reader has monitored and noticed a mismatch. 3

4. Homework - Quiz O Would you give a told if…. O the word is read wrong and the child keeps going, but you know the word will be in the text many times? O the child stops and does nothing for three seconds? O the child makes multiple attempts and keeps trying past three seconds? 4

5. Essential Question O How do running records guide my instruction? O How does a teacher weave oral language instruction throughout the Guided Reading Plus lesson? 5

6. Running Record Practice O INDIVIDUALLY: Take, score & analyze The Hungry Giant (F/10) O Turn in with your name on it O Handout: The Hungry Giant (taken, scored, analyzed) O Interpret O Use Reading Focus Area Handout O How does the child appear to monitor with Meaning? Structure? Visual information? O How does the child appear to search with Meaning? Structure? Visual information? 6

7. Foundational Understandings: Oral Language O Teaching is a form of conversation (Clay). O What does this mean to you? 7

8. Foundational Understandings: Oral Language O A teacher listens carefully before replying. O Think about how parents expand children’s vocabulary – they (children) speak, we listen intently, try to understand & reply thoughtfully (acknowledge meaning & expand on syntax) O Child: “Eat pasquetti.” O Parent/Teacher: “Yes, you like to eat spaghetti.” 8

9. Foundational Understandings: Oral Language O Language interactions are the most important characteristic of teaching – more so than books, exercises, or any other type of material. 9

10. Foundational Understandings: Oral Language O Language expands with experience (Lindfors) O Syntax (grammar) becomes increasingly complex O Vocabulary expands O Pronunciations are refined O Children learn new ways to use language (pragmatics) O Children learn to talk about language (academic language, ex. word, sounds) 10

11. Foundational Understandings: Oral Language O If a word is not in a reader’s oral vocabulary, it is much harder to read and understand. O A student who focuses on letters and sounds but does not understand what he is reading is headed for disaster! 11

12. Oral Language Development O Watch DVD: Writing Day Fiction O Writing Prompt O What do you notice about how the teacher weaves oral language development into the writing? O If these children were ELLs, what might you have done differently? 12

13. Oral Language Development O How can a teacher weave oral language development through each component of the GRP lesson? O Jigsaw – assign one to each table and share out O Word Work O Book Orientation O During Reading O After Reading: Meaning Discussion & Strategy Discussion O Assessment: Running Record O Writing About Reading Discussion & Writing 13

14. Essential Question O How do running records guide my instruction? O How does a teacher weave oral language instruction throughout the Guided Reading Plus lesson? 14

15. Essential Connections O LEAP O MCD: methods & pacing, academic language O HIIM: check for understanding, feedback O English Language Learners O Oral Language Development O Academic Language O Common Core Shifts O Nonfiction O Evidence O Increasing text complexity 15

16. Progress Monitoring O Progress Monitoring O turn in Feb 21 with copies of running records O use group Progress Monitoring form & follow the format of Sample PM Form O record most recent data from running records O note: on informal rr’s each child’s book will be different O record a reading focus & writing focus for each student (initial + current) O use Reading & Writing Focus Areas 16

17. Homework O READ O WRS: 143-150 – Analyzing Texts in Preparation for Small Group Teaching O DO O Reflect on class O Reflect on reading O BRING to next class O Progress Monitoring – due Feb 21 O initial data & focus areas O current rr data & focus areas O copies of current rr’s O Next class powerpoint (for notes) O ALL handouts received thus far 17