Grades 2-­‐3 Implementing a Comprehensive Literacy Framework Module Three Reading Handouts Arkansas Department of Education
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
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GR2-3READINGCOMPLETE
Trainer’sResources
(IncludeParticipantHandouts andTrainer’sResources)
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H1ComprehensiveLiteracyFramework
TCF,p.329(lastparagraphof1st columntotopof2nd column)
• GRW,p.9–BroadeningAppreciationforReading
• Videolink:
http://www.watchknowlearn.org/Video.aspx?VideoID=32490&CategoryID=5987
• H2GRWAppendixSurvey46–ReadingInterview
• H3GRWp.12-LookingatYourselfasReaderandWriter(Readingpart)
ReadingRocketsarticle,“TeacherPracticesThatImpact
Motivation”byMcRaeandGuthrie.
http://www.readingrockets.org/article/teacher-practices-impact-reading-motivation-table1
TCFpp.6-7Quoteonslide(foundatthebottomofp.6andcontinuedon topofp.7)
Trainer:Choose1ofthelinksbelowandprepareaheadoftime.
• Today’sMeet-https://todaysmeet.com
• Padlet-https://padlet.com
• Kahoot - h t t p s : / / g e t k a h o o t . c o m /
• Celly-https://cel.ly
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TCF,pp.4-6,13-14,17-18–ComprehendingandProcessing
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H4WheelGraphic
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TCFpp.32-34–ReadingisThinking:Within,Beyond,andAbouttheText
• H4WheelGraphicorfrontcovergraphic(Wheel)
• TCF,p.41–SystemsofStrategicActions
• TCFpp.45-51(Chapter4)–HelpingStudentsDevelopSystemsof
StrategicActionstoSustainProcessing
• TCFpp.52-60(Chapter5)–HelpingStudentsDevelopSystemsof
StrategicActionsforExpandingThinking
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TCFp.379,Figure24-3–SystemsofStrategicActionsforProcessing
WrittenTexts:ObservationalNotes
• TR1Sortingstrips(preparedaheadoftime)
• TCF,pp.173,183,193–UnderstandingDemandsofTextfor
Processing FictionandNon-FictionTexts
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Arkansas Department of Education (ADE)
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
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Title
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H-4Wheel Geraphic
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H-5ReadingStandards
Trainer: Prepareaheadoftime.Padlet–https://padlet.com
ExplicitInstructionandtheGradualReleaseof
23-24 Responsibility,TCF,p.xxxii–xxxiii
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H6ReadingWorkshopPlanningSheetCompleted
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H7 ReadingWorkshopPlanningSheetBlank
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• TCF,p.270(Figure18-1)–Thinking,Talking,Reading,andWriting aboutTexts
• TCF,pp.269-271–MovingfromInteractiveReadAloudtoLiterature Study
• GRW,pp.142-161
TCF,p.216(1st column)–WhatisInteractiveReadAloud?
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TCF,pp.215-222–EngagingReadersinThinkingandTalkingAboutTexts
ThroughInteractiveRead-Aloud
Video:Read-AloudvideoofRandyreadingShortCutbyCrewor
RebeccareadingADay’sWorkbyEveBuntingandHimler
Video(withTCFbook):Rosemary’sMinilesson(Author’sMessage)
TCF,p.353–SixKeyIdeasAboutMinilessons
29-31 TCF,pp.353--355–SixKeyIdeasAboutMinilessons
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GRWpp.143-161–FirstTwentyDaysofReadingWorkshop
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TCF,pp.364-372–Minilessonson:LiteraryAnalysis,Analyzing
theWriter’sCraft,CriticalThinking,Genre,andRespondingtoText
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VideoonDVD:MinilessonsandGroupShare–“UnderstandingCharacter”
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TCF,p.270–IndependentReading
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• TCF,pp.338-339–UsingBookTalkstoHelpReadersMakeChoices
• H8-BookTalkRubric
• Video:http://tinyurl.com/Booktalk-video(ReadingRainbowvideos-differentbooks)
• TCF,pp.334-336–WhatMattersinIndependentReading
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Arkansas Department of Education (ADE)
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
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TCF,pp.336-338–HelpingReadersChooseBooks
Lessonlinkfromreadwritethink.org:http://tinyurl.com/Choosing-the-Right-Books
GRW,pp.146-147-TheFirstTwentyDaysofTeachingMinilessons-Day2
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TheForgottenReadingProficiency:StaminainSilentReadingby ElfriedaH.Hiebert–
link:http://tinyurl.com/Text-Project-Silent-Rdg
TCF,p.444–ReadingStamina
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Video:
https://www.youtube.com/watch?v=kzC8Kvtn6iA“Readingis
Thinking:CreatingIndependentReaders”(3:23min)
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TCF,p.345–SurroundingReadingwithWrittenConversation– Lettersina
Reader’sNotebook
TCF,pp.463-464-WritingAboutReadinginaVarietyofTexts
TCF,pp.269-271(Chapter18)– MovingfromInteractiveRead
Aloudto LiteratureStudy
TCF,p.348–TalkingwithStudentsaboutReading–Individual
Conferences
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TCF,pp.349–351-ConferencesinGrades2-8
GRW,pp.138-140–Teacher’sroleinConferring,Scheduling,and RecordKeeping;
HelpfulLanguageforConferences
Video(TCF)-ReadingConferences,JunieB.JonesbyBarbaraPark.
