Continual Assessment by wpr1947

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									   Balanced Reading

           AREA
Advanced Reading Enhancement
          Approach
        Guided Reading Center

Guided Reading- The teacher works with a small
group of students who are at about the same level
    in reading ability. The teacher selects and
introduces stories. Vocabulary development and
comprehension strategies are incorporated in the
                      lessons.
            Student


                      Student
  Student




Student                         Student
            Teacher
Teacher
Teacher
Teacher
Teacher
                Paper
               Markers
          Small White Boards
           Magnetic Boards
                Books
              Types of Literature
Poetry                                            Prose


                                     Nonfiction
         Fiction

Traditional Fantasy Realism   Informational Biography
       Types of Mini Lessons
1.   Management issues
2.   Literary Craft
3.   Conventions

80% of adult reading is in short texts.
In schools, 80% of reading is in long texts.
             Teacher’s job
• Look at the individual student’s need/s
• Every student book that you read decide
  how that book can help the student
• Match student with a book that is within
  their “zone of proximal development”
• Understand that learning is a process
• Knowledge about books and reading skills
         Continual Assessment
•   Running Records
•   Observational Records
•   Check Sheets
•   Rubrics
                   Blackberries
                    Page 3
Father Bear                  Father Bear
and Mother Bear              and mama bear
and Baby Bear                and Baby Bear
went to look for             w-went to look for
  blackberries.                blackberries
                Blackberries
                 Page 3
Father Bear
and mama bear
and Baby Bear
w-went to look for
  blackberries
                  Blackberries
                              Baby Bear, Baby Bear,
                   Page 11       where i(short i sound) are
“Baby Bear, where are you?”      you
shouted Father Bear.          T - Teacher(shouted) Father
                                 Bear

“Baby Bear, where are you?”
                              Where, Baby(sc) is, Baby
shouted Mother Bear             Bear(sc on the repeat)
                                shouted, where (sc) are
                                you
                              Shouted, shouted Mother
                                Bear
                   Blackberries
                      Page 11
Baby Bear, Baby Bear,
   where i(short i sound) are
   you
T - Teacher(shouted) Father
   Bear

Where, Baby(sc) is, Baby
  Bear(sc on the repeat)
  shouted, where (sc) are
  you
Shouted, shouted Mother
  Bear
         Three Reading Cue Systems
                Story sense
  Prior                                  Natural language
knowledge
                                                    Knowledge of
                Meaning                Structure    English
Text
                Does it make       Does it sound    Grammatical
                  sense?              right?        patterns and
Illustrations                                       language structure

                              Visual           Print conventions
                                                *Directionality
  Sounds and              Does it look          *Words/spaces
  symbols                   right?              *Letters
           Analogies                            *Beginnings/endings
                                                *Punctuation
            Plan Strategies
What support does the student need
• before they read
• during their reading
• after they read
             Strategies Like:
•   Story Maps           •Word Walls
•   Visualization        •Picture Walks
•   Reader’s Theater     •Retelling
                         •Modeling
•   SQ3R
                         •Summarization
•   Graphic Organizers
•   Clozure
•   KWL
                                     Story Map
Title: Arthur’s Mystery Envelope
Author: Marc Brown

Setting:                                 Characters: Arthur D.W.
School and Home                          Buster Binky Francine
                                         Prunella Muffy The Brain
Problem: Mr. Haney, the principal, gave Arthur a sealed envelope to take to his mom.
Arthur thinks the envelope has bad news about his school work.

Events: Friends suggest ways to get rid of the envelope.
The envelope falls in the trash before Arthur’s mother sees it.
D.W. teases Arthur about the envelope.

Resolution/Conclusion: Arthur gives the envelope to Mom, who opens it. Mr.
Haney’s tax papers were in it. Arthur learns that putting off something doesn’t make it
get any better and sometimes it makes it worse.
              New Strategy
              Two Word Strategy
First Word                  Second Word



I chose these words because…...
                Connections Between
                 Reading & Writing
     •    Reading Aloud
     •    Shared Reading       •Shared Writing
     •    Guided Reading       •Interactive Writing
     •    Independent
                               •Guided Writing
     •    Literature Study/
          Literature Circles   •Independent Writing


Teacher                                               Child
Writing Center
          Writing Emphasis
Writing help students’ reflect on what they are
 reading and hearing.

Reading stimulates students’ writing.

Students need to have periods of time to write
  every day.
Topics I Can Write About
 Writing Exploration with Literature Exploration
Poetry                                            Prose


                                     Nonfiction
         Fiction

Traditional Fantasy Realism   Informational Biography
         Writing Assessment
• Writing Process
• 6+1 Writing Traits
Make Word
    Language and Word Study
• Letter/Sound Relationships
• Vocabulary
• Spelling
3 Block Plan
Self-Selected Reading
         Teacher Read-Aloud
Becoming a Nation of Readers
“reading aloud to children is the single most
  important activity for creating the
  motivation and background knowledge
  essential for success in reading. It is hard to
  imagine any other activity that is so simple
  to do yet has so many benefits”
              Types of Literature
Poetry                                            Prose


                                     Nonfiction
         Fiction

Traditional Fantasy Realism   Informational Biography
             Literature Center
•   big books
•   magazines
•   class-authored books
•   informational books
•   books by a particular author
•   taped books
•   computer CD-ROM books
           Literature Center
Teacher conferences with students about the
  books they selected. (3 to 5 minutes)
• Why did you choose this book?
• Have you read any other books by this
  author?
• What do you think will happen next?
• What did you learn from this book?
              Assignment
• Copy this PowerPoint.
• What elements of the AREA reading do you
  consider new information?
• What aspects of AREA reading are you
  incorporating into the classroom where you
  are student-teaching?

								
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