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SSI READING CURRICULUM TRAINING Joanna Kysar and Brittnie Bragg
LEARNING TARGET Today We Will discuss how to manage your SSI Classroom So I Can monitor and increase fluency, comprehension, and reading levels for struggling students I Will Know I Have It when I can Utilize the Texts & Lessons Resources Use the Continuum of Literacy Learning, Conduct guided reading, Monitor student data Administer/Facilitate Achieve 3000
MICROLAB In groups of three, introduce yourself, including the school and grade level you teach. Take one minute to think about the following questions: What do you fear most about teaching SSI? What do you hope to gain from this presentation? Without responding to each other, take one minute each to answer the questions.
SSI READING MOODLE PAGE Scope and Sequence Resources Middle School ELA SSI: http://moodle.nisdtx.org/enrol/instances.php?id=1 1046 Enrollment Key: curriculum13
SCOPE AND SEQUENCE
SSI RESOURCES The Continuum of Literacy Learning by Pinnell and Fountas Text and Lessons for Content-Area Reading by Daniels and Steineke Text and Lessons for Teaching Literature by Daniels and Steineke Comprehension and Collaboration by Harvey and Daniels Chapter 7 has key lessons for Comprehension, Collaboration and Inquiry; The Curricular Inquiries have the key lessons embedded into the Inquiries.
ADDITIONAL SSI RESOURCES Short novels from book room Literature textbook QuickReads for fluency Electronic device PVC phones Headphones Chart Map pencils Leveled Novels Summer Reading
STRUCTURE OF A GUIDED READING LESSON Use The Continuum of Literacy Learning by Pinnell and Fountas Page 240- Framework for a guided reading lesson Page 247- text characteristics for guided reading
THE CONTINUUM OF LITERACY LEARNING BY PINNELL AND FOUNTAS
WHAT IS THE CONTINUUM OF LITERACY LEARNING? A large body of literacy learning as it happens over time Addresses interactive read aloud and discussion, writing, guided reading, spelling/phonics skills, reading response, etc. A common vision of children s progress Go to for guided reading groups in SSI
LET S TAKE A BOOK WALK Interactive Read-Aloud and Literature Discussion Shared and Performance Reading Writing About Reading Writing Phonics, Spelling, and Word Study Guided Reading (if you have guided readers or texts written at independent reading levels) explain
UNDERSTANDING GUIDED READING
WHAT IS GUIDED READING? Guided reading is meant to work with students at their instructional reading level, giving them the chance to read a book during the guided reading format that they may not be able to read independently. Guided reading is made up of a text introduction, reading of the text, discussing/revisiting the text, teaching for processing strategies, word work, and extension. During guided reading, students are processing the text independently and are supported by a text introduction and a discussion after reading the text. Guided reading groups are homogeneous but also flexible. Students should move around as necessary. Consistent guided reading will help students take on the skills they need to be successful readers.
TEACHER S ROLE IN GUIDED READING Teachers use guided reading to get to know their students as readers. In guided reading, a teacher helps individual students learn how to process a variety of increasingly challenging texts with understanding and fluency within a small group setting. Guided reading allows the teacher to meet the needs of all students within the class. Guided reading provides a setting for teachers to demonstrate reading strategies to students.
COMPONENTS OF A GUIDED READING LESSON Text introduction: unlock the text and provide scaffolds that will allow the reader to understand the text. Point out challenging words and their meanings Activate background knowledge that will get students interested in the text and encourage connections Have students make predictions Talk about the author Talk about text features, pictures, and organization with in the text Reading the text: Listen to students read out loud from where they are in their independent reading and ask a quick comprehension question or two, making your way around to all members in the guided reading group. Prompt for fluent reading Prompt for self-monitoring to make sure students are comprehending their reading. Prompt for self correcting Check for comprehension Demonstrate how to read fluently and/or search for and use information from the text
GUIDED READING VIDEO https://youtu.be/hngpwt2dg38
COMPONENTS OF A GUIDED READING LESSON CONT. Discussing and Revisiting the text: Ask students a question or questions from within, beyond, and about the text to ensure that you are having a conversation surrounding all different types of thinking about the text. Within the text (recall and summarize) Beyond the text (prediction, connection, and synthesize) About the text (analyze and critique) Use The Continuum of Literacy Learning by Pinnell and Fountas (page 324-355) for questioning guide Teaching for Processing Strategies: Provide a brief, explicit teaching point focused on the reading process by modeling your thinking to students. Solving words, monitoring and checking, searching for and using information, summarizing, maintaining fluency, predicting, making connections, inferring, synthesizing, analyzing, and critiquing Use what was taught in Text and Lessons for Teaching Literature and Text and Lessons for Content Area Reading by Daniels and Steineke within guided reading groups.
