Proxy Unblocker Journal

Achievement in Motion The Hastings and Prince Edward Distri As a service organization, the Board is committed to pr students and employees. affirms the Board’s support services to help all students and empl cooperatively with trustees, employ Five key goals will be t • Success for All Students • System of Character • Employee Excellence • Open Communication • Community Relationships representing students, employees, par ents and the community. Through we recognize that incredible things ca n happen when we are open to possibilities. The Hastings and Prince Edward Distri Success is dependent upon all ze the role of identifying overall learni ng outcomes in literacy to support literacy instruction and the ongoing professional learning for staff to improv district as they receive their students literacy learning with their students. result of work done by elem Services of the Hastings and Prince Edward District School Board. The initiative 1. Reading instruction should be based on the evidence of practice. 2. Early success in reading is critical for children. 3. The teacher is the key to a child’s success in learning to read. 4. In order to succeed in the classroom, teachers need th school and board level who value and provide ongoing prof essional development. educators who are Literacy Partners and Curriculum Coordinators in our district and who act as leaders in lite and across the district. Si educators for their time in th e preparation of this document. be original when they are not. If readers identify any materials used inappropri hat errors may be addressed. System Principal – Educational Services Suzanne Cholasta Kerri Denyes Heather Heidt Caryn Manthorpe Roxane Mossm an-Cross Michael Prendergast Brenda Teal Cindy Waite Cassandra Windsor should not be copied or reproduced with writ ten permission of the HASTINGS and PRINCE EDWARD DISTRICT SCHOOL BOARD and its successors. Gradual Release of Responsibility Model Research shows that optimal learni Gradual Release of Responsibility Model Teacher Behaviour Learner Behaviour Demonstration Teacher Read Aloud Shared Reading Models Shows “How to do it” Listens Observes May participate on a limited basis Guided Practice Shared Reading Guided Reading Demonstrates Leads Suggests Responds Acknowledges TEACHER HANDS OVER RESPONSIBILITY: Learner Behaviour Teacher Behaviour Independent Practice Guided Reading Independent Reading Applies learning Takes charge Practices Problem solves Approximates Self-corrects Scaffolds Teaches as needed Observes Coaches Application Independent Reading Self-monitors Applies learning Problem solves Affirms Assists as needed Responds Acknowledges Routman, R. (2003) Reading Essentials . Portsmouth, NH:Heinemann Listens Questions Responds Approximates Interacts Collaborates Tries Out Encourages Creating a culture and climate for reading and thinking Building relationships Creating trust Respect agreements - school respect agreement Anchor charts - listening, speaking, thinking, and independent work Respect agreements - classroom respect agreement for coopera tive group skills, listening, speaking and learning skills Kindergarten Grade 1 Grade 2 Grade 3 Assessment References: B. Elements of Text (Before / During / After Reading) characteristic aspects of a work of fiction Using simple frameworks, pictures, and words identify: title, character, Assessment References: Kindergarten Teacher’s Resource Book , page 330) Anecdotal (e.g., A Guide to Effective Instruction in Reading - Kindergarten to Grade 3 , page 1229) Assessment References: Kindergarten Teacher’s Resource Book , page 330) , 2007 K-2 Reading Assessment for At-Risk Readers Anecdotal (e.g., A Guide to Effective Instruction in Reading - Kindergarten to Grade 3 , page 1229) Kindergarten Grade 1 Grade 2 Grade 3 D. Extending Understanding/ Making Connections (Before / During / After Reading ) readers use I thought of... Do you think the Big Bad Wolf should have blown down the Three Little Pigs’ houses? Why or why not? Use prior knowledge to make relevant connections to significant events giving at least two supporting details (e.g., self, text, world) Teacher