REFINING READING
WORKSHOP
Session 2
AGENDA
What is most essential for good workshop
instruction?
Analyzing assessment data
Using data to inform instruction
WHAT IS ESSENTIAL TO EFFECTIVE
READING INSTRUCTION?
“Enhanced reading proficiency
rests largely on the capacity of
classroom teachers to provide
expert, exemplary reading
instruction – instruction that can
not be packaged or regurgitated
from a common script because
it is responsive to children’s
needs.”
- Allington
THE SIX “T”S OF EFFECTIVE ELEMENTARY
LITERACY INSTRUCTION
1.
2.
3.
4.
5.
6.
Time
Texts
Teaching
Talk
Tasks
Testing
TIME
 “Extensive reading is critical to the development of reading proficiency.
Extensive practice provides the opportunity for students to consolidate
skills and strategies teachers often work so hard to develop.” p. 742
 Independent and guided reading in workshop provides the essential
TIME in text that students need.
 Gains in our exceeds groups.
TEXTS
 “Students need enormous quantities of successful reading to become
independent, proficient readers. By successful reading, I mean reading
experiences in which students perform with high levels of accuracy,
fluency, and comprehension.” p. 743
 “In too many schools, lower-acheiving readers receive appropriate
reading materials only when they participate in special-support
instruction. (Title, Sped, etc.)…….No child who spends 80% of his or
her instructional time in texts that are inappropriately difficult will make
much progress academically.” p. 743
MATCHING READER AND TEXT LEVEL
 “When struggling readers read routinely from texts that they
could read at the historical “independent” reading level they made
the greatest reading gains.”
 What Really Matters in Response to Intervention
(Allington)
 “High success reading (Independent level accuracy) was the
critical factor in accelerating reading development both in the
study with first-grade struggling readers as well as in the other
with third- and fifth grade struggling readers”
 WHAT DOES THIS MEAN FOR OUR INSTRUCTION?
TEXTS….CONTINUED
 “Highest achieving students 1) received a steady diet of “easy” texts –
texts they could read with accuracy, fluency, and with good
comprehension – and 2) consistently outgained both the average
achieving and the lower-achieving students, year after year. “
 “They also noticed that motivation for reading was dramatically
influenced by reading success.” p. 743
MOTIVATION TO READ….
 “The correlation between engaged reading and comprehension on the
NAEP suggests …… engaged reading can overcome traditional barriers
to reading achievement, including gender, parental education, and
income.”
 What Really Matters in Response to Intervention P. 53
 “By providing struggling readers with the easy access to appropriate
texts, we may be directly addressing this motivational problem.”
 What Really Matters in Response to Intervention P. 53
WHAT DOES THIS MEAN FOR OUR INSTRUCTION?
TEACHING
 “They modeled the thinking that skilled readers engage in as they
attempt to decode a word, self-monitor for understanding, summarize
while reading, or edit when composing.”
 MODEL, MODEL, MODEL
 Where does this happen in workshop?
TALK
 “Purposeful talk….problem-posing, problem solving talk related to
curricular topics.”
 “While there is evidence that more thoughtful classroom talk leads to
improved reading comprehension, especially in high-poverty schools….”
 What classroom based intervention would support this?
TASKS
 “The work the children in these classrooms completed was more
substantive and challenging and required more self-regulation than the
work that has been commonly observed in elementary classrooms. We
observed far less of the low-level worksheet type tasks.” p. 745
 “Another factor related to student engagement was that the tasks
assigned often involved student choice. We described the instructional
environment as one of “managed choice.” p. 745
TESTING
 “Improvement was noted based on where the students started and
where they ended up, rather than on the latter alone.” p. 745
FINAL THOUGHTS
“Exemplary teaching is not regurgitation of a
common script, but is responsive to children’s
needs. In the end, it will become clearer that there
are no “proven programs” just schools in which we
find more expert teachers – teachers who need no
script to tell them what to do.”
Using assessments to inform your workshop
ASSESSMENT FOR LEARNING
USING ASSESSMENT TO GUIDE
INSTRUCTION
Assessment OF learning
 Summative
assessments
 “Sum up” what the
child learned.
