Richmond Public Schools

Purpose of the Strategic Reading

Improve reading level of students

Average RPS student is reading below

grade level

Improve
Word knowledge
Fluency Comprehension

Its Different
Not an SOL prep class Will not read the same read literature read in English class

Unless specifically asked by English teacher

for reinforcement

Framework
Comprehension (50%) Magnificent Seven Reading Strategies TeachFirst Strategies Types of text Before, during and after reading strategies
Word Analysis and Vocabulary (25%) Word study Decoding and word attack Marzanos six step process Tier two words Flanagans article for content area vocabulary (informational text) Beck, McKweon, Kucan activities Fluency (25%) Timed repeated readings Readers theater Prosody and expression Rate Phrasal reading Choral readings with retellings

Materials to Use

Readers Handbook Content Area Textbooks Newspaper Novels (not read in English) Content Area Trade Books Magazines Internet (including online
books)

Leveled text Short stories Readers theater Poetry High interest material Content Area Reading Academy Toolkit

Data Driven Instruction

Students placed using the GatesMacGinitie

Above Grade Level Slightly Above Grade Level On Grade Level Approaching Grade Level Below Grade Level

Data Driven Instruction

Ongoing
Running records will be administered every

three weeks

Biweekly assessments

Running records Multiple choice comprehension assessments Writing assignments Projects Spelling Assessments

READING LEVELS
Students must read books that are appropriate for their reading level and interests INDEPENDENT 100% - 98% accuracy INSTRUCTIONAL 97% - 95% accuracy INSTRUCTIONAL 94% - 90% accuracy FRUSTRATION 90% and below

Independent Reading Level

Point at which a student can read on his/her own, without help
Students do not need support from the teacher

Instructional Reading Level

Given instructional assistance, they can read with confidence and competence

Frustration Reading Level

Material is simply too difficult, even with assistance

 Independent

Instructional

reading level
During

reading level
During guided

independent practice Sustained silent reading

practice This is where we want to work from the most GatesMacGinitie Reading Assessment

Word Knowledge
Increasing

students knowledge about the meaning and spelling patterns of words to help them improve fluency and comprehension

Word Study Activities

Word Sorts
Comparing and categorizing words by similarities in

meaning and spelling patterns

Word Ladders
Manipulating words by adding or deleting letters

based on definitions The last word created is related to the first word created

Making Words
Making as many words as possible using the letters of

one word

Marzano & Vocabulary

Six Step Process
1.Provide a description, explanation

or example 2.Students restate the description, explanation or example 3.Students construct an picture, symbol or graphic

Marzano & Vocabulary

Six Step Process
4.Engage students in activities to help

them add to the knowledge of the terms in notebooks 5.Students discuss terms with peers 6.Students participate in games that allow them to play with the terms

Other Vocabulary Activities

Toolkit Bringing Concept

Words to Life by Beck,

McKweon, Kucan

Maps Frayer Model Linear arrays

Fluency

Goal
150 wpm by the end of the year
Read with appropriate expression and

intonation (prosody) Read words with approximately 95% accuracy

Assessing Fluency
Running Record Map of a students reading Student reads text and the teacher notes errors, self-corrections, repetitions, re-readings, hesitations, and appeals for help. Focus on
what the child can do when reading what the child needs to learn to read better
http://ww2.chandler.k12.az.us/tarwater-elementary/teacherresource/Running%20Records.htm

Assessing Fluency
The

teacher can determine the reading progress of a child over time. The teacher can determine if text is appropriate Running record data sheet should be kept for each class
http://ww2.chandler.k12.az.us/tarwater-elementary/teacherresource/Running%20Records.htm

Running record conventions

Errors Substitutions Omissions Insertions Teachersupplied Notations Word read accurately Self-corrections Repetitions Appeals Hesitation

Errors
Substituted word

Substitutions Omissions

text

word

text

Insertions

Word

Word

Teacher-supplied

Notations
Word

read accurately

SC
Self-corrections Repetitions
Words repeated

Notations
Appeals Hesitation
A text

or end of time

What do they know?

1. Semantic or meaning cues - applying background knowledge and the context of the sentence or passage to identify words 2. Graphophonic or visual cues - applying what is known letter-sound correspondences to decode words

3. Syntactic or sentence structure cues applying what is known about how our language goes together to identify words
http://ww2.chandler.k12.az.us/tarwater-elementary/teacherresource/Running%20Records.htm

Directions for Running Record

1. Sit the student beside you and explain that you want him/her to read the text independently. Tell the student that you are going to time them using a timer/stopwatch. 2. Read the title of the text to the student. Give the student the text and tell them to wait for you to begin. 3. Use a record form or a blank sheet of paper to mark her reading behavior and record miscues.

4. Begin the timer and tell the student to begin reading.

5. When the student hesitates during reading, give them 3 seconds before you tell them the word.

Directions for Running Record

6. Stop the timer either after a minute or after they finish reading the passage. 7. Write down the time, calculate the percent of words read correctly and the words read per minute. 8. Analyze the students reading. What were the common mistakes? Did the student use meaning, visual or structural cues?

9. Determine if the text is appropriate for the student. Choose the next level of reading material appropriate for the student.

