1. Welcome to Class 2-F14 Please have handy Story/Learning Activity Inventory Class List HW Reading Guide Tompkins – Chapters 1 and 2 Please turn in Introduction Assignment If you have not done so already

2. Story and Learning Activity Shared Reading - See Tompkins, page 129 (6e)

3. Me Gustaría Tener Written by Alma Flor Ada

4. Steps in Shared Reading 1. Pre-Reading  Introduce the text  Activate prior knowledge, discuss topic  Show cover, title, author and discuss  Make predictions 2. Reading  Encourage students to participate  Model fluent, phrased reading  Use dramatic style

5. Steps in Shared Reading 3. Responding  Guided questioning  “What would happen if…?” and “What did this book remind you of?”  Students may respond orally, by drawing or by writing  Students share their responses 4. Re-Read the text  Teacher & students read together  Students read with partners  Listening Center Note: EACH RE-READ SHOULD BE PURPOSEFUL.

6. Subsequent Readings  Re-readings of the same text serve a variety of purposes:  1 st reading can be for enjoyment  2 nd reading can focus on extending comprehension  3 rd reading might focus attention on language  4 th reading might focus on word identification skills

7. Steps in Shared Reading 5. Exploring  Re-read text, using small books  Teach mini lessons on strategies and skills  Use book to explore directionality, text format, sentences, words, letters, sounds, etc.  Can focus on word analysis and/or comprehension strategies  Add important words to the word wall  Provide other texts by same author and/or on same theme 6. Applying  Students compose, imitating text pattern  Extend understandings through activities such as drama, movement, singing, art…

8. Student Involvement Choral read Echo read Cloze read Dramatic read Turn and talk Mouth the words I read-You read/You read-I read

9. Engaging Materials

10. Texts for Shared Reading Big books so children can see text Texts at students’ instructional reading level Predictable texts Rhyme Rhythm Repetition Cumulation Sequence

11. Benefits of Shared Reading  Demonstrates  Phrased, fluent reading (prosody)  The process of reading extended text  The use of reading strategies  Builds a sense of story & ability to predict  Creates opportunities to engage in reading behaviors with the support of a community of readers  Involves students in an enjoyable and purposeful way

12. Please take out your Chapters 1 and 2 Reading Guide

13. Essential Question: Q1: What is the goal of reading?

14. Principle 2: Cueing Systems Understanding the cueing systems is important for assessment and instruction

15. Q2: What are…? What are the 4 cueing systems? Phonological Cueing System Syntactic Cueing System Semantic Cueing System Pragmatic Cueing System

17. Phonological System What is the definition? What are applications – examples of why this is important to teaching children how to read?

18. Syntactic System What is the definition? What are applications – examples of why this is important to teaching children how to read?

19. Semantic System What is the definition? What are applications – examples of why this is important to teaching children how to read?

20. Pragmatic System What is the definition? What are applications – examples of why this is important to teaching children how to read?

21. Skills and Strategies Q3: At this point, what is your understanding of the distinction?

22. Principle 4: Balanced Approach The “multivitamin” approach…

23. Q4: What have you seen? Reading Phonemic Awareness and Phonics Literacy Skills and Strategies Vocabulary Development Comprehension Oral Language

24. Principle 8: Assessment - Instruction Assessment informs instruction

25. Q5: Assessment tools…? What are some assessment tools you have seen or used? What information can each yield to inform your teaching?

26. Types of Reading Q6: Which have you observed or experienced?

27. Types of Reading Read Aloud (Modeled Reading) Shared Reading Guided Reading Partner Reading Independent Reading

28. A word about independent reading…

29. I PICK This is something we learned from our colleague Terri Hooson who teaches 3 rd /4 th grades at Ventura Charter School. It is a way to help young readers select appropriate “good fit” books.

30. I PICK

31. Five Finger “Tips” 5 words?... Wave Goodbye!

32. How to build a classroom library? Wish Fish Birthday Book Donation

33. Goleta & Carp. Libraries have great deals on used books!

34. Planned Parenthood Used Book Sale Friday, September 19– Sunday, September 28 Earl Warren Showgrounds, Santa Barbara

35. Assignments Grid Word Analysis Lesson Comprehension Learning Segment Literacy Assessment

36. Evaluation of Student Performance: Assignments Assignments Grid Overview of Assignments

37. Literacy Assessment Chapter 1: Introduction and Dispositions Toward Literacy

38. Literacy Assessment: Chapter 1 Introduction and Dispositions 1A. Selection of Student How and why did you select this student? What are your specific questions about this student?

39. Literacy Assessment: Chapter 1 Dispositions Toward Literacy 1B. Classroom and School Observations Observe students over time in various contexts such as SSR, Language Arts, ELD, Math, playground, lunchroom, etc. Use some form of descriptive note taking. Be sure to support all interpretations with evidence.

40. Literacy Assessment: Chapter 1 Dispositions Toward Literacy 1C. Discussions/Interest Inventories Use interest inventories Sample interest inventories – Chapter 1 Tools 1D. Parent Interviews If possible, interview an adult who lives with this child. Sample questionnaires – Chapter 1 Tools

41. Literacy Assessment: Chapter 1 Dispositions Toward Literacy 1E. Student’s Oral Language Because there is a strong correlation between oral language and print literacy development, you will need to collect data regarding your student’s oral language(s) – both at home and at school. You can use observation and interviews, as well as documents such as the Home Language Survey and CELDT

42. Reading Observation Please observe a reading lesson. What language/literacy skills are students learning (new)? How is it being taught (teaching strategies)? How is student learning being assessed (learning activities)?

43. Homework Read: Tompkins Chapter 7: Expanding Academic Vocabulary (pp. 214 – 246) Skim: Literacy Assessment Assignment Tompkins Chapter 4: Working with Youngest Readers (pp. 104-132) For Class 3: HW Reading Guide – Chapter 7 Download Lesson Design Frame Observation of Reading Instruction (details on website) Continue to collect data for Lit Assessment student Begin to draft Chapter 1 of Lit Assessment