TCF,pp.270-271–GuidedReading;TCF,p.373–374GuidedReading
45-46 LessonCharacteristics
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“UsingaLearningProgressionFrameworktoAssess&EvaluateStudentGrowth
NCIE–TheNationalCenterforImprovementofEducationalAssessment,Inc.
http://tinyurl.com/Learning-Progrsn-and-St-Growth
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GRWpp.221-222“SuggestionsforProfessionalDevelopment”
http://tinyurl.com/25-Great-Ways-Schls-Prmte-Rdg
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GRW,p.223–ThingstoConsiderwhenselectingatextforGuided Reading
TCF,p.374–quoteonhowtoselectatextforguidedreading
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H9AnalyzingTextFactors(ResourceSectionofTCF’sDVDorTCF,p.211)
Guidedreadingbook(broughtbyparticipants) TCF,pp.198-200,
172,174,176
Arkansas Department of Education (ADE)
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
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H10GuidedReading(DRA:18andup)(F&P:J&up)
TCF,pp.374–IntroducingtheTextsandIntroducingTexts Sections
H10GuidedReading(DRA:18andup)(F&P:J&up)
TCF,pp.374–377–Introducingthetexts
TCF,p.377,Fig.24-2IntroducingTextstoReaders
H10GuidedReading(DRA:18andup)(F&P:J&up)
H11PromptstoSupportStudentsinReading
TCF,pp.377-378–StructureofaGuidedReadingLessonI
TCF,p.380,Fig.24-5PromptingReaderstoMonitor,Correct,and ConstructMeaning
DuringReading
H10GuidedReading(DRA:18andup)(F&P:J&up)
TCF,pp.378-382DiscussingtheMeaningandRevisitingtheText; Teachingfor
ProcessingStrategies;WorkingwithWords;ExtendingUnderstandingoftheText
TCF,p.382,Fig.24-6–TenSuggestionsforExtendingtheMeaningof Texts
TCF,pp.400-402–Questions–Fiction
TCF,pp.430-432–Questions–Informational
H10GuidedReading(DRA:18andup)(F&P:J&up)
H12GuidedReadingLessonPlanforSheila Rae, the Brave
TrainercopyofSheila Rae, the Brave byKevin Henkes orenough copiesfor
participants
H13TransitionalGuidedReadingLessonPlan
Video:ModelLessoninAction:TransitionalReaderLevelM”video ontheNextStep
GuidedReadinginAction,Grades3&UpDVD.
