Doug Fisher, Nancy Frey & Joan Nelson. Literacy achievement through sustained professional development. The Reading Teacher, May 2012, pp. 551-563.

•

•

•

•

“”

Part B Which sentence from the article best

supports the answer to Part A?

a. “Animals get oxygen from air or water.”

b. "Animals can be grouped by their traits.”*

c. "Worms are invertebrates.”

d. "All animals grow and change over time.”

e. "Almost all animals need water, food, oxygen, and shelter to live."

•

•

•

•

We know ENOUGH right now to build effective reading programs. We know that: 1. Reading is complex and multidimensional. 2. Reading First didn’t work. 3. Schools can increase reading achievement. 4. Effective literacy instruction requires a supportive, nurturing

classroom environment. 5. Assessment can promote or hinder good instruction. 6. The school schedule affects literacy instruction.

2. Comprehension 3. Vocabulary

4. Literacy in the Content Areas 5. Phonics 6. Fluency

7. Teacher Read-Aloud and Independent Reading 8. Reading Motivation and Engagement

9. Struggling Readers and English Learners

Every chapter includes:

•Common Roadblocks •Best Practices •Resources for Study Groups or PLCs (reproducible) •“What to Look For” Checklists (reproducible)

go.solution-tree.com/leadership/Reproducibles_WPNTK_reading.html

•

•

•

•

•

•

•

Teacher Read-Aloud and Independent Reading: What

to Look For (Reproducible on ST website)

1. Do teachers reserve time each day to read aloud and for independent reading?

Frequently Occasionally Rarely Never

2. Do teachers include both fiction and nonfiction in their read-alouds?

Frequently Occasionally Rarely Never

3. Do teachers seize opportunities to build word meanings during their read-alouds?

Frequently Occasionally Rarely Never

4. For independent reading, do students get to choose from a variety of reading materials?

Frequently Occasionally Rarely Never

Teacher Read-Aloud and Independent Reading Resources (Reproducible) The following books contain practical suggestions for getting all students to read and clever ways to expand classroom libraries: • Layne, S. L. (2009). Igniting a passion for reading: Successful strategies for building lifetime readers. Portland, ME: Stenhouse. • Moss, B., & Young, T. A. (2010). Creating lifelong readers through independent reading. Newark, DE: International Reading Association. • Stead, T. (2009). Good choice! Supporting independent reading and response, K–6.Portland, ME: Stenhouse. This book, written by a sixth-grade teacher, will inspire upper-grade teachers who might have given up on trying to get their older students to read: • Miller, D. (2009). The book whisperer: Awakening the inner reader in every child. San Francisco: Jossey-Bass. The following are some practical articles on teacher read-aloud and independent reading from The Reading Teacher: • Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive read-alouds: Is there a common set of implementation practices? The Reading Teacher, 58(1), 8–17. • Kelley, M., & Clausen-Grace, N. (2006). R5: The sustained silent reading makeover that transformed readers. The Reading Teacher, 64(3), 191–195. • Kelley, M. J., & Clausen-Grace, N. (2009). Facilitating engagement by differentiating independent reading. The Reading Teacher, 63(4), 313–318. • Lane, H. B., & Wright, T. L. (2007). Maximizing the effectiveness of reading aloud. The Reading Teacher, 60(7), 668–675. • Ranker, J. (2007). Using comic books as read-alouds: Insights on reading instruction from an English as a second language classroom. The Reading Teacher, 61(4), 296–305. • Santoro, L. E., Chard, D. J., Howard, L., & Baker, S. K. (2008). Making the very most of classroom read-alouds to promote comprehension and vocabulary. The Reading Teacher, 61(5), 396–408.

•

•

•

•

•

•

•

•

•

•

Comprehension Resources (Reproducible) This document summarizes the research on reading comprehension and recommends practical teaching strategies for implementing the seven research-based best practices outlined in chapter 2: • Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., et al. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide(NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Accessed at http://ies.ed.gov/ncee/wwc/pdf/practiceguides/readingcomp_pg_092810.pdf on March 13, 2012 This is a valuable resource for think-alouds that is full of examples and tips for successful modeling of higher-level thinking: • Keene, E. O., & Zimmerman, S. (2007).Mosaic of thought: The power of comprehension strategy instruction (2nd ed.). Portsmouth, NH: Heinemann. The following books contain examples for lesson formats to teach reading strategies for both narrative and informational text: • Cunningham, P. W., Hall, D. P., & Cunningham, J. W. (2011).Comprehension during guided, shared and independent reading, grades K–6. Greensboro, NC: Carson-Dellosa. • Fisher, D., Frey, N., & Lapp, D. (2012). Teaching students to read like detectives: Comprehending, analyzing, and discussing text. Bloomington, IN: Solution Tree Press • Harvey, S., & Goudvis, A. (2007).Strategies that work: Teaching comprehension for understanding and engagement (2nd ed.). Portland, ME: Stenhouse. • Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary grades. Portland, ME: Stenhouse. • Taberski, S. (2011). Comprehension from the ground up: Simplified, sensible instruction for K–3 workshop reading. Portsmouth, NH: Heinemann.

The following book provides examples of lessons that move students to higher levels of thinking when they are reading stories: • Cunningham, P. M., & Smith, D. R. (2008).Beyond retelling: Toward higher-level thinking and big ideas. Boston: Pearson. In addition to many suggestions for teaching strategies, these two books describe how teachers can gradually shift responsibility for comprehension to students and move them toward independence: • Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development. • Wilhelm, J. (2004). Reading is seeing: Learning to visualize scenes, characters, ideas, and text worlds to improve comprehension and reflective reading. New York: Scholastic. The following are very practical articles on comprehension from The ReadingTeacher(www.reading.org/General/Publications/Journals/RT.aspx): • Stricklin, K. (2011). Hands-on reciprocal teaching: A comprehension technique. The Reading Teacher,64(8), 620–625. • Talking about books to improve comprehension. (2010). The Reading Teacher, 64(1), 77–80.

Tropical Rain Forests

1. (P 4-5) Figure out if there are any rain forests in Africa and Australia.

2. (P 6-7) Find out what high and low temperatures in tropical rain forests usually are and how much rain they get.

3. (P 8-9) Figure out how a rain forest is like a cake.

4. (P 10-11) Figure out which layer of the forest is as tall as many adults.

5. (P 12-13) Figure out which part of a rain forest is hard to walk through.

6. (P 14-15) Find out what epiphytes are and how they help trees.

Find out what high and low temperatures in tropical rain forests usually are and how much rain they get.

Find out what high and low temperatures in tropical rain forests usually are and how much rain they get.

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•