Prompts: How is this celebration the same as, or different from how your family celebrates this How is this story like the one we read last week? How is our school like the one we are reading about? Use prior knowledge to make relevant connections to significant events giving at Intervention References: Using Oral Language to Communicate and Learn document Speech and Language Pathologist consultation Assessment References Kindergarten Teacher’s Resource Book , page 330) Anecdotal (e.g., A Guide to Effective Instruction in Reading - Kindergarten to Grade 3 , page 1229) Checklists Interviews and Questionnaires Student/Teacher Conferences (e.g., A Guide to Effective Instruction in Reading - Kindergarten to Grade 3 , page 12.31) Portfolios Bloom’s Taxonomy - A hierarchy of thinking skills Suggested questions from the story Goldilocks and the Three Bears Knowledge ¼ Where did the three bears live? Comprehension Kindergarten Grade 1 Grade 2 Grade 3 E. Questioning (Before / During / After Reading and Critical Literacy Questioning) ability to ask questions in order to monitor comprehension questioning to promote critical literacy What would you say to the author about this book? Why? Does this title match the book I am reading? What would usually happen in a situation like this?) Teacher models all types of higher level thinking and critical literacy questions from fiction and non-fiction texts. Students ask at least one of both types of questions based on teacher prompts and discussion of text. The application of “what” and “who” and “when” questions are asked prior to “how” and “why” questions. Teacher models all types of higher level thinking and critical literacy questions from fiction and non-fiction texts. Students ask at least two of both types of questions from fiction and non-fiction text. The application of “what” and “who” and “when” questions are asked prior to “how” and “why” questions. Teacher models all types of higher level thinking and critical literacy questions from fiction and non-fiction texts. Students ask at least three types of higher level thinking and critical literacy questions from fiction and non-fiction texts to focus reading and clarify understanding. Teacher models all types of higher level thinking and critical literacy questions from fiction and non-fiction texts. Students ask several types of higher order and critical literacy questions from fictional and non-fictional texts to focus reading and clarify understanding. Assessment References: Kindergarten Teacher’s Resource Book , page 330) Anecdotal (e.g., A Guide to Effective Instruction in Reading - Kindergarten to Grade 3 , pages 8.32 -8.34, 12.29) Checklists Rubrics Student/Teacher Conferences Kindergarten Grade 1 Grade 2 Grade 3 F. Visualizing (Before / During / After Reading) the mind’s capacity to imagine what is being suggested by the words ability to “paint a picture” in the reader’s Draw illustrations and/or share mental images orally when visualizing and/or when reading or being read to aloud Teacher Prompt: Assessment References: Kindergarten Teacher’s Resource Book , page 330) Anecdotal (e.g., A Guide to Effective Instruction in Reading - Kindergarten to Grade 3 , page 1229) Checklists Rubrics Student/Teacher Conferences Assessment References: Kindergarten Teacher’s Resource Book , page 330) Anecdotal (e.g., A Guide to Effective Instruction in Reading - Kindergarten to Grade 3 , page 12.29) Checklists Rubrics Student/Teacher Conferences Kindergarten Grade 1 Grade 2 Grade 3 (Before / During / After Reading) Students preview text to activate background knowledge and make appropriate guesses about what might be learned from reading the text. An effective preview of pictures, headings, sub- headings, and graphics activates background knowledge and provides important information about Make logical predictions using the title, front and back cover, illustrations/photos/diagrams Teacher Prompts: I think _____ is going to happen Make logical predictions on prior knowledge and personal interests/experiences Teacher Prompts: I think _____ is going to Confirm and disconfirm predictions Assessment References: