1. Early Literacy Strategies for 3-5 Teachers
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4. NORMS Actively participate. Monitor your technology.
Be honest and share what we think and feel.
Treat one another as equals.
Have fun!

5. MIcrolab
How would you describe your small group instruction with your struggling readers? What is happening and how is it going?
How would your struggling readers describe your small group instruction with your struggling readers? What is happening and how is it going?
If you are having lots of success with your struggling readers, what is your “secret”? If not, what do you think is the missing key?
Read the guidelines for how to utilize the “Microlabs” protocol at the School Reform Initiative Website

6. How many of you have thought to yourself…
How am I ever going to get this kid to read on-grade level by the end of the year?

7. Guided reading for struggling readers
is…
is not…
a very small group of students
more than four students
a combination of word work and leveled readers
a book club
a DAILY mini-lesson
negotiable when time is running low
Remember to collaborate with your SPED teachers and specialists as soon as possible when the year begins. Make sure that your guided reading lesson doesn’t conflict with “pull-outs” and be an advocate for the time.

8. How many of you have thought to yourself…
I already know how important my time with struggling readers is but I am not sure exactly what to do with the time.

9. We want you to walk away from this session knowing how to…
help students identify their mistake
facilitate self-correction
use new games and activites for practice

10. 3 Cueing systems we use to decode
Meaning
Background knowledge
Story sense
Illustrations
Does it make sense?
Visual
Sound symbol
Visual symbol
Syntax
Book language
Grammar
Sentence Structure
When you are listening to students read, be sure to listen to the types of mistakes that they are making. This is not a time to just calculate accuracy, but a time to really find what errors students are making and WHY they are making those errors. That will drive your instruction and increase student independence.
Does it sound right?
Does it look right?

11. What cue does this student need to practice? Meaning Syntax Visual
How would you prompt this student?
The student said “desert” instead of “sea”.
This student made a miscue that did not make sense or look right.
Prompt for MEANING first.  Does that make sense, for a crab to live in the desert?  Once the student recognizes that crabs don’t live in the desert, but in the sea, then you can prompt for the VISUAL.  Does “sea” make sense AND look right?
“You said ____________.”
“Does that make sense?”
“What do you know about…?”

12. Meaning Practice Picture Walks
Preview the text and predict “tricky words”
Cover the words on those pages with sticky notes.
Frontload vocabulary and synonyms for those words, if needed.

13. What cue does this student need to practice? Meaning Syntax Visual
How would you prompt this student?
The student said “little” instead of “tiny”.
This student made a miscue that makes SENSE, but it doesn’t look right, so the prompt would be, “Does that look right?”
“You said ____________.”
“Does that make sense?”
“How do you spell _____?/What do you hear?
“Does that match/Does it look right?”

14. Visual Practice Word Work
Use letter tiles to spell words to see if they match.
Assess students on what word features they are lacking.
Make word work the first thing you do when your guided reading session begins so that you can refer to it.

15. What cue does this student need to practice? Meaning Syntax Visual
How would you prompt this student?
The student said “digged” instead of “dig”.
This student made a miscue that was not grammatically correct, so the prompt would be, “Does that sound right?”
You may need to repeat the miscue just like the student said it within the sentence to get them to hear that it doesn’t sound right.
“You said ____________.”
“Does that sound right?”
“How would you say it?”

16. SYNTAX Practice Grammar Lessons
Keep grammar practice in your lesson plans and go back to the basics, if needed.
Write the word on a sentence strip and dissect it.
Use the “fix it up” game to practice identifying what sounds right and what doesn’t.

17. Score and Percentages don’t give us all the information
In the older grades, there are very few DRA levels, especially in 4th and 5th grade.
It is very likely that you will have many students on the same reading level.
Within that reading level, you might even have some students who made almost the same amount of miscues and, therefore, have the same accuracy rate.
Use the cueing system to divide those students into appropriate groups and design lessons.

18. Other Tips
Use running records and DRAs to guide your prompts and instruction.
Build groups based on, not just reading level, but miscues and word work needs.
Practice these skills using STAAR passages so that they will translate.
Choose books that will boost your struggling readers’ confidence.
Read alouds and think alouds are POWERFUL tools to model.
Have class-wide book clubs and use your own mistakes as teaching points.

19. MIcrolab
How is your small group instruction with your struggling readers going to look different this year? How do you plan on making this a “reality” rather than an “idea”?
Read the guidelines for how to utilize the “Microlabs” protocol at the School Reform Initiative Website

20. THANK YOU!!!! Questions? #EngageNISD #rdgcues
Tweet a comment about what you learned to with us using the hashtags
#EngageNISD
#rdgcues
to enter a drawing for 5 copies of Mercy Watson to the Rescue by
Kate DiCamillo!
THANK YOU!!!!

21. We Want Your Feedback
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