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Between the Lines
Your source for ELA news and updates Owen J. Roberts School District Fall, 2012 Ryan T. Monaghan, Ed.D.
In this issue: Guided Reading Learning Walks Purpose District Summary Emergent Pre-A Guided Reading Emergent A-C Guided Reading
Early D-I Guided Reading Transitional Guided Reading Fluent Guided Reading
Next Steps
Purpose of the Learning Walk Based on best practices in reading instruction and Jan Richardson’s The Next Steps in Guided Reading, - the core component for all guided reading lessons.
• Examine ELA program coherence • Determine next steps for professional development.
• Increase the understanding of the guided reading program • Determine how to better connect the learning in the Readers’ Workshop
District Summary District 100% 90%
89%
80% 70%
61%
60%
48%
50% 40%
35%
35%
30% 20% 10% 0% Texts Correct Level
Objectives, Purpose & Assessment Stated
Objectives Linked to Assessment & Instruction
High Engagement
Students Read Most of Time
District
District Summary District 100% 90% 79%
80% 70% 60%
57%
53%
53%
50% 40% 30% 20% 10%
District
0% Pace is Brisk
Teacher Modeling
Previous Strategies Reinforced
Authentic Away from Teacher Work
Emergent Reader Pre A Learning Walk Results
Emergent Reader Pre A – Before Reading District 100% 90% 80%
80%
80%
70%
60%
60% 50%
40%
40% 30% 20% 10%
District
0% Works with Letters
Teacher Supports Individual Students
Name Activity
Work with Sounds
Emergent Reader Pre A – During Reading District 100% 90% 80% 70% 60% Preview Book & Pictures
50% 40%
40%
1st Read with Teacher
40%
2nd Read Independent
30% 20% 10% 0%
0% Preview Book & Pictures 1st Read with Teacher 2nd Read Independent
Emergent Reader Pre A – After Reading District 100% 90% 80% 70% 60%
60%
50% 40% 30%
20%
20%
20% District
10% 0%
Dictate Sentence
Student/Teacher Take Turns
Cut Up Sentence
November 6 PD Follow-Up Teachers worked collaboratively to gain a deeper understanding of the components of the Emergent Reader Pre-A lesson plan‌.what it looks and sounds like in the classroom.
Before Reading
During Reading
After Reading
Emergent Reader A-C Learning Walk Results
Emergent Reader A – C Before Reading 100%
District
100%
90% 80%
71%
70%
57%
60% 50%
43%
40% 30% 20% 10%
District
0% Sight Word Review
Teacher Prompts & Records Progress
Short Intro/Book Preview
Intro New Vocab
Emergent Reader A – C During Reading 100%
100%
District
100%
90% 80% 70% 57%
60% 50% 40% 30% 20% 10%
District
0% Students Read
Teacher Listens & Records Notes/RR
Teacher Prompts
Emergent Reader A – C After Reading District 100% 90% 80%
71%
70% 57%
60% 50%
43%
40% 30% 20%
14%
10%
District
0% Higher Level Question 4-Ways to Teach Sight Word
Word Work
Guided Writing (Day 2)
November 6 PD Follow-Up Teachers worked collaboratively to gain a deeper understanding of the components of the Emergent Reader A-C lesson plan‌.what it looks and sounds like in the classroom.
Before Reading
During Reading
After Reading
4 Ways to Teach a Sight Word
Early Reader D-I Learning Walk Results
Early D-I - Before Reading District 100% 90% 80%
73%
70% 60%
64%
56%
50%
50%
40% 30% 20% 10%
District
0% Sight Word Review
Teacher Prompts & Records Progress
Short Intro/Book Preview
Intro New Vocab
Early D-I During Reading District 100% 90%
95% 86% 77%
80% 70% 60% 50% 40% 30% 20% 10%
District
0% Students Read for Purpose
Teacher Listens & Records Notes/RR
Teacher Prompts
Early D-I After Reading District 100% 90% 80% 70% 60% 50% 40% 30%
45%
41% 32%
20%
14%
10%
District
0% Higher Level Question 4 Ways to Teach Sight Word
Word Work
Guided Writing (Day 2)
November 6 PD Follow-Up Teachers worked collaboratively to gain a deeper understanding of the components of the Early Reader D-I lesson plan‌.what it looks and sounds like in the classroom.
