More Related Content Similar to Reading Workshop January 2013 Similar to Reading Workshop January 2013 (20) 3. Can you read this text?
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Monday, January 28, 13
4. • How do you find the meaning?
• What strategies do you use to read
a word you have never seen?
‘polybrachygyny’
• What do good readers do?
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5. I shall not argue against it from the supposed impossibility
of infinite succession, barely and absolutely considered in
itself; for a reason which shall be mentioned hereafter: but if
we consider such an infinite progression, as one entire
endless series of beings can have no cause from without, of
its existence; because in it are supposed to be included all
things that are or ever were in the universe: and ’tis plain it
can have no reason within itself, of its existence; because no
one being in this infinite succession is supposed to be self-
existent or necessary (which is the only ground or reason of
existence of any thing, that can be imagined within the thing
itself, as with presently more fully appear), but every one
dependent on the foregoing: and where no part is necessary;
’tis manifest the whole cannot be necessary; absolute
necessity of existence, not being an outward, relative, and
accidental determination; but an inward and essential
property of the nature of the thing which so exists.
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6. Phonics
• What is phonics?
The method where children learn initial sounds
to eventually merge these sounds into words
• How is it taught/used?
Phonics is taught in stages
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7. Phonics
• Phoneme – a single unit of
sound
• Grapheme – a way of
writing down the phoneme
• Segmenting – breaking a
word down to its
component phonemes
• Blending – saying the
phonemes quickly to make
a word
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9. Breaking down a word
• Green words - Once the sounds have been
understood, children use the process of phonics to
phonetically sound out words, these words can be
described as 'green' words.
• Red words - There are words such as 'said' and
'could' where phonics can’t be applied - the word is
not written how it is spoken. These words simply
need to be remembered.
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10. Strategies
• Shared reading
• Guided reading
• Child initiated reading
• 1:1 reading
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11. Continuums - Scope & Sequence
& READING CONTINUUM
Preconventional Emerging Developing Beginning Expanding
Ages 3–5 Ages 4–6 Ages 5–7 Ages 6–8 Ages 7–9
& Begins to choose reading materials (e.g., books, magazines, & Memorizes pattern books, poems, and familiar books. & Reads books with simple patterns. & Reads simple early-reader books. & Reads easy chapter books.
and charts) and has favorites. & Begins to read signs, labels, and logos (environmental print). & Begins to read own writing. & Reads harder early-reader books. & Chooses, reads, and finishes a variety of materials at
& Shows interest in reading signs, labels, and logos J Demonstrates eagerness to read. J Begins to read independently for short periods (5-10 minutes). & Reads and follows simple written directions with guidance. appropriate level with guidance.
(environmental print).
˛ Pretends to read. J Discusses favorite reading material with others. & Identifies basic genres (e.g., fiction, nonfiction, and poetry). & Begins to read aloud with fluency.
& Recognizes own name in print. & Uses basic punctuation when reading orally. J Reads silently for increasingly longer periods (15-30 minutes).
˛ Uses illustrations to tell stories. ˛ Relies on illustrations and print.
˛ Holds book and turns pages correctly. J Reads independently (10-15 minutes). ˛ Uses reading strategies appropriately, depending on the text
˛ Reads top to bottom, left to right, and front to back with ˛ Uses finger-print-voice matching.
˛ Shows beginning/end of book or story. guidance. ˛ Knows most letter sounds and letter clusters. J Chooses reading materials independently. and purpose.
˛ Knows some letter names. ˛ Knows most letter names and some letter sounds. J Learns and shares information from reading. ˛ Uses word structure cues (e.g., root words, prefixes, suffixes,
˛ Recognizes simple words.
C Listens and responds to literature. ˛ Recognizes some names and words in context. ˛ Uses growing awareness of sound segments (e.g., ˛ Uses meaning cues (context). word chunks) when encountering unknown words.
C Comments on illustrations in books. ˛ Makes meaningful predictions with guidance. phonemes, syllables, rhymes) to read words. ˛ Uses sentence cues (grammar). ˛ Increases vocabulary by using meaning cues (context).
C Participates in group reading (books, rhymes, poems, and C Rhymes and plays with words. ˛ Begins to make meaningful predictions. ˛ Uses letter/sound cues and patterns (phonics). ˛ Self-corrects for meaning.
songs). C Participates in reading of familiar books and poems. ˛ Identifies titles and authors in literature (text features). ˛ Recognizes word endings, common contractions, and many ˛ Follows written directions.
high frequency words. ˛ Identifies chapter titles and table of contents (text organizers).
C Connects books read aloud to own experiences with C Retells main event or idea in literature.
guidance. C Participates in guided literature discussions. ˛ Begins to self-correct. C Summarizes and retells story events in sequential order.
$ Sees self as reader. C Retells beginning, middle, and end with guidance. C Responds to and makes personal connections with facts,
characters, and situations in literature.
$ Explains why literature is liked/disliked during class C Discusses characters and story events with guidance.
discussions with guidance. $ Identifies own reading behaviors with guidance. C Compares and contrasts characters and story events.
C “Reads between the lines” with guidance.
$ Identifies own reading strategies and sets goals with
guidance.