TCF,pp.270-271–GuidedLiteratureDiscussionvisual
GRW,p.46–ComparisonofReadingWorkshopElements
TCF,pp.294-304–GuidedLiteratureDiscussion
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TCF,pp.306–308–MinilessonstoSupportLiteratureDiscussion
p.306,Fig.20-8–MinilessonstoSupportLiteratureDiscussion
TCF,pp.307-308–GettingStarted:TheFirst35Days
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GRW,pp.124-125–GroupShareandEvaluation
TCF,p.331,Fig.22-1–IndependentReadinginaReading Workshop
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TCF,pp.539-543–IntegratingVocabularyInstruction
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TCF,pp.524-526,528–VocabularyandResearch
Arkansas Department of Education (ADE)
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
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64 TCF,pp.524-526,528–VocabularyandResearch
65 TCF,pp. 531-536–SampleLessonsonVocabularyInstruction
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TCF,p.541–Thirty-fiveWaystoIntegrateVocabularyInstruction
10WaystoUseTechnologytoBuildVocabulary
http://www.readingrockets.org/article/10-ways-use-technology-build-vocabulary
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H4WheelGraphic
TCF,p.62QuotebyPinnell
http://www.scholastic.com/teachers/article/defining-fluency
http://www.readingrockets.org/article/top-10-resources-fluency
69 TCF,
pp.62-64,69,71,104,73–Dimensionsoffluency
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• TCF,pp.102-103–ASix-DimensionScaleforAssessingFluency
• H15AScaleforAssessingFluency
72 TCF75,77–ImportantTransitions(Recognizing ChangeOvertimeinFluentReading)
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TCF,pp.516-523–TeachingforFluencyAcrossAllInstructionalContexts
74-75 TCF,pp.87-91AssessingComprehension
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H16AnalyzingReadingBehaviorsRelatedtoSustaining Processing(TCF,p.51)
TCF,p.45,Fig.4-1-SystemsofStrategicActionstoSustainProcessing
Video: SheilaandFrancescafromTCFDVD
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TCF,p.53(Fig.5-2)-SystemsofStrategicActionstoExpand Thinking.
H17AnalyzingReadingBehaviorsRelatedtoExpanding Thinking(TCF,p.61)
Linktohandout:http://tinyurl.com/http-AnlyzgRdgBhvrstoExpndTh
TCF,pp.89-90(Fig.8-2)“Jackie’sletterandWhatCountsas Evidence”
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TCF,p.451(Fig.27-16)–Haylea’sandMs.Winkler’sResponse
TCF,p.91(Fig. 8-3)–AssessmentofReadingPerformance
TCF,p.120(Fig.9-11)–Assessment:CollectingEvidenceofLiterary
Processing Actions, Across Instructional Contexts
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TCF,pp.502-504–PrinciplesforSupportingComprehensionwithELL
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H18TemplateofFiveFingersExitSlip
Arkansas Department of Education (ADE)
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
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inquiry
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supportthegradualreleaseof
responsibility
Differentiatedinstruction
Flexiblegroupings
Culturallyresponsiveteaching
Reflectiveteachingpractices
• Instructionalapproachesthat
instruction
• Sequenceandalignmentof
collection,analysis,andappropriate
useofdatatoguideinstruction
• Valid,reliableassessmentstochart
districtandschoolprogress
(formative,interim,andsummative
assessments)
• Ongoingassessmentsforthe
followingpurposes,asappropriate:
screening,diagnosis,progress
monitoring
• Systemforadministration,
Comprehensive Assessment
System
➢
• Explicitinstructionandguided
Coherent Instructional
Design Vocabulary
Textcomprehension
Writing
Speakingandlistening
➢
➢
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➢
Schoolliteracyleadershipteam
Gradelevel/academicteams
Professionallearningcommunities
Multi-levelleadership(involvingallstakeholders)
Professionaldevelopmentbasedonassessed
needsofstudentsandteachers
• Resourcesandcollaborativesupportfor
implementation
• Familyandcommunitypartnerships
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Leadership and Sustainability
KnowledgeofStudents
HighQualityTeaching
LiteracyCurriculumbasedontheState
StandardsforELAandLiteracy
Evidence-BasedPracticesandStrategies
FederalandStateLaws
ComprehensiveLiteracyFramework
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• Phonemicawareness
• Systematic,explicitphonics
• Fluency
Essential Elements of Instruction
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materials
Classroommanagement
Respectandrapport
Positiveclassroomculture
Extendedtimeforliteracytomeet
allstudents’needs
• Appropriatestudentreading
resourcesfordiverselearners
• School-widefocusonliteracy
• Practicestoengageandmotivate
• Instructionalmaterialsand
SupportiveLearning
Environment
• School-wide,systematic,timely,
directive,flexiblesupportforlearning
alignedwiththecomprehensive
assessmentsystem
• Coherentcoreinstructionforall
students
• Strategic,targetedinstructionfor
studentsidentifiedatsomerisk
• Intensiveinterventionsforstudents
identifiedatmostrisk
Multi-Tiered System of Support
H1
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GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
Arkansas Department of Education
H 2
Name:
Date:
READINGINTERVIEWPart1
(Source:GuidingReadersandWriters,Appendix46)