Before Reading
During Reading
After Reading
Transitional Reader J-P Learning Walk Results
Transitional J-P Before Reading District 100% 90% 80%
74%
70% 57%
60% 50%
46%
40% 30% 20% 10%
District
0% Short Intro/Gist
New Vocab
Model Strategy/Teaching Point
Transitional J-P During Reading District 100% 90% 80%
77%
80%
80%
70% 60% 50% 40% 30% 20% 10%
District
0% Students Read for Purpose
Teacher Listens & Records Notes/RR
Teacher Prompts
Transitional J-P After Reading District 100% 90% 80%
74%
70% 60% 50% 40%
37%
30% 20% 10%
11%
14% District
0% Higher Level Question Comprehension Work Optional Word Work
Guided Writing (Day 3)
November 6 PD Follow-Up Teachers worked collaboratively to gain a deeper understanding of the components of the Transitional Reader lesson plan‌.what it looks and sounds like in the classroom.
Before Reading
Model Strategy/Teaching Point
After Reading
Word Work
Fluent Reader N+
Learning Walk Results
Fluent N+ Before Reading District 100% 90% 80% 70%
63%
60%
53%
50% 39%
40% 30% 20% 10%
District
0% Short Intro/Gist
New Vocab
Model Strategy/Teaching Point
Fluent N+ During Reading District 100% 90%
84%
82%
80% 68%
70% 60% 50% 40% 30% 20% 10%
District
0% Students Read for Purpose
Teacher Confers with Individuals
Teacher Prompts
Fluent N + After Reading District 100% 90% 80% 70% 60% 50% 40% 30%
29% 21%
20%
District
10% 0%
Higher Level Question
New Vocabulary Added
November 6 PD Follow-Up Teachers worked collaboratively to gain a deeper understanding of the components of the Fluent Reader lesson plan‌.what it looks and sounds like in the classroom.
Before Reading
During Reading
After Reading
Strengths for All Levels • High levels of engagement with authentic literacy activities while students work away from the teacher • Use of readers notebooks to record thinking
• An increased focus on students needing to use text-based evidence to support thinking • Texts selected are appropriate to reading goals and student reading levels
• Use of teacher prompting to support readers during the lesson • Students read for a purpose • Teachers are listening to readers during the Guided Reading lesson • Use of Book Introductions to support comprehension
Additional Strengths, Specific to Levels • Use of Sight Word Review at the A-C level • The use of word work at the Emergent A-C levels
• Teacher recording anecdotal and/or running records at the Early and Transitional levels • Comprehension work at the Transitional level
Next Steps for all Levels • Be clear about the teaching point, how/why it helps the reader, and how students will know they have learned it • Use turn and talk or think pair share for discussion – to increase the joyful and collaborative conversations around thinking….and to decrease the amount of teacher talk to the whole group • Increase the time students read by decreasing teacher talk and connecting the GR lesson objective to previously taught skills in the interactive read aloud • Collect assessment data for SBRC when students are in the group using observations and notebooks • Closure should revisit the lesson objective/teaching point, and not just summarize what we learned in the text
Next Steps for Specific Levels • Emergent/Pre-A lessons need to be occurring (all components) for the letter and sound instruction; embedding the learning in the context of books
• Emergent/Pre-A Letter work should occur with a tutor (parent volunteer, aide, Starfish, older student helper) – See page 58 in The Next Steps (Richardson) • Higher level questions/discussions need to occur in Emergent AC to Fluent levels (this was the districts biggest need) • Increase Word Work at the early (D-I) level and increase focus on Vocabulary at the Transitional & Fluent Levels
Action Plan • District PD on November 6 to reinforce components and work through planning of each level’s lessons • Add higher level questioning and assessment during Instruction for subsequent building and district PD sessions • Have principals/ELA Supervisor do informal walkthroughs in each building on the guided reading lessons
• Monitor monthly reading levels in Skyward • Schedule Learning walk #2 on Guided Reading • Provide grade level follow-up PD respective to building specific needs
References Richardson, J. (2009). The Next Steps in Guided Reading. Scholastic: New York, NY.