COMPONENTS OF A GUIDED READING LESSON CONT. Working with Words: Give students a 1-2 minute exposure to a word study concept appropriate to their group s level that would help them as readers and/or writers. The concept doesn t have to relate to the guided reading. Spelling principle Greek/Latin root words Homographs/homophones Commonly misused grammar concepts Punctuation rules Use The Continuum of Literacy Learning by Pinnell and Fountas (page 324-355 and pages 369-404) for word work ideas Extending the Understanding of the Text: Ask students to extend their understanding of the text by doing some writing about their reading, researching something surrounding the reading, etc. Diary entry from character s perspective Letter or e-mail from one character to another Research a concept mention in the text Use The Continuum of Literacy Learning by Pinnell and Fountas (page 92-99) for ideas.
What do they look like? What goes in a binder? How often? DATA BINDERS Fluency checks. How often? Where to find fluency passages http://moodle.nisdtx.org/course/view.php?id=1168 6 Where to find guided readers?
TEXT AND LESSONS FOR TEACHING LITERATURE (UNITS 1 & 2) FOR CONTENT AREA READING (NONFICTION UNITS 3 & 4) BY DANIELS AND STEINEKE
TAKE A LOOK AND TEACH A LESSON (IF TIME PERMITS) Find a partner and choose a lesson from your assigned book (Teaching Literature or Content-Area Reading) to teach to us. You and your partner will have 20 minutes to find a lesson and prepare to present. You will have approximately 5 minutes to teach the 20-50 minute lessoncondense!
BOOK CLUBS AND INQUIRY CIRCLES: TAKING IT A STEP FURTHER
COMPREHENSION AND COLLABORATION BY HARVEY AND DANIELS Focus is on Chapter 10: Literature Circle Inquiry Different than tradition book clubs Four different stages (page 201) Immersion Investigation Coalesce Go Public
TAKING IT A STEP FURTHER CONT. SSI can also be a time to front-load or preteach/close-read text taught in ELA Class SSI can also be a time to extend the learning from the ELA Class
WEEK AT A GLANCE 2-3 Days Specific Reading Strategy Lessons (Texts & Lessons) that correlate with the Scope & Sequence (spend a few minutes on Fridays reflecting on week s learning) 2 Days of Achieve 3000; guided reading groups
EXAMPLE OF FRIDAY REFLECTIONS 1. Take a picture of the assignment 2. Put the picture into a word document and complete a self-reflection answering the questions: a. What strategy did you use? b. So what other areas/content classes will the strategy be helpful? c. Now how will you show your strategy success in the other classes? 3. Uploading the word doc into their EPortfolio under the tab: (Reading/Writing Initiative) Each six weeks, students would then go into their work from other classes to upload an assignment/s that correlates to the Reading/Writing Strategies learned.
PROGRESS REPORTS At the end of each six weeks, provide parents with a progress report on work habits and TEKS mastered. In addition, provide an Achieve 3000 progress report each 6 weeks (more information to come during the Achieve 3000 training)
CLOSING Using the notecards at your table, reflect back on the response to your questions during the Microlab at the beginning of the session What do you fear most about teaching SSI? What do you hope to gain from this presentation? Provide a reflection that includes: How has this presentation made you feel more confident about teaching SSI? Did you gain the knowledge you hope to gain? If not, how could the presentation be revised to meet your needs?
ACHIEVE 3000 What is it? What do I need to know? How will I implement it?
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ERNS? THANK YOU AND ENJOY THE REST OF YOUR SUMMER!