Kindergarten Teacher’s Resource Book , page 330) , 2007 K-2 Reading Assessment for At-Risk Readers Anecdotal (e.g., A Guide to Effective Instruction in Reading - Kindergarten to Grade 3 , page 12.29) Checklists Rubric Student/Teacher Conferences (During / After Reading) the ability to read Assessment References: Kindergarten Teacher’s Resource Book , page 330) Anecdotal (e.g., A Guide to Effective Instruction in Reading - Kindergarten to Grade 3 , page 12.29) Checklists Rubrics / Student/Teacher Conferences Kindergarten Grade 1 Grade 2 Grade 3 A. Text Forms a category or type of text that has certain defining characteristics Identify personal preferences in reading materials (e.g., literary and informational books, magazines, posters, computerized interactive texts) Identify and describe the characteristics of a few simple text forms: literary texts books, rhymes, simple literary stories), calendars, environmental print, signs); and (e.g., morning messages, strategy charts, instructions, simple informational texts, labels) Read some different literary texts Assessment References: Anecdotal Checklists - Concepts of Literature Checklist B. Text features (literary and informational) physical and design characteristics of a text that clarify and/or give support to the meaning in the features of printed text comprehension of texts that are read by and with the teacher (e.g., character, setting, problem, solution) Front and back cover Illustrations Identify some characteristics literary texts Assessment References: Anecdotal Checklists Student/Teacher Conferences Kindergarten Grade 1 Grade 2 Grade 3 C. Elements of Style essential aspects of written compositions Teacher models simple elements of style such as voice and word choice (e.g., this word is printed darker because the boy is shouting) Identify simple elements of style such as voice and word choice (e.g., descriptive words help the reader make better mind pictures of the character or Assessment References: Anecdotal Checklists Student/Teacher Conferences 3. Use knowledge of words and cuing systems to read fluently. Kindergarten Grade 1 Grade 2 Grade 3 A. Concepts of Print concepts related to the way language is conveyed Orient book Locate cover Turn pages from front cover to back Locates first page in a book Knows where to start reading Assessment References: Observation Checklist: Kindergarten Teacher’s Resource Book,page 79- 88 Observation Checklist: Grade 1-2 Teacher Resource Book, page 270-274 , 2007 K-2 Reading Assessment for At-Risk Readers Developmental Reading Assessment, DRA B. Phonological Awareness - the ability to focus on and manipulate not only phonemes, bu t also larger spoken units such as syllables and words. Kindergarten Grade 1 Grade 2 Grade 3 i. Word Awareness a word is a basic unit of language reinforces the idea that each word is a separate Ability to hear that sentences are made up of words Suggested teaching strategy Read several sentences aloud and use a ruler to tap each word in the sentence Assessment References: Informal screening to confirm understandi ng of concepts (e.g., word and sentence) Nelson Language Arts Kindergarten Teacher’s Resource Book, pages 157-163 Nelson Language Arts Grades 1-2 Teacher’s Resource Book, page 117 Phonological Awareness Test ii. Rhyme words or word endings have the same or similar Recognizes and generates rhymes orally (e.g., cat, fat, Recognizes and generates rhymes orally in a range of rhyming patterns (eg., all, ball, Recognizes and generates rhymes orally in a range of rhyming patterns (eg., -ake, - ide, -unk, -ick, -ine) Intervention References: Launch into Reading Success through Phonological Awareness Training HPEDSB,The ABC’s of ERI, CODE Project 2005-06 Nelson Language Arts Kindergarten Teacher’s Resource Book, chapter 5 Nelson Language Arts Grades 1-2 Teacher’s Resource Book, chapter 7 Assessment References: Informal screening to confirm understanding of concepts (e.g., beginning, middle, ending) Nelson Language Arts Kindergarten Teacher’s Resource Book, pages 157-163 Nelson Language Arts Grades 1-2 Teacher’s Resource Book, pages 117 & 120 Phonological Awareness Test