(MIRP) Monitoring Independent Reading Practice ~ A Returning Developer ~ For further information contact Kathy Robinson Lake Country Elem. School 516 County Road 29 Lake Placid, Florida 33852 863.699.5050 robinsok@highlands.k12.fl.us n PROGRAM OVERVIEW D u r i n g M I R P, M o n i t o r e d Independent Reading Practice, students silently read leveled books that are at their independent reading level. Depending on their grade and ability levels they can read individually or with a buddy for 20-30 minutes a day. As the students read, the teacher walks around and listens to 3-5 students read each day. At this time the teacher has the opportunity to listen to the student read, assessing how the student is applying the reading strategies/ behaviors taught using checklists, rubrics or anecdotal notes. The teacher then can make those important decisions on the appropriateness of the text level that the child is reading at, and make instructional plans on what that individual child s needs are. n OVERALL VALUE This program ensures that all children increase the amount of time daily that they are actively engaged in reading books that are at their independent level. This additional reading practice and teacher one-on-one monitoring has increased student motivation, fluency levels, vocabulary, and comprehension. Students enjoy reading and moving to the next level, and having one-on-one time with the teacher to discuss their reading progress. n LESSON PLAN TITLES The lesson plans included use examples of leveled readers and accompanying readers that are available through Reading A to Z. Teachers can print off books for students that are well behind or well above grade level. These books are also helpful for ELL and ESE students. 1. The Internet - Level T- Non-Fiction 2. Scaredy Crow - Level L - Fiction 3. Retelling Rubrics For additional Lesson Plans contact the Program Teacher n MATERIALS This program requires approximately 8-10 book boxes, a collection of leveled books, and 20-30 minutes daily per classroom. While a subscription to Reading A to Z is important to us as we are currently building our classroom libraries of Fountas and Pinnell Guided Reading Leveled books, it is not totally necessary to achieve the MIRP goal for students. n ABOUT THE DEVELOPER Kathy Robinson has a B.A. in Elementary Education from St. Leo College, and has endorsements in both ESOL and Reading. Mrs. Robinson is a National Board Teacher with certification in Early Childhood Generalist. She has been working in Lake Placid Schools for 30 years and is currently working at Lake Country Elementary as the Literacy Curriculum Resource Teacher. This is her third Developer grant. n OUTSIDE RESOURCES Reading A to Z Website: http://www.readinga-z.com/ H H H
Lesson Plan No 1: The Internet n SUBJECTS COVERED Reading n GRADES Kindergarten - Eight n OBJECTIVES To provide additional reading practice at student s independent reading level. To provide teachers with reading materials that are appropriate to their students individual needs Provides teachers with quick assessment tools for use during daily monitoring of students reading Provides students with either enrichment or remediation materials that have a high interest level Provides work for enrichment or remediation students that is respectful and meaningful LA.A.1.2.3 The student uses simple strategies to determine meaning and increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships. LA.A.2.2.1 The student reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges events in chronological order. LA.A.2.2.5 The student reads and organizes information for a variety of purposes, including making a report, conducting interviews, taking a test, and performing an authentic task. n MATERIALS 1. Copy of text at student s independent reading level 2. Teacher monitoring tool: rubric or question stems n EVALUATION/ ASSESSMENT 1. Teacher walks around and listens to students read to check for fluency, decoding strategies used, and appropriateness of text. 2. Teacher then assesses student s comprehension by having student retell or oral discussion 3. Teacher adjusts reading level based on percentage of words read correctly. 90-95% Accuracy Instructional level 96-100% Independent level n EXTENSION ACTIVITIES Students can complete extension worksheet as part of a literacy center, or to replace regular class work that is not at the appropriate level for that child, either too high or too low. n SUNSHINE STATE STANDARDS LA.A.1.2.1 The student uses a table of contents, index, headings, captions, illustrations, and major words to anticipate or predict content and purpose of a reading selection. LA.A.1.2.2 The student selects from a variety of simple strategies, including the use of phonics, word structure, context clues, selfquestioning, confirming simple predictions, retelling, and using visual cues to identify words and construct meaning from various texts, illustrations, graphics, and charts. n DIRECTIONS 1. Students read silently for 20 to 30 minutes daily. This lesson shows how you can use Reading A to Z guided reading stories as independent readers. Because they are leveled teachers can then use them at the child s independent reading level. The attached lesson plan shows how easily a teacher could monitor that child s comprehension by using the comprehension strategies/questions included in the lesson. H H H