Bridging Fluent Proficient Connecting Independent
Ages 8–10 Ages 9–11 Ages 10–13 Ages 11–14
& Reads medium level chapter books. & Reads challenging children's literature. & Reads complex children's literature. & Reads complex children's literature and young adult literature. & Reads young adult and adult literature.
& Chooses reading materials at appropriate level. & Selects, reads, and finishes a wide variety of genres with & Reads and understands informational texts (e.g., want ads, & Selects, reads, and finishes a wide variety of genres & Chooses and comprehends a wide variety of sophisticated
& Expands knowledge of different genres (e.g., realistic fiction, guidance. brochures, schedules, catalogs, manuals) with guidance. independently. materials with ease (e.g., newspapers, magazines, manuals,
historical fiction, and fantasy). & Begins to develop strategies and criteria for selecting reading & Develops strategies and criteria for selecting reading J Begins to choose challenging reading materials and projects. novels, and poetry).
& Reads aloud with expression. materials. materials independently.
˛ Integrates nonfiction information to develop deeper & Reads and understands informational texts (e.g., manuals,
˛ Uses resources (e.g., encyclopedias, CD-ROMs, and & Reads aloud with fluency, expression, and confidence. ˛ Uses resources (e.g., encyclopedias, articles, Internet, and understanding of a topic independently. consumer reports, applications, and forms)
nonfiction texts) to locate and sort information with guidance. J Reads silently for extended periods (30-40 min.). nonfiction texts) to locate information independently. ˛ Begins to gather, analyze, and use information from graphs, J Reads challenging material for pleasure independently.
˛ Gathers information by using the table of contents, captions, ˛ Begins to use resources (e.g., encyclopedias, articles, ˛ Gathers and analyzes information from graphs, charts, tables, charts, tables, and maps. J Reads challenging material for information and to solve
glossary, and index (text organizers) with guidance. Internet, and nonfiction texts) to locate information. and maps with guidance. C Generates in-depth responses and sustains small group problems independently.
˛ Gathers and uses information from graphs, charts, tables, and ˛ Gathers information using the table of contents, captions, ˛ Integrates information from multiple nonfiction sources to literature discussions. J Perseveres through complex reading tasks.
maps with guidance. glossary, and index (text organizers) independently. deepen understanding of a topic with guidance. ˛
C Generates in-depth written responses to literature. Gathers, analyzes, and uses information from graphs, charts,
˛ Increases vocabulary by using context cues, other reading ˛ Begins to use resources (e.g., dictionary and thesaurus) to ˛ Uses resources (e.g., dictionary and thesaurus) to increase
C Begins to evaluate, interpret, and analyze reading content
tables, and maps independently.
strategies, and resources (e.g., dictionary and thesaurus) with increase vocabulary in different subject areas. vocabulary independently.
critically. C Analyzes literary devices (e.g., metaphors, imagery, irony,
guidance. C Begins to discuss literature with reference to setting, plot, C Identifies literary devices (e.g., similes, metaphors,
C Begins to develop criteria for evaluating literature.
and satire).
˛ Demonstrates understanding of the difference between fact characters, and theme (literary elements), and author's craft. personification, and foreshadowing). C Contributes unique insights and supports opinions in complex
and opinion.
C Generates thoughtful oral and written responses in small C Discusses literature with reference to theme, author's
C Seeks recommendations and opinions about literature from
literature discussions.
others.
˛ Follows multi-step written directions independently. group literature discussions with guidance. purpose, and style (literary elements), and author's craft. C Adds depth to responses to literature by making insightful
C C $ Sets reading challenges and goals independently.
Discusses setting, plot, characters, and point of view (literary C Begins to use new vocabulary in different subjects and in oral Begins to generate in-depth responses in small group connections to other reading and experiences.
elements) with guidance. and written response to literature. literature discussions. C Evaluates, interprets, and analyzes reading content critically.
C Responds to issues and ideas in literature as well as facts or C Begins to gain deeper meaning by "reading between the C Begins to generate in-depth written responses to literature. C Develops and articulates criteria for evaluating literature.
story events. lines." C Uses increasingly complex vocabulary in different subjects $ Pursues a widening community of readers independently.
C Makes connections to other authors, books, and perspectives. $ Begins to set goals and identifies strategies to improve and in oral and written response to literature.
C Participates in small group literature discussions with reading. C Uses reasons and examples to support ideas and
guidance. conclusions.
C Uses reasons and examples to support ideas and opinions C Probes for deeper meaning by "reading between the lines" in
with guidance. response to literature.
& Types of Texts and Oral Reading J Attitude ˛ Reading Strategies C Comprehension and Response $ Self-Evaluation Developmental Continuums – Copyright © 2001 Christopher-Gordon Publishers
Monday, January 28, 13
12. Guided reading
• What is guided
reading?
• instruction that can be
streamlined to meet the
individual needs of each
student within a group
Monday, January 28, 13
14. Prior knowledge
• Building on prior
knowledge
• Predicting
• Inference
• Comprehension
• Reflecting - thinking
more about the text
Monday, January 28, 13
15. Genres
• Non-fiction
text to allow
children to
discover
answers
independently
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16. Phonics in P4
• Continue
reinforcing
phonics
• Complex
sounds
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17. P5
reading workshop
handouts
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