iii. Phonemic Awareness - the ability to hear, identify, and manipulate phonemes in “spoken words”. For children with articulation difficulties consideration must be given for the following: Intervention References: Launch into Reading Success through Phonological Awareness Training The ABC’s of ERI , CODE Project 2005-06 Nelson Language Arts Kindergarten Teacher’s Resource Book, chapter 5 Nelson Language Arts Grades 1-2 Teacher’s Resource Book, chapter 7 Assessment References: Nelson Language Arts Kindergarten Teacher’s Resource Book, page 161 - 163 Yopp-Singer Assessment -Kindergarten Teacher’s Resource Book, page 165 Phonological Awareness Test Kindergarten Grade 1 Grade 2 Grade 3 iv. Segmentation words are divided orally into syllables and phonemes Syllable Level Segment syllables in one, two, three syllable words Clap/chant/sing syllables in familiar names and objects (e.g., Cass/an/dra) Onset and Rime Segment some words into Phoneme Level Segment words into at least three phonemes (e.g., bat = b - Syllable Level Segment syllables in words up to four syllables Onset and Rime Phoneme Level Segment words into at least four phonemes (e.g., best = b Syllable Level Segment most multi-syllable words Onset and Rime room) Phoneme Level Segment words into more than four phonemes (e.g., child’s name) Intervention References: Launch into Reading Success through Phonological Awareness Training The ABC’s of ERI Nelson Language Arts Kindergarten Teacher’s Resource Book, chapter 5 Nelson Language Arts Grades 1-2 Teacher’s Resource Book, chapter 7 Assessment References: Informal screening to confirm understanding of concepts (e.g., beginning, middle, ending) Nelson Language Arts Kindergarten Teacher’s Resource Book, pages 157-163 Nelson Language Arts Grades 1-2 Teacher’s Resource Book, pages 117 & 120 Phonological Awareness Test Yopp-Singer Test of Phoneme Segmentation - Kindergarten Teacher’s Resource Book, page 165 Kindergarten Grade 1 Grade 2 Grade 3 v. Isolation orally identifies one phoneme (sound) by position in a word Identify the initial phoneme in Identify the final phoneme in Identify the medial phoneme phonemes Identify some vowel digraphs and dipthongs (e.g., moo n, Intervention References: Launch into Reading Success through Phonological Awareness Training The ABC’s of ERI , CODE Project 2005-06 Nelson Language Arts Kindergarten Teacher’s Resource Book, chapter 5 Nelson Language Arts Grades 1-2 Teacher’s Resource Book, chapter 7 Assessment References: Informal screening to confirm understanding of concepts (e.g., beginning, middle, ending) Nelson Language Arts Kindergarten Teacher’s Resource Book, pages 157-163 Nelson Language Arts Grades 1-2 Teacher’s Resource Book, pages 117 & 120 Phonological Awareness Test Kindergarten Grade 1 Grade 2 Grade 3 Intervention References: Launch into Reading Success through Phonological Awareness Training The ABC’s of ERI, CODE Project 2005-06 Nelson Language Arts Kindergarten Teacher’s Resource Book, chapter 5 Nelson Language Arts Grades 1-2 Teacher’s Resource Book, chapter 7 Assessment References: Informal screening to confirm understanding of concepts (e.g., beginning, middle, ending) Nelson Language Arts Kindergarten Teacher’s Resource Book, pages 157-163 Nelson Language Arts Grades 1-2 Teacher’s Resource Book, pages 117 & 120 Phonological Awareness Test Kindergarten Grade 1 Grade 2 Grade 3 vii. Substitution orally substitute or swap sounds within words to make new words Change initial or final sounds in a word to make a new word using manipulatives (e.g., “pan” - say “pan” - change the “/p/” to “/c/”) Change initial or final sounds in a word to make a new word without manipulatives Change a medial sound in a word to make a new word with manipulatives (e.g., “pan” - say “pan” - change the “/a/” to Change a medial sound in a without manipulatives Intervention References: Launch into Reading Success through Phonological Awareness Training The ABC’s of ERI, CODE Project 2005-06 Nelson Language Arts Kindergarten Teacher’s Resource Book, chapter 5 Nelson Language Arts Grades 1-2 Teacher’s Resource Book, chapter 7 Assessment References: Informal screening to confirm