McGraw-Hill Reading Wonders Strategies That Work! Dr. Loretta Faith Harris

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1 McGraw-Hill Reading Wonders Strategies That Work! Dr. Loretta Faith Harris October 21, 2013

2 Organize learning Plan learning Oversee small groups Think about your Role and Responsibilities as a Teacher s Assistant. Share the Top 3 Ways you contribute to students success? Student Achievement

3 Common Board Configuration Date: October 21, 2013 Bell Ringer: Reflect on your contributions to students success at your school Learning Goals: Teacher Assistants will gain additional tools to assist students instructional development Benchmarks: Domain 1: Classroom Strategies and Behaviors Domain 2: Planning and Preparing Common Language: McGraw Hill, Wonders, Reading, Strategies I DO: Introduce and review research-based reading strategies, tips, and activities WE DO: Examine a student lesson, select and discuss appropriate reading strategies YOU DO: Use appropriate reading strategies to assist students using McGraw Hill Wonders curriculum. Objective: Teacher Assistants will use research based reading strategies to assist students using McGraw Hill Wonders curriculum. Essential Question: How do we revolutionize the way we teach, lead, and learn for 21 st century success in the C² Ready classroom? Summarizing Activity: Journal Next Steps: Implementation of reading strategies.

4 Vision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

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6 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

7 Assisting teachers/providers with building and maintaining effective instructional teams Assisting teachers/providers with maintaining learner-centered supportive environments Supporting teachers/providers with planning and organizing learning experiences Assisting teachers/providers with engaging students in learning and assisting in instruction Meeting standards of professional or ethical conduct The National Resource Center for Paraeducators Model, 1999

8 Literacy programs must be based on scientific evidence related to elements that have been identified as essential in literacy instruction: TURN AND TALK As a Teacher s Assistant, have you identified a particular reading area that offers the MOST challenge for students? 1. Phonemic Awareness 2. Phonics 3. Fluency 4. Vocabulary and Language 5. Text Comprehension 6. Writing McGraw-Hill Reading Wonders Research Base Alignment

9 1. Review the word 2. Unlock the meaning of the word 3. Share the meaning of the word Phonemic Awareness

10 Phonemic awareness is the ability to hear, identify, and manipulate the individual sounds phonemes in spoken words. It is the foundation for reading. (Armbruster, Lehr, & Osborn, 2003, p. 10).

11 The key is to directly help children develop this ear for sound Start simple and build skills systematically. Say the word slowly. Saying a word slowly makes it easier for the child to hear the individual sounds. Repetition Demonstrate the activity, showing the child exactly how to perform the skill Keep activities age appropriate

12 What Sound Starts the Word : Give the student a word. The child repeats the word into his phone listening carefully. Have the student say the word slowly if necessary. The student then identifies the beginning sound/. The format is to ask What is the first sound in or What sound starts the word Example: What sound starts the word sun. The child repeats /sun/ and then says /s/. Right Track Reading, 2013

13 How have you used these instructional resources with students?

14 1. Review the word 2. Unlock the meaning of the word 3. Share the meaning of the word Phonics

15 Phonics helps children understand the relationship between letters (graphemes) and individual sounds (phonemes). Phonics set the stage for reading. (Scholastic, 2013)

16 Sing the alphabet song. Be creative sing it as a rap, skip every other letter, start the song beginning with the letter of your child's name, sing the alphabet backwards, quietly, or loudly. Play with letters. Set up a place where students can see and work with letters. Share alphabet books. Alphabet books provide perfect at-home opportunities for learning about phonics and working with letters and words. (Scholastic, 2013)

17 What additional resources are available at your school to help students identify letter and sound relationship?

18 1. Review the word 2. Unlock the meaning of the word 3. Share the meaning of the word Fluency

19 Fluency is defined as the ability to read with speed, accuracy, and proper expression. (Reading Rockets, 2013)

20 The texts should be at the students' independent reading level (read with 95% accuracy) Model reading (read effortlessly and with expression) Reread. Have students read a text four times is sufficient to improve fluency (Reading Rockets, 2013).

21 Choral reading - In choral, or unison, reading, students read along as a group with you (or another fluent adult reader). Partner reading - In partner reading, paired students take turns reading aloud to each other. For partner reading, more fluent readers can be paired with less fluent readers. (Reading Rockets, 2013).

22 Share a personal fluency resource that help students build fluency.

23 1. Review the word 2. Unlock the meaning of the word 3. Share the meaning of the word Vocabulary

24 Vocabulary refers to the words children must know to communicate effectively. (Reading Rockets, 2013)

25 The Literacy Bin Activities are ideas you could use to build vocabulary and word skills. Their emphasis is on working with words, their meanings, and their structure.

26 Students use a vocabulary list from the Literacy Bin and locate root words and prefixes. This activity is good if you ve provided instruction in Greek and Latin roots, and your keyword list includes appropriate words.

27 What is the #1 TIP that you recommend to help students build vocabulary?

28 Writing What is the expected outcome when students pair reading with writing in the classroom?

29 Writing is used to communicate ideas, entertain, inform, persuade, and learn. Writing takes many forms ranging from opinion or informative/expository writing, to a personal narrative. McGraw-Hill Reading Wonders Research Base Alignment

30 Take notes while reading Respond to text-dependent questions Write a summary Write an extended response Compare and contrast texts McGraw-Hill Reading Wonders Research Base Alignment

31 What strategies are currently in use at your school to develop students writing skills?

32 1. Review the word 2. Unlock the meaning of the word 3. Share the meaning of the word Reading Comprehension

33 Reading comprehension is the act of understanding what you are reading. Reading comprehension is an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing. K12 Reader, 2012

34 Before Reading During Reading After Reading

35 Activate students' background knowledge to the content of the text by discussing what students will read and what they already know about its topic and about the text organization.

36 Establish a purpose for reading What are the benefits of before reading activities? Identify and discuss difficult words, phrases, and concepts in the text Preview the text (by surveying the title, illustrations, and unusual text structures) to make predictions about its content Think, talk, and write about the topic of the text

37 Ask questions that keep students on track and focus their attention on main ideas and important points in the text. Call on students to summarize key sections or events.

38 What resources are currently in use at your school to help Determine and summarize important ideas and supportive students interact details with the text Make connections between and among important ideasreading? in the during text Integrate new ideas with existing background knowledge. Ask questions about the text Sequence events and ideas in the text Offer interpretations of and responses to the text Check understanding by paraphrasing or restating important and/or difficult sentences and paragraphs Visualize characters, settings, or events in a text

39 Ask students to recall and tell in their own words important parts of the text. Offer students opportunities to respond to the reading in various ways, including through writing, dramatic play, music, readers' theatre, videos, debate, or pantomime.

40 Evaluate and discuss the ideas encountered in the text Apply and extend these ideas to other texts and real life situations Summarize what was read by retelling the main ideas Discuss ideas for further reading What strategies are currently in place at your school to help students summarize their learning? (Reading Rockets, 2013)

41 1. Conduct a 2-Minute Preview of Wonders third grade Unit 2 Week 4 Lesson, Protecting the Islands Additional Resources 2. Based on today s presentation, share reading strategies that you would use with students: Before Reading During Reading After Reading

42 3 Reading strategies I learned 2 Reading strategies I will use 1 Reading strategy question I still have

43 Please complete our course evaluation. Thank you for joining us today!

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