Lesson Plan No 2: Scaredy Crow - Level L - Fiction n SUBJECTS COVERED Reading Assessment and Evaluation n GRADES Kindergarten - Eight n OBJECTIVES 1 To provide teachers with a way to quickly, easily, and accurately identify a student s independent reading level 2 To provide teachers with assessment tools for use during daily monitoring of student independent reading n SUNSHINE STATE STANDARDS LA.A.1.2.2 The student selects from a variety of simple strategies, including the use of phonics, word structure, context clues, self-questioning, confirming simple predictions, retelling, and using visual cues to identify words and construct meaning from various texts, illustrations, graphics, and charts. LA.A.1.2.3 The student uses simple strategies to determine meaning and increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships. n MATERIALS Copy of either text that student is currently reading at his/her independent reading level or a Guided Reading Leveled Fluency Passage Teacher monitoring tool: rubric or question stems Recording sheet for making anecdotal notes n DIRECTIONS 1. Teacher sits beside a student and listens to him/her read. 2. As teacher listens, she makes anecdotal notes in regard to decoding strategies, fluency rate, appropriateness of text. This lesson shows how you can use a Reading A to Z Fluency passage to determine the independent reading level of a child n EVALUATION/ ASSESSMENT 1. Teacher then may assess student s comprehension by having student retell or through oral discussion 2. Teacher adjusts reading level based on percentage of words read correctly. 90-95% Accuracy Instructional level 96-100% Independent level n EXTENSION ACTIVITIES Students can use Fluency passages and timers to time each other, followed by graphing of increased rate. H H H Contact Program Developer for additional lesson plan information
Rubric
Lesson Plans Materials Budget Materials Budget Supplier Item Description Cost Quantity Total Cost Reading A to Z Reading A to Z Subscription $79.95 1 $79.95 Amazon Books - Level Books: Matching Texts to Readers for Effective Teaching 32.00 2 64.00 Amazon Book: The Fountas and Pinnell Leveled Book List, K-8, 2006-2008 50.00 1 50.00 Kathy Robinson Lake Country Elementary Teacher s Name School: Subtotal $193.95 Tax if applicable Shipping if applicable TOTAL BUDGET AMOUNT $193.95
Monitoring Independent Reading Practice Kathy Robinson Additional Information
Additional Information Guided Reading Observations Names Title/Level Comments 2001 by Irene C. Fountas & Gay Su Pinnell from Guiding Readers and Writers. Portsmouth, NH: Heinemann. Permission is granted to reproduce forms for classroom use only. Appendix 49
Additional Information
Additional Information Retelling Rubric Nonfiction Nonfiction Retelling Scoring Form Student s Name Book Title Date Score Rubric for Scoring Individual Story Elements Complete, detailed Partial Fragmentary (sketchy) Inaccurate or not included 3 points 2 points 1 point 0 points Key Elements Prompts 0 1 2 3 Topic (understands the topic) Main idea(s) Details (recalls details linked to main ideas) Organization (knows how the book is organized) Command of Vocabulary (uses key vocabulary from story) Accuracy (retells facts accurately) What is this book about? What are the main ideas of the book (sections)? Name the supporting details of each main idea. How is the information in the book organized? (e.g., chronological, classification, randomly) What are some of the key terms presented in the book? N/A Level of prompting: high (1), medium (2), none (3) Observer Comments: Total points Interpreting the Point Totals Level Total Points Skilled 15 21 Developing 8 14 Needs work 0 7 ReadingA Z TM Learning Page, Inc.
Additional Information Retelling Rubric Fiction Fiction Retelling Scoring Form Student s Name Book Title Date Score Rubric for Scoring Individual Story Elements Complete, detailed Partial Fragmentary (sketchy) Inaccurate or not included 3 points 2 points 1 point 0 points Key Elements Prompts 0 1 2 3 Beginning Setting Characters Problem Sequence Resolution How does the story begin? Where does the story occur? Who are the main characters? Which was most important? Why? What is one important problem in the story? What important things happened in the story? What was the order of events? How is the problem solved? How does the story end? Level of prompting: high (1), medium (2), none (3) Observer Comments: Total points Interpreting the Point Totals Level Total Points Skilled 15 21 Developing 8 14 Needs work 0 7 ReadingA Z TM Learning Page, Inc.