understanding of concepts (e.g., beginning, middle, ending) Nelson Language Arts Kindergarten Teacher’s Resource Book, pages 157-163 Nelson Language Arts Grades 1-2 Teacher’s Resource Book, pages 117 & 120 Phonological Awareness Test Kindergarten Grade 1 Grade 2 Grade 3 viii. Blending listening to a sequence of sounds spoken separately and combining them to form a recognizable word Syllable Level Orally blend syllables to make a word (e.g., teacher says “mail” (pause) “box”. Student says “mailbox” Onset and Rime Intervention References: Launch into Reading Success through Phonological Awareness Training The ABC’s of ERI, CODE Project 2005-06 Nelson Language Arts Kindergarten Teacher’s Resource Book, chapter 5 Nelson Language Arts Grades 1-2 Teacher’s Resource Book, chapter 7 Assessment References: Informal screening to confirm understanding of concepts (e.g., beginning, middle, ending) Nelson Language Arts Kindergarten Teacher’s Resource Book, pages 157-163 Nelson Language Arts Grades 1-2 Teacher’s Resource Book, pages 117 & 120 Phonological Awareness Test Kindergarten Grade 1 Grade 2 Grade 3 i. Word Awareness a word is a basic unit of language reinforces the idea that each word is a separate Tracks print accurately (voice - Recognizes that spaces separate words (e.g., Clap one time for each word in a sentence; point to each word in a printed sentence; hug a word) Intervention References: Animated Literacy Jolly Phonics McCracken Phonics through Spelling Launch into Reading Success through Phonological Awareness Training The ABC’s of ERI , CODE Project 2005-06 Nelson Language Arts Kindergarten Teacher’s Resource Book, Chapter 5 Nelson Language Arts Grades 1-2 Teacher’s Resource Book, Chapter 7 Assessment References: Nelson Language Arts Kindergarten Teacher’s Resource Book, page 157 Nelson Language Arts Grades 1-2 Teacher’s Resource Book, page 270 -273 Developmental Reading Assessment (DRA) Kindergarten Grade 1 Grade 2 Grade 3 smallest part of written language that represents a phoneme in the spelling of a word a grapheme may be Intervention References: Animated Literacy Jolly Phonics McCracken Phonics through Spelling Assessment References: Checklists Nelson Language Arts Kindergarten Teacher’s Resource page 85- 90 Nelson Language Arts Grade 1-2 Teacher’s Resource Book, page 274 Phonological Awareness Test A Guide to Effective Instruction in Reading Kindergarten Grade 1 Grade 2 Grade 3 Word Knowledge practice recognizing high frequency words and word solving strategies word study and word Recognize name and some classmates’ names Recognize some words around the classroom (e.g., theme words, charts, poems, labels) Recognize some easy high frequency words (e.g., 20 - 40 words) Recognize all classmates’ names Recognize many words (e.g., charts, poems, and labels) Recognize quickly high frequency words (e.g., 100 +) Recognize automatically and rapidly high frequency words (e.g., 200+) Recognize automatically and rapidly high frequency words Assessment References: Nelson Language Arts Kindergarten Teacher’s Resource Book, page 94 Nelson Language Arts Grade 1-2 Teacher’s Resource, page 287- 289 Sight Word Lists : Dolch, Fry, Slosson Kindergarten Grade 1 Grade 2 Grade 3 Words: Cueing Systems cues or clues that effective readers use in combination to read unfamiliar words, phrases, and sentences Syntactic (Structural) Does it sound right? Semantic (Meaning) Does it make sense? Graphophonic (Visual) Does it look right? Model all three cueing systems Use beginning sounds with picture cues and context to decipher unfamiliar words Use all three cueing systems to solve unfamiliar words Use initial and final consonants, consonant blends, and word families to decipher unfamiliar words Use some long and short vowel sounds to decipher Use all three cueing systems to quickly solve unfamiliar words Assessment References: Student-Teacher Conferences Anecdotal Developmental Reading Assessment (DRA) Running Record - A Guide to Effective Instruction, Reading K-3 page 12.42 - 12.54 - Grade 1-2 Teacher’s Resource Book, page 291 , Decoding Strategies to Support Running Records- “ Analysi s of Students’ Meaning, Visual, and