1. Class 9 Guided Reading Plus
Book Orientations & Writing About Reading: Early Language and Literacy Certificate, Course 1
Class 9
Guided Reading Plus

2. Housekeeping Start planning for parent conferences:
Think about how you can schedule conferences around our class.
Talk with your principal if necessary – many people in our class have been allowed considerable flexibility when they asked for it

3. Homework Review Think about a book orientation you gave this week
Think about the article you read for homework on book orientations
Did you apply something from the article to your teaching this week? Share with a partner.

4. Homework Review Why do we need to plan a book orientation?
“A thoughtfully prepared book orientation will provide just enough support, enabling students to read a new text as independently as possible and freeing up students’ attention to focus on minimal problem solving.” [Orientation to a New Book, p.707]

5. Homework Review
Why does introducing a book in this way help struggling readers get better at reading?
“Repeated successful experiences over time provide the students with the opportunity to develop proficiency in reading new texts, while encountering increasingly more complex texts.”
[Orientation to a New Book, p.707]

6. Essential Questions
How do I select books & prepare students (especially culturally and linguistically diverse students) to successfully read a new instructional level book?
What is the power of writing about reading with respect to oral language and reciprocity?
What prompts can I use during the writing day of GRP that deepens comprehension (CCSS)?

7. Early Language and Literacy Certificate Program
Book Orientations
Early Language and Literacy
Certificate Program

8. Foundational Ideas – Book Selection
When choosing texts, keep in mind the need to:
Provide children with “massive opportunities to read enchantingly interesting texts” (Marie Clay)
Think about the way the child will understand the text

9. Foundational Ideas – Book Selection
Use books that are accessible or can be made accessible through book orientation:
print features that support comprehension
language structures that are accessible
text structures that the reader can understand
illustrations that support meaning and do not confuse the reader (early levels)
Consider the load in each area

10. Sample Book Orientation
Handout: Introduction to The Great Big Enormous Turnip
Read through the conversation between the teacher and students
Fill out the last column - Is the teacher supporting the students in attending to M, S, V or combination of several?
How do all of these actions contribute to comprehension?

11. Another Way to Orient
Some people follow the orientation style presented in the handout -
M, S, and V information presented in ‘a mix’ as they go through the book.
Some people follow a slightly different orientation style –
M and S presented as they go through the book
V information presented at the end – less intrusive and more recent when reading begins

12. Early Language and Literacy Certificate Program
Writing About Reading
Early Language and Literacy
Certificate Program

13. Foundational Ideas
According to the Carnegie Foundation Report on Writing (meta-analysis) it appears that writing improves reading achievement in the early years almost more than reading improves reading!
Why would that be???

14. Foundational Ideas
“The physical act of writing slows down the reading process, which allows the learner to focus on word-solving strategies and concepts of print while composing a message.” (Dorn & Soffos)

15. Foundational Ideas - Reciprocity
“Writing is powerful for increasing reading achievement…but only if reading and writing are taught as reciprocal processes.”
(Dorn & Soffos)
Brainstorm: How are R and W reciprocal?
Handout: Common Requirements of Writing and Reading (WRS: p. 295)

16. Foundational Ideas – Academic Language
When students write about the books they are reading, we can plan for them to use the structures associated with these texts in both discussion & in writing.

17. Foundational Ideas – Academic Language
When students write about the books they are reading, we can plan for them to use the vocabulary associated with these texts both in discussion & in writing.
Consolidate spontaneous (everyday) language with literate (academic) language

18. Foundational Ideas – Comprehension
When students discuss and write about the books they are reading, this response deepens their reading comprehension extensively.

19. Foundational Ideas
For Guided Reading Plus, all three types of writing (dictated, interactive, independent) are always in response to a prompt about the reading.
Why?
A shift of CCSS is that students read, write and speak grounded in evidence from texts.

20. Foundational Ideas
For Guided Reading Plus, all three types of writing (dictated, interactive, independent) always occur after considerable discussion that deepens understanding of the text.
This part of our lesson is a powerful opportunity to develop language.

21. Foundational Ideas
When students write in Guided Reading Plus groups, it should be in conventional form (for the most part).
Sentences begin with a capital letter & end with some type of punctuation
No capitals in the middle of words
The teacher should use correction tape if at all possible
Sometimes students can compose first and edit afterwards, but we help all along the way.

22. Writing About Reading Three forms to choose from:
Interactive
Dictated
Independent
Handout: Three Forms to Generate Writing About Reading – discuss main points

23. Prompts for Writing About Reading
Handout: Sample Prompts for Writing About Reading
Read and circle 4 you might use with your group in the next few weeks

24. Let’s Try It
At your table, generate a prompt you could use for each form of writing in response to The Hungry Giant (text is from class 8, Jan 17)
Interactive
Dictated
Independent
What would be the value of each form?
Share out

25. Essential Questions
How do I select books & prepare students (especially culturally and linguistically diverse students) to successfully read a new instructional level book?
What is the power of writing about reading with respect to oral language and reciprocity?
What prompts can I use during the writing day of GRP that deepens comprehension (CCSS)?

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

27. Homework READ DO BRING to next class OR
WRS: Three Types of Writing Explained (“Contexts for Supporting Children as Writers”) OR
WRS: Three Types of Writing - Supporting Early Readers (“Using Shared and Interactive Writing to Promote Close Attention to Print”) DO
Reflect on class
Reflect on reading
BRING to next class
An instructional level running record that has work (scored & analyzed) from a child in your group and the book
Next class power point (for notes)
ALL handouts received thus far