1. Whydopeopleread?(Listasmanyreasonsasyoucan.)
2. Whydoyouread?(Forexample,whathaveyoureadthisweekandwhy?)
3. Howoftendoyoureadwhenyouarenotatschool?Why?
4. Howdoyoudecidewhattoreadabout?
5. Howdoyoufeelaboutthereadingthatyoudoatschoolandathome?
6. Whatisthebestthingyouhaveeverread?Whydoyoulikeit?
7. Whathaveyoulearnedfromreading?
GuidingReadersandWriters(GRW),Appendix46,page1
Arkansas Department of Education
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
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READINGINTERVIEWPartII
(Source:GuidingReadersandWriters,Appendix46)
8. Whatkindsoftopicsdoyouespeciallyliketoreadabout?
9. Whatkindofreadingdoyoulike?Checkallthatapply.
historicalfiction
fairytales/folktales
realisticfiction
biographyandautobiography
fantasy
poetry
sciencefiction
10. Selectonetypeofbookandtellwhyyoulikeit.
11. Whatadvicewouldyougivestudentsinthisroomtohelpthemreadwell?
12. Whatwouldyouliketoknowhowtodobetterasareader?
13. Whatwouldyouliketolearnhowtodobetterasareader?
14. Isthereanythingelsethatyouwantmetoknowaboutyouasareader?
GuidingReadersandWriters(GRW),Appendix46,page2
Arkansas Department of Education
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
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H3
LookingatYourselfasaReaderandaWriter
(Source:GuidingReadersandWriters,p.12)
READING
WRITING
1. Areyouareader?
1. Areyouawriter?
2. Doyoureadforpleasure?
2. Howdoyoufeelaboutyourwriting?
3. When,what,andhow?
3. Whattypesofwritingdoyoudo?
4. Howdoyoufeelaboutyourselfasa
4Howoftendoyouwrite?
reader?
5. Whatdoyoulikemostaboutreading?
5. Doyouwriteforpleasure?Whenwhat,
andwhy?
6. Whatdoyoulikeleastaboutreading?
6. Doyouwriteforcommunication?When
what,andwhy?
7. Whatdoyoufindeasytoread?
7. Doyouwritetoassistyourlearning?
Whenwhat,andwhy?
8. Whatdoyoufinddifficulttoread?
8. Howdoyouselecttopicsforyour
writing?
9. Whoareyourfavoriteauthors?
9. Whoaretheaudiencesforyourwriting?
10. Whattypes(genres)ofbooksdoyoulike
10. Whatisthebestpartofwritingfor
toread?
you?
11. Whataspectsofthesebooksinteresting
11. Whatisthemostdifficultpartof
toorenjoyableforyou?
writingforyou?
12. Whatisthelastbookyoureadthatyou
12. Howdoyougetfeedbackforyour
reallyenjoyed?
writing?
13. Whatareyoureadingnow?
13. Whatisyourmostrecentpieceof
writing?
14. Howdoyoufindthebooksyouread?
14. Howmuchwritinghaveyoudonein
thepastyear?
15. Howdoyougoaboutmakingyour
15. What“writers”doyouknowthathelp
choices?
youthinkaboutyourownwriting?
16. Howoftendoyouread?
16. Bringapieceofwritingthatyouhave
done.Bepreparedtotalkabout whyyou
wroteitandhowyoufeelaboutit.
17. Howmanybookswouldyouestimateyou
havereadinthelastyear?
18. Whendoyoufindtimetoread?
19. Whatdifferenttypesofmaterialdoyou
need?
20. Whatdoyoudofollowingthereadingofa
book?
21. Bringafavoritebookandtellwhyyoulike
it.
Figure1---5.LookingatYourselfasaReaderandaWriter
Arkansas Department of Education
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
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H 4
Study Guide for Guiding Readers and Writers:Teaching Comprehension, Genre, and Content Literacy
Appendix a
A Network of Processing Systems for Reading
Search for
and Use
Information
Notice and use
information sources
(meaning, lang.
structure,
Check on accuracy
visual
and understanding and
information).
work to self-correct
errors.
Monitor
and Correct
Solve
Words
Use a range of
strategies to read
and understand words.
Critique
Think critically
about
the text.
•
Arkansas Department of Education
Maintain
Fluency
Read at a good rate, with
phrasing, pausing,
intonation, and
appropriate
stress.
Take action in
flexible ways to solve
problems or fit purpose
and genre.
Think about what
the writer means
but has not stated.
Adjust
Think about what
may happen next.
Connect the
text to personal
and world knowledge
as well as to other
texts.
