K 2 Reading Institute RSU5

K-2 Reading InstituteSusan Dee & Matt Halpern

K-5 Literacy StrategistsRSU 5 ~ Durham, Freeport, Pownal

~James Comer

“No significant learning can occur without a significant relationship.”

Line Cook vs. Master Chef

The Master Chef’s Kitchen

Immersion

Demonstration

Expectations

Responsibilities

Approximations

Practice

Feedback/Support/Celebrations

Zone of Proximal DevelopmentLev Vogotsky

Emergent ReadersPreschool~KindergartenAre interested in books and prints

Have strong oral language Use reading, writing, & oral language in their playAre starting to memorize rhymes & stories with predictable textCan recognize own name, names of family members, some signs in printCan name letters of alphabet Are starting to understand relation between letters & soundsAre starting to understand relations between printed & spoken wordsExperiment with writing

Initial Readers First ~ Second Grade

Are beginning to read with more independenceCan orally read with reasonable fluencyUse letter-sound associations, word parts, and context to identify new wordsListen to & discuss a wide variety of literature“Whisper” read Retell stories in sequenceUse reading & writing for various purposes Use strategies (rereading, predicting, questioning) when comprehension breaks down

Transitional Readers Second ~ Third Grade

Read with greater fluencyBegin to choose appropriate reading materials independentlyCan apply different strategies for different purposesReads silently without sub-vocalizingHad developed interests in specific books & topicsHave literal comprehensionCan recognize & discuss elements of different text structuresCan write stories with a beginning, middle, and end

“Each child demands from us an individualized and differentiated

approach with regard to the reading instruction we offer and the

personal connection we make.”

~Donalyn Miller

“Readers enjoy talking about books almost as much as they like

reading.”

What’s on your nightstand?

Components of Comprehensive Literacy Block

Read Aloud

Interactive Writing

Shared Reading

Word Study/Word Work

Workshop

Mini-lesson

Independent Reading/Writing

Sharing~ with whole group and/or partner

provides opportunities to model and practice the different word identification strategiespromote awareness that print is meaningfulbuild sight vocabularyhelp children see themselves as readersincrease all aspects of fluency (accuracy, rate, prosody, phrasing)

Shared Reading

Interactive WritingDemonstrates concepts

about print, early strategies, and how words work.Provides opportunities to hear sounds in words and connect sounds to letters.Helps children understand the decoding and encoding process in reading and writing.Increases spelling knowledge.

Emergent Reading

Engagement

Print Work

Fluency

Comprehension

Nonfiction/InformationFiction/Literature

Plot & SettingCharacter

Vocabulary & Figurative LanguageThemes &

Ideas

Main Idea

VocabularyKey Details

Text Features

ConversationWriting About

Readingfrom Reading Strategies

Book by Jennifer Serravallo