 Tell you OF what
information or skills
the child learned or
mastered.
 Usually occur at the
end OF the unit.
Assessment FOR learning
 FORmative
assessments
 Help you plan FOR
your next lessons.
 Tell you what the child
can do, as well as what
they need to do FOR
improvement.
 Usually occur before,
during, and after
instruction.
ASSESSMENT FOR LEARNING
 FORmative assessments
 Help you plan FOR your next lessons.
 Tell you what the child can do, as well as what they need to do FOR
improvement.
 Usually occur before, during, and after instruction.
USING ASSESSMENT DATA FOR
YOUR WHOLE GROUP
Data from running records, conferencing,
and Fountas and Pinnell
 Independent levels
Informing your Mini-Lessons
 Selecting books for classroom library
 Instructional levels
 Selecting books for guided reading
 Strategic actions – MSV
 Designing lesson topics that everyone is still
 Fluency
gaining control over.
 Shared reading lesson focus
 Interactive Read Aloud – intentional
 Comprehension
conversation and think aloud
 Comprehension strategy lesson
USING ASSESSMENT DATA FOR YOUR
SMALL GROUP INSTRUCTION
Data from running records, conferencing, and
Fountas and Pinnell
 Independent levels
 Instructional levels
 Strategic actions – MSV
 Fluency
Informing your small groups
 Decisions about grouping
 Selecting texts for group lessons
 Preparing book orientation
 Teaching points for lesson
 Matching teaching points in guided reading
 Selecting ways to reread the text
 Comprehension
 Book orientation
 Discussion questions for deeper meaning
 Teaching points for the guided reading
 Extending the meaning through writing.
USING ASSESSMENT DATA IN YOUR
INDIVIDUAL INSTRUCTION
Data from running records, conferencing, and
Fountas and Pinnell
 Independent reading levels
 Instructional levels
Informing your individual instruction
 Book choices for independent book
boxes
 Placing students in small groups
 Strategic actions – MSV
 Interacting with the student during small
 Fluency
 Comprehension
groups and individual conferences
 Responding to the student in the reader’s
notebook
EVIDENCE OF COMPREHENSION AND
FLUENCY
Information
Definition
What it tells about reading
Accuracy Rate
Ability to read words
correctly
• Control over phonics and decoding.
Self-Correction
Rate
Rate at which reader
notices and corrects
errors independently
• Student is making meaning and
recognizing the mismatch.
M-S-V
Use of print, language, and
meaning
• What the reader uses to make sense,
and what they are not using.
Fluency and
Phrasing
Convey meaning with
voice
• Student is making meaning and
understanding the text.
Comprehension
Understanding of author’s
meaning
• Student’s understanding of the text
through discussion or writing.
Let’s give it a try
SCORE AND ANALYZE A
SAMPLE…..
ANALYZE A BENCHMARK
 The Loose Tooth – Cecelia
 Tutorials – Scoring and Analyzing Oral Reading Behaviors
– Samples
 Use the blank Loose Tooth to mark as you listen.
Accurate reading

Substitution
went
walked
Self-Correction
Repetition
Insertion/Omission
car
automobile
R2
SC
 R 
very
Appeal
s-o-msomewhere
Told
totogether
his
A
T
SCORING
Levels A - K
Levels L - Z
95 – 100%
Easy enough for
independent
reading
98 – 100%
90 – 94%
Instructional
level for use in
guided reading
95 – 97%
89% and
below
Too hard and
will frustrate
the reader
94% and
below
ANALYZING
• An individual error is less informative than a
pattern of errors, and the clearer the pattern,
the more helpful it is for informing teaching.
• You will generally not have enough time
during the reading conference to scrutinize
each running record, but you need to do this
later as you assess their errors and selfcorrections to get a better sense of their
strategic behaviors.
ANALYZING
For every error and self correction, ask yourself these three questions:
M…Did the meaning or message influence the error?
S… Did the structure of the sentence up to the error
influence the response?