Infer
40
Remember important
information and
carry it forward.
Systems
of Strategic
Actions
Notice aspects of the
writer’s craft and text
structure.
Analyze
Summarize
Adjust present
understandings
to accommodate
new knowledge.
Predict
Make
Connections
Personal/World/Text
Synthesize
©2011 by Irene C. Fountas & Gay Su Pinnell
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GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
TR 1
2-3ReadingModuleIII-SORT(TR-1SORTINGSTRIPS)
Nonfiction:
Searchforanduseinformationthatispresentedina
varietyofways.
Noticeandextractinformationfromillustrationsand
graphics.
Noticeandfollowtimesequences.
Solvespecializedordiscipline-specific(history,
geography,science,technology,etc.)words.
Gatherinformationfromunderlyingstructures:
chronologicalsequence,description,
comparison/contrast,cause/effect,and
problem/solution.
Makecomparisonsbetweenthetextandothersonthe
samesubjectortopic.
Criticallyevaluatetheaccuracyandauthenticityofthe
text.
Noticehowthewriterhasorganizedthetextto
presentinformation.
Arkansas Department of Education
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
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FICTION
Gatherimportantinformationaboutthecharacters,
setting,andplot.
Rememberimportantpartsofthestory.
Understandthesettingandrelateittocharactersand
events.
Identifytheconflictorproblem.
Understandtheprominentthemeorauthor’smessage.
Noticehowcharacterschangeovertimeandinfer
causes.
Noticehowthewritehasmadecharactersseemreal.
Noticethewriter’suseoflanguageandconnectitto
othertexts.
Arkansas Department of Education
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
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H5
READINGANCHORSTANDARDS
R.1Readcloselytodeterminewhatthetextsaysexplicitlyandto
makelogicalinferencesfromit;citespecifictextualevidence
whenwritingorspeakingtosupportconclusionsdrawnfromthe
text.
R.2Determinecentralideasorthemesofatextandanalyzetheir
development;summarizethekeysupportingdetailsandideas.
R.3 Analyze how and why individuals, events, or ideas develop
and interact over the course of a text.
R.4 Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape
meaning or tone.
R.5 Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other and the
whole.
R.6Assesshowpointofvieworpurposeshapesthecontentand
styleofatext.
R.7 Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
R.8 Delineate and evaluate the argument and specific claims in a
text, including the validity of the reasoning as well as the relevance
and sufficiency of the evidence.
R.9 Analyze how two or more texts address similar themes or
topics in order to build knowledge or to compare the approaches
the authors take.
R.10 Read and comprehend complex literary and informational
texts independently and proficiently.
Arkansas Department of Education
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
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2nd Grade READING STANDARDS
RL.2.1Askandanswersuchquestionsaswho,
what,where,when,why,andhowto
demonstrateunderstandingofkeydetailsina
text.
RI.2.1Askandanswersuchquestionsaswho,
what,where,when,why,andhowto
demonstrateunderstandingofkeydetailsina
text.
RL.2.2Recountstories,includingfablesand
folktalesfromdiversecultures,anddetermine
theircentralmessage,lesson,ormoral.
3rd Grade READING STANDARDS
RL.3.1Askandanswerquestionstodemonstrate
understandingofatext,referringexplicitlytothetextas
thebasisfortheanswers.
RI.3.1Askandanswerquestionstodemonstrate
understandingofatext,referringexplicitlytothetextas
thebasisfortheanswers.
RL.3.2Recountstories,includingfables,folktales,and
mythsfromdiversecultures;determinethecentral
message,lesson,ormoralandexplainhowitisconveyed
throughkeydetailsinthetext.
RI.2.2Identifythemaintopicofamultiparagraph
textaswellasthefocusofspecificparagraphs
RI.3.2Determinethemainideaofatext;recountthekey
withinthetext.
detailsandexplainhowtheysupportthemainidea.
RL.3.3Describecharactersinastory(e.g.,theirtraits,
motivations,orfeelings)andexplainhowtheiractions
RL.2.3Describehowcharactersinastoryrespond contributetothesequenceofevents.
tomajoreventsandchallenges.
RI.3.3Describetherelationshipbetweenaseriesof
RI.2.3Describetheconnectionbetweenaseries historicalevents,scientificideasorconcepts,orstepsin
ofhistoricalevents,scientificideasorconcepts, technicalproceduresinatext,usinglanguagethat
pertainstotime,sequence,andcause/effect.
orstepsintechnicalproceduresinatext.