Tips for taking a running record

Tape

record each session for accuracy a miscue cheat sheet handy

Have

If

copy of the text is available, sit across from the student with a desk in between
text is unavailable sit next to the student to see the text

If

Lets practice
Lets listen Lets role play

Fluency Activities
Partner Repeated

reading/Paired reading Choral reading Read aloud

reading Radio reading Readers theater Reading famous speeches, song lyrics, jokes

Partner Reading Reading

Paired

Two students reading together or taking turns Similar reading levels Same reading material Both students support each other

Two students reading together Students reading on different reading levels Stronger reader provides support to the other student

Choral Reading

Read Aloud

All students read together at the same time and pace Provides support for students who have difficulty reading

Teacher reading aloud to students Use text 1 or 2 grades levels above their grades to improve listening comprehension Model of fluent reading

Repeated Reading
Students

read text several times to improve fluency and comprehension

Timed repeated reading Radio reading

Readers theater
Say it Like the Character

Timed Repeated Reading

Reading text two or three times with the goal of improving a students reading rate Done only if fluency is lower than 150 words/minute Students read with partners and time each other Record reading rate on a chart, table or graph Reads the text twice in one day and then rereads the text on another day

Timed Repeated Reading

w ords read in 3 minutes 500 450 400 350 300 250 200 1st read 9/15 2nd read 9/15 3rd read 9/19

405

419

420
w ords read in 3 minutes

Radio Reading

Goal is for students to read their passage to an audience as fluently as a radio announcer

Can use props such as a microphone and earphones

Radio Reading

Choose passages or parts of a passage for students to read, have them pre-read the passage silently.

Model for the students how to read the passage with fluency and expression. Assign parts of the passage to the students.

Radio Reading

Ask the students to practice reading their parts. Students will read their passage in order to the audience. Students can create questions about their part of the passage and discuss them after they complete the radio reading.

Readers Theater
Students rehearse and perform a play for peers or others

They read scripts adapted from books rich in dialogue Students play characters or narrator Provides readers with a legitimate reason to reread text and practice fluency Promotes cooperative interaction with peers Makes the reading task appealing

Readers Theater
Letter to DAR Eleanor Roosevelt

Comprehension
. . . the process of simultaneously extracting and constructing meaning through interaction and involvement with written language.
from The RAND Report

A Readers Must Haves

In order to comprehend a text effectively the reader must have

Cognitive capacities (attention, memory, critical

analytic ability, inferencing, visualization ability Motivation Various types of knowledge (vocabulary, domain and topic knowledge, linguistic and discourse knowledge, knowledge of specific comprehension strategies)
from The RAND Report

Making connections

Ask Questions
Reading is thinking Students ask questions before, during and after reading To clarify and gain understanding
Of author and of themselves

Visualize
Create a picture in your head What
are you doing? do you see? do you smell? do you feel?

Visualize
live

Dolphins by Sylvia M. James

30 25 20 15 10 5 0 Dolphins Oceans Rivers

Dolphins

eat

description

Drawing inferences
What is known + clues from the text = judgment
Reading Must find proof

Determining Important Ideas

Weed out unimportant details Including but not limited to Main idea Theme Major events Facts the author wants the reader to know

Synthesize Information
New information + existing knowledge = new ideas Summarizing and predicting Employers want this

Monitor Comprehension
That doesnt make sense.

Student fix up process

I am confused by or because . . . I will try . . .

Fix It List
Make connections Make predictions Stop and think Ask and answer questions Reflect in writing

Use text clues Retell Reread Look for text patterns Adjust reading speed

Literature Circles
Independent reading book clubs Students have roles Read a book as a group and discuss the book based on their role Students can work together to respond to the book

Projects Lit. logs

Writing Activities

Write scripts for

Radio reading Readers theater

Journal writing Lit. log Rewriting poetry changing sounds in the words Book Reports

E. Book reports

Interactive and Engaging

Students need to have meaningful interaction with text

Manipulatives: index cards, foldables, etc. Magnificent Seven Notebook

Synthesize information
Research projects

Assignments & Grading

Participation grades Grade assignments and projects given in class Running records Comprehension tests

Framework
Comprehension (50%) Magnificent Seven Reading Strategies TeachFirst Strategies Types of text Before, during and after reading strategies
Word Analysis and Vocabulary (25%) Word study Decoding and word attack Marzanos six step process Tier two words Flanagans article for content area vocabulary (informational text) Beck, McKweon, Kucan activities Fluency (25%) Timed repeated readings Readers theater Prosody and expression Rate Phrasal reading Choral readings with retellings

What to do with the data?

What to do with the data?

Data activity
Purpose- We must do something with the

data.
create groups, find instructional level material

and create activities specifically for that group.

More small group instruction than whole

group instruction

What to do with the data?

1. Discuss the data,
2. create groups and

3. brainstorm activities for each

group

 You

will receive: Middle schoollevel E, F, G High schoollevel H

Potential Materials

Potential Materials

Newbridge Reading Quest

Additional Learning Opportunities

Virginia State Reading Association National Title I Conference International Reading Association

Virginia Association of Teachers of English National Association of Teachers of English

Any questions or comments?

tjohnson5@richmond.k12.va.us

lsmith@richmond.k12.va.us