V… Did visual information from the print influence
any part of the error?
When an error or self-correction is made, write the letters
MSV in the appropriate column(s). Circle the letters
to show if error/sc used meaning, structure, or visual
information.
ANALYZING A RUNNING RECORD
• To explain the error, consider only up to
the point of the error.
• To explain a self-correction consider what
might have led the child to spontaneously
correct the error.
• Analyze each self-correction as an error first,
and then as a self-correction. Ask yourself,
what extra information did the reader add
to make the self-correction?
INSTRUCTIONAL DECISIONS….
Write 3 statements about Cecelia’s reading.
What are the strengths?
What does the student still need control over?
What are your next steps for this student?
Instructional Decisions from our assessments
WHAT DOES THIS MEAN FOR
INSTRUCTION FOR THIS STUDENT?
DO AN F&P
Follow Kulsum as she reads Bubbles
Sample Assessment Conference System 1
Follow along on the completed FP markings.
What decisions can you make as a teacher for
Kulsum?
8 INSTRUCTIONAL
DECISIONS FROM
RUNNING RECORDS
“If the only tool you have is a hammer,
you will see every problem as a nail.”
- Maslow
WHAT TOOLS DOES THE CHILD USE TO
MAKE MEANING FROM TEXT?
 Solving Words
 Predicting
 Monitoring and
 Making Connections
Correcting
 Searching for and using
Information
and Asking Questions
 Inferring
 Synthesizing
 Maintaining Fluency
 Analyzing
 Adjusting
 Critiquing
DECISION 1: IS THIS TEXT LEVEL
INDEPENDENT, INSTRUCTIONAL, OR
FRUSTRATION?
 INDEPENDENT LEVEL:
A-K 95 – 100%
L-Z 98 – 100%
 “High success reading”
 Book boxes
 INSTRUCTIONAL LEVEL:
A-K 90 – 94%
L-Z 95 – 98%
 Guided small group Instruction
 Intervention groups
 FRUSTRATION LEVEL:
A- K Below 90%
 To be avoided
L-Z Below 95%
DECISION 2: ARE THEY USING VISUAL
CUES?
TOOLS THEY NEED:
 Tools for Strategy instruction: Word
Solving (Phonics – word parts)
“Does that look right?”
DECISION 3: ARE THEY USING
STRUCTURE CUES?
TOOLS THEY NEED:
Tools for strategy instruction: Monitoring and
Correcting
“Do we say it that way?”
HINT – Think - Mad Libs
DECISION 4: ARE THEY USING MEANING
CUES?
TOOLS THEY NEED:
Tools for Strategy Instruction: Word
Solving (context clues)
“Does that make sense?”
DECISION 5: IS THE CHILD SELFCORRECTING?
TOOLS THEY NEED:
Goal is close to a 1:1 ratio.
Tools for Strategy Instruction: Monitoring
and Correcting
DECISION 6: IS THE CHILD READING
WITH FLUENCY?
TOOLS THEY NEED:
Maintaining fluency
Adjusting rate, expression, phrasing
Shared Reading
Reader’s Theater
DECISION 7: IS THE CHILD ABLE TO
RETELL THE STORY?
TOOLS THEY NEED:
Within the Text
Tools for Strategy Instruction:
Summarizing, searching for and using
information
DECISION 8: IS THE CHILD ABLE TO MAKE
PERSONAL MEANING?
TOOLS THEY NEED:
Beyond the Text
Strategy Instruction: Predicting,
connecting, inferring, synthesizing
DECISION 9: ARE THERE OTHER CHILDREN
WITH THESE PATTERNS OF ERRORS?
Who else needs these tools?
Small Group Instruction and Planning
INTERVENTION ORGANIZER
What are the 2 areas of need for the student at
this time?
How could you use this organizer to create groups
within your classroom?
CONTINUUM OF LITERACY LEARNING
 KNOW YOUR TARGETS - Not just the levels.
 What kinds of reading behaviors should students know and
be able to do by the end of your grade level?
 Read through the ending target for your grade.
 How could this help you?