RL.2.4Describehowwordsandphrases(e.g.,
regularbeats,alliteration,rhymes,repeatedlines)
supplyrhythmandmeaninginastory,poem,or RL.3.4Determinethemeaningofwords.
song.
RI.2.4Determinethemeaningofwordsand
phrasesinatextrelevanttoagrade2topicor
subjectarea.
RI.3.4Determinethemeaningofgeneralacademicand
domain---specificwordsandphrasesinatextrelevanttoa
grade3topicorsubjectarea.
RL.2.5Describetheoverallstructureofastory,
RL.3.5Refertopartsofstories,dramas,andpoems
includingdescribinghowthebeginningintroduces whenwritingorspeakingaboutatext,usingtermssuch
thestoryandtheendingconcludestheaction.
aschapter,scene,andstanza;describehoweach
successivepartbuildsonearliersections.
Arkansas Department of Education
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
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2ND GRADEREADINGSTANDARDS
3RDGRADEREADINGSTANDARDS
RI.2.5Knowandusevarioustextfeatures(e.g.,
captions,boldprint,subheadings,glossaries,
indexes,electronicmenus,
RI.3.5Usetextfeaturesandsearchtools(e.g.,keywords,
sidebars,hyperlinks)tolocateinformationrelevanttoa
giventopicefficiently.
RL.2.6Acknowledgedifferencesinthepointsof
viewofcharacters,includingbyspeakingina
differentvoiceforeachcharacterwhenreading
dialoguealoud.
RL.3.6Distinguishtheirownpointofviewfromthatof
thenarratororthoseofthecharacters.
RI.2.6Identifythemainpurposeofatext,
includingwhattheauthorwantstoanswer,
explain,ordescribe.
RI.3.6Distinguishtheirownpointofviewfromthatofthe
authorofatext.
RL.3.7Explainhowspecificaspectsofatext'sillustrations
contributetowhatisconveyedbythewordsinastory
RL.2.7Useinformationgainedfromthe
illustrationsandwordsinaprintordigitaltextto (e.g.,createmood,emphasizeaspectsofacharacteror
setting)
demonstrateunderstandingofitscharacters,
setting,orplot.
RI.3.7Useinformationgainedfromillustrations(e.g.,
RI.2.7Explainhowspecificimages(e.g.,adiagram maps,photographs)andthewordsinatextto
showinghowamachineworks)contributetoand demonstrateunderstandingofthetext(e.g.,where,
when,why,andhowkeyeventsoccur).
clarifyatext.
RL.2.8notapplicabletoliterature)
RI.2.8Describehowreasonssupportspecific
pointstheauthormakesinatext.
RL.3.8N/Ato3rdgrade
RI.3.8Describethelogicalconnectionbetweenparticular
sentencesandparagraphsinatext(e.g.,comparison,
cause/effect,first/second/thirdinasequence).
RL.2.9 Compare and contrast two or more
versions of the same story (e.g., Cinderella
stories) by different authors or from different
cultures.
RL.3.9 Compare and contrast the themes, settings, and
plots of stories written by the same author about the same
or similar characters (e.g., in books from a series).
RI.2.9 Compare and contrast the most important
points presented by two texts on the same topic.
RI.3.9 Compare and contrast the most important points
and key details presented in two texts on the same topic.
RL.2.10 By the end of the year, read and
comprehend literature, including stories and
poetry, in the grades 2-3 text complexity band
proficiently, with scaffolding as needed at the high
end of the range.
RL.3.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, at the
high end of the grades 2-3 text complexity band
independently and proficiently.
RI .3.10 By the end of the year, read and comprehend
RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies,
informational texts, including history/social
science, and technical texts, at the high end of the grades
studies, science, and technical texts, in the grades 2-3 text complexity band independently and proficiently.
Arkansas Department of Education
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
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H6
Reading Workshop Planning Sheet
InteractiveRead-Aloud:
Book:LittleRedRidingHood
Purpose:Studentswilluseinformationfromthetexttohelpthem understand
characters;compareandcontrasttwostories.
Studentswillcomparethestory,LittleRedRidingHood”totheChineseversionofthisbook,
LonPoPo.”
ReadingMinilesson:
Reviewtheelementsofastory.
CharacterTraits–WhatarethecharactertraitsofLittleRedRidingHoodandLonPopo?
Independent Reading:
Studentswillreadthebook,LonPoPoontheirown.
