Session 3 REFINING YOUR READING WORKSHOP

 Using assessment information to inform instruction  Making instructional decisions from data  Prompting for acceleration AGENDA

Instructional Decisions from our assessments WHAT DOES THIS MEAN FOR INSTRUCTION FOR THIS STUDENT?

 Follow Kulsum as she reads Bubbles  Sample Assessment Conference System 1  Follow along on the completed FP markings.  Analyze the miscues.  What decisions can you make as a teacher for Kulsum? DO AN F&P

“If the only tool you have is a hammer, you will see every problem as a nail.” - Maslow 8 INSTRUCTIONAL DECISIONS FROM RUNNING RECORDS

 Solving Words  Monitoring and Correcting  Searching for and using Information  Maintaining Fluency  Adjusting  Predicting  Making Connections and Asking Questions  Inferring  Synthesizing  Analyzing  Critiquing WHAT TOOLS DOES THE CHILD USE TO MAKE MEANING FROM TEXT?

 INDEPENDENT LEVEL: A-K 95 – 100% L-Z 98 – 100%  “High success reading”  Book boxes  INSTRUCTIONAL LEVEL: A-K 90 – 94% L-Z 95 – 98%  Guided small group Instruction  Intervention groups  FRUSTRATION LEVEL: A- K Below 90% L-Z Below 95%  To be avoided DECISION 1: IS THIS TEXT LEVEL INDEPENDENT, INSTRUCTIONAL, OR FRUSTRATION?

TOOLS THEY NEED:  Tools for Strategy instruction: Word Solving (Phonics – word parts)  “Does that look right?” DECISION 2: ARE THEY USING VISUAL CUES?

TOOLS THEY NEED:  Tools for strategy instruction: Monitoring and Correcting  “Do we say it that way?”  HINT – Think - Mad Libs DECISION 3: ARE THEY USING STRUCTURE CUES?

TOOLS THEY NEED:  Tools for Strategy Instruction: Word Solving (context clues)  “Does that make sense?” DECISION 4: ARE THEY USING MEANING CUES?

TOOLS THEY NEED:  Goal is close to a 1:1 ratio.  Tools for Strategy Instruction: Monitoring and Correcting DECISION 5: IS THE CHILD SELF- CORRECTING?

TOOLS THEY NEED:  Maintaining fluency  Adjusting rate, expression, phrasing  Shared Reading  Reader’s Theater DECISION 6: IS THE CHILD READING WITH FLUENCY?

TOOLS THEY NEED:  Within the Text  Tools for Strategy Instruction: Summarizing, searching for and using information DECISION 7: IS THE CHILD ABLE TO RETELL THE STORY?

TOOLS THEY NEED:  Beyond the Text  Strategy Instruction: Predicting, connecting, inferring, synthesizing DECISION 8: IS THE CHILD ABLE TO MAKE PERSONAL MEANING?

 Who else needs these tools?  Small Group Instruction and Planning DECISION 9: ARE THERE OTHER CHILDREN WITH THESE PATTERNS OF ERRORS?

 What are the 2 areas of need for the student at this time?  How could you use this organizer to create groups within your classroom? INTERVENTION ORGANIZER

 Do Gabriel  Record oral reading  Score comprehension  Analyze reading  Determine instructional implications ANALYZE ANOTHER FP

PROMPTING

PROMPTS TO SUPPORT STRATEGIES To support control of early reading behavior  Read it with your finger (V)  Do you think it looks like __________? (V)  Did you have enough words?(V)  Did it match?(V) Did you run out of words? (V)  Read that again and start the word

To support self-monitoring behavior  Why did you stop?  It could be __________, but look at ________. (V)  Where's the tricky work? (after error)  Try that again.  Were you right? PROMPTS TO SUPPORT STRATEGIES

MEANING CUES  Try that again.  You said__________. Does that make sense?  Look at the picture.  What might happen next, in the story?  Did that make sense?  What would make sense?  Try __________, would that make sense?

STRUCTURE CUES  Does it look right?  Can you say it that way?  What would sound right?  Try __________. Would that sound right? Prompts to Support Strategies

VISUAL CUES  Does it look right?  What do you expect to see at the beginning? at the end?  Do you know a word like that?  What does it start with? Can you say more than that?  What do you know that might help? PROMPTS TO SUPPORT STRATEGIES

 Check the picture. (M)  What could you try?  Try that again and think what would make sense? (M)  Do you know a word that starts with those letters? Ends with those letters? (V)  Check it. Does it look right and sound right to you? (MSV)  What part do you know? (V)  What do you know that might help? PROMPTS TO SUPPORT STRATEGIES CROSS-CHECKING CUES

 You're nearly right. Try that again.  I liked the way you worked that out.  You made a mistake. Can you find it?  Something wasn't quite right PROMPTS TO SUPPORT STRATEGIES SELF-CORRECTION CUES

 With a partner look back at Kulsum’s running record.  Closely analyze each error.  Decide what type of prompting you would use for each error she made.  Use the prompts on p. 101 and 103 to help you.  Look at p. 104 – 105 to see what behaviors they are using. PROMPTING ACTIVITY