Structural Errors”, CODE Project, 2007 Kindergarten Grade 1 Grade 2 Grade 3 F. Fluency the ability to read text accurately, smoothly, quickly, and with expression fluency is divided into two types - oral fluency and silent reading fluency Model fluent reading Read at a sufficient rate and expression - sounds like natural speech Oral reading is fairly smooth with some awareness of punctuation Read at a sufficient rate and with expression – sounds like spoken language, appropriate pauses Demonstrate an awareness of punctuation (e.g., stop, start) Read at a sufficient rate (e.g., longer phrases) and with expression Demonstrate a thorough awareness of punctuation Intervention References Grade 1-2 Teachers Resource Book Chapter 7 Example fluency passages on www.readinga-z.com Assessment References: Running Record Grade 1-2 Teachers Resource Book Chapter 7 Example fluency passages on www.readinga-z.com Kindergarten Grade 1 Grade 2 Grade 3 G. Use of punctuation Model proper use of punctuation (e.g., capital, period, exclamation mark and question mark) Recognize and identify the use of punctuation (e.g., capital at beginning, period at end, exclamation mark, question mark, and comma) Recognize and identify the use of punctuation (e.g., comma to mark pauses and quotation marks) Recognize and identify the use of punctuation (e.g., quotation marks for direct speech, commas to mark grammatical boundaries) Assessment References: Student-Teacher Conferences Developmental Reading Assessment ( DRA Kindergarten Grade 1 Grade 2 Grade 3 H. Parts of Speech Model language structures (e.g., nouns and verbs) Identify common nouns, pronouns (e.g., I, you, he, she, it, we, they) Verbs (e.g., do & feel) Adjectives (e.g., fat, happy, thirsty) Prepositions of place (e.g., in, Make simple connections Assessment References: Student -Teacher Conferences Informal Observations Checklists 4. Reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful befor Kindergarten Grade 1 Grade 2 Grade 3 A. Critical Literacy involves looking beyond the literal meaning of the text in order to analyze and evaluate the text’s complete meaning and the author’s intent Model elements of critical literacy skills through teacher think-alouds, read-alouds, and shared reading (e.g., teaching cooperation through The Little Red Hen Model elements of critical literacy skills through teacher think-alouds, read-alouds, and shared reading Identify, with support, elements of critical literacy Henke’s Chrysanthemum) Model elements of critical literacy skills through teacher think-alouds, read-alouds, and shared reading Identify, initially with support, elements of critical literacy (e.g., diversity in Todd Parr’s It’s Okay to be Different Model elements of critical literacy skills through teacher think-alouds, read-alouds, and shared reading Identify elements of critical literacy (e.g., work conditions and power in Doreen Cronin’s Click, Clack, Moo Cows that Assessment References: Anecdotal Observations Checklists Rubrics process of thinking about ideas or situations in order to understand them fully, identify their make a judgement Model elements of critical thinking through teacher think- alouds, read-alouds, and shared reading (e.g., discuss the advantages and disadvantages of keeping the chicks in the classroom and read Too Many Chickens Model elements of critical thinking through teacher think- alouds, read-alouds, and shared reading (e.g., suggest a possible alternative perspective using character chair or a painting/drawing to represent a character) Model elements of critical thinking through teacher think-alouds, read-alouds, and shared reading (e.g., suggest one or two possible alternative perspectives using Shel Silverstein’s poem Point of Model elements of critical thinking through teacher think-alouds, read-alouds, and shared reading (e.g., discuss author’s message and suggest some possible alternative perspectives using fables, folk Assessment References: Anecdotal Observations Checklists Rubrics Kindergarten Grade 1 Grade 2 Grade 3 Assessment References: Anecdotal Observations Checklists Rubrics Resource Bibliography Benson, V., & Cummins, C.