Studentswillalsoreadabookoftheirownchoiceandnoticethecharactertraitsofthemain
character.
Reading Conference:
Student and topic: Student A – Work on specific reading need of this student
Student and topic: Student B - Work on specific reading need of this student
Student and topic: Student C - Work on specific reading need of this student
Student and topic: Student D - Work on specific reading need of this student
Student and topic: Student E - Work on specific reading need of this student
Arkansas Department of Education
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
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Guided Reading:
Refer to: Handout: Guided Reading Lesson Plan for Sheila Rae, the Brave by Kevin Henkes
Literature Discussion Groups:
Group: Name of Group 1
Book:
Focus:
Group: Name of Group 2
Book:
Focus:
Group: Name of Group 3
Book:
Focus:
Share/Evaluate/Reflection/Notes:
Based on my observations, I noticed that my students understood character traits. They were
able to successfully compare the character traits of Little Red Riding Hood and Lon Po Po.
Students A and B need some additional help. They seemed to just guess the traits and struggled
on providing evidence of why they chose the traits. I need to group them with Students C & D
who showed great understanding of this topic.
During literature groups, I observed that Group 1 really got into their book and were discussing
the different elements of the story and were applying what they have learned about character
traits as they compared the different characters in their book. I can challenge this group by
having them to go deeper in their discussions. On the other hand, Group 3 struggled. They still
do not have the routine mastered and they tended to talk over each other instead of listening to
each other’s comments. I need to review with this group.
Arkansas Department of Education
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
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H7
Reading Workshop Planning Sheet
Interactive Read-Aloud:
Book:
Purpose:
Reading Minilesson:
Independent Reading:
Reading Conference:
Student and topic:
Student and topic:
Student and topic:
Student and topic:
Student and topic:
Arkansas Department of Education
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
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Guided Reading:
Handout: Blank Guided Reading Lesson Plans
Literature Discussion Groups:
Group:
Book:
Focus:
Group:
Book:
Focus:
Group:
Book:
Focus:
Share/Evaluate/Reflection/Notes:
Arkansas Department of Education
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
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H 8
BookTalkRubric
Name:
Successfully
Tosomeextent
• Tellsexactlywhattype
ofbookitis
• Tellswhenandwhere
takesplace
• Sharescharactersand
eventsimportantto
storyline/important
facts,etc.atleast3
events/facts
• Sharingiscoherentand
followsalogical
sequence
• Appropriatelywrapsup
booktalkthat
encouragesothersto
readit
• Doesnottellending
• Speakswithclear,
strong,cheerfulvoice
Arkansas Department of Education
• Booktypeimplied
• Whenandwherenot
clear,implied
• Shares
characters/eventsnot
importanttostory
line/factsnot
importantto
information
• Sharinghardtofollow
notinlogicalsequence
• Doesnotwrapupbook
talk.Tellsending.
• Hardtohear,
monotone
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
22
H9
Analyzing Text Factors
TEXT FACTOR
ANALYSIS
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
When introducing this text in
guided reading, keep this
in mind:
© Irene C. Fountas and Gay Su Pinnell. May be reproduced for single classroom use only
Arkansas Department of Education
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
23
H 10
GuidedReading(DRA:18andup)(F&P:Jandup)
Reading/Text
Introduction
Bookintroductionprovides
appropriatesupportforstudents
accordingtotheirlevel,strengths,
andneeds.
Teacherbuildsmeaningbyrelating
thetexttostudents’prior
experiences,knowledgeoftheworld
orliteraryexperience.
Teachergivesabriefoverviewofthe
text.
Teacherinvitespredictionsabout
thetext.
Teacherdiscussesthemeaningof
unfamiliarvocabularyorliterary
languagepatterns.
Teacherdiscussesaspecificstrategy
forcomprehendingthetext.
Teachersetspurposeforreading.
During
Reading
AfterReading
Teacherpromptsandprovides
feedbackbasedonstudentreading
behavior.
Teacherandstudentsdiscuss
meaningoftextandrevisits
purposesetforreading.
Teacherselectsoneortwoteaching
pointsbasedonstudents’reading
behavior.
Teacherandstudentsdiscusstheir
useofthetargetcomprehension
strategy.
Students’userepeatedreading
procedurestorereadthetext.
Teachermakesanassignmentfor
rereadingthetexttoapplyspecific
comprehensionstrategies.
Arkansas Department of Education
Cannotbepreplanned.
Cannotbepreplanned.
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
24
H 11
PromptstoSupportStudentsinReading
VisualClues
Findthepartthat’snotquiteright. Doesthatlookright?
Checkthefirst…middle…endoftheword.
Whatletter/swouldyouexpecttoseeatthe
beginning…middle…endoftheword? Lookforapart/chunkyouknow.
Doesitlooklikeawordyouknow?
MeaningClues
Doesthatmakesense?
Tryitagainandthinkwhatwouldmakesense.Lookforcontext
clues.
Whatcouldthewordmean?
Thinkaboutwhatthewordcouldmean.Tryoutyourmeaningin
thesentence. Checkthepicture.
Lookattherootword…prefix…suffix.
Isthatwordlikeanyotherwordsyouknow?
SyntaxClues
Doesthatsoundright?
Tryitagainandthinkwhatwouldsoundright.
Readfromthebeginningandtrythatagain.
Payattentiontothepunctuation.
Makeitsoundlikethecharacteristalking.
Arkansas Department of Education
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
25
H 12
GuidedReadingLessonPlanfor Sheila Rae, the Brave
Before
Bookintroductionprovidesappropriatesupportfor
Reading/Text studentsaccordingtotheirlevel,strengths,andneeds.
Introduction
Teacherbuildsmeaningbyrelatingthetextto
students’priorexperiences,knowledgeoftheworldor
literaryexperience.
Teachergivesabriefoverviewofthetext.
Teacherinvitespredictionsaboutthetext.
What kinds of things do you
think people that are brave do?
This story is about a little mouse that
is not afraid of doing most things.
What things do you think she
might do?
Teacherdiscussesthemeaningofunfamiliar
vocabularyorliterarylanguagepatterns.
Look on page 10. Look at the word
Teacherdiscussesaspecificstrategyfor
comprehendingthetext.
Authorscreate characters by
the way they look, act, and
think. These are character
traits. We learn more about
characters by examining their
traits. Demonstrate:Read
page5aloud.Giggling at the
principal and tying up a bully
are actions that let us know
Shela Rae is brave.
Read today to find out what
other traits Sheila Rae
might have.
Teachersetspurposeforreading.
During
Reading
After
Reading
Title,author,text
Teacherpromptsandprovidesfeedbackbasedon
studentreadingbehavior.
Teacherandstudentsdiscussmeaningoftextand
revisitspurposesetforreading.
Teacherselectsoneortwoteachingpointsbasedon
students’readingbehavior.
fearless. Read the page together.
Fearless is another word for brave.
Cannotbepreplanned.
What other traits did you
discover about Sheila Rae.
Cannotbepreplanned.
Teacherandstudentsdiscusstheiruseofthetarget
comprehensionstrategy.
Students’userepeatedreadingprocedurestoreread
thetext.
Teachermakesanassignmentforrereadingthetextto
applyspecific comprehensionstrategies.
Arkansas Department of Education
Readtextwithpartner.
Select one trait that Sheila Rae
has and tell how the author
showed it to the reader.
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
26
H 13
Arkansas Department of Education
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
27
ReadingWorkshop
Grades2-8
GuidedLiterature
Discussion
Share&
Evaluate
Guided
Reading
Independent
Reading Interac;ve
ReadAloud
&Minilesson
Wri$ng
AboutReading
Reading
Conference
H 14
H 15
Name________________________________Date__________
Scores: Fluency ________Comprehension________
Book Title________________________________________Level:___________
Scores will range from 4 to 16. Scores of 9 and above indicate that fluency has been achieved for the grade level
passage read. Scores below 8 indicate that fluency may be a concern. Taken from The Fluent Reader by T. Rasinski
Multidimensional
Fluency Scale
4
3
2
Excellent
96% or above
words read
accurately with few
successful self
corrections
Good
91%-95% words
read accurately with
successful self
corrections
Marginal
86%-90% Struggles
on many words,
unsuccessful
attempts at selfcorrection
Poor
Below 85%
Struggles in
decoding,
unsuccessful
decoding attempts
Phrasing
Well phrased in
clauses and
sentences with
adequate attention
to expression
Mixture of run-ons,
mid-sentence
pauses, some
choppiness,
reasonable stress
and intonation
Smoothness
Generally smooth
with minimal
breaks, word and
structure difficulties
are resolved quickly
Occasional breaks
caused by difficulty
with specific words
and/or structures
Frequent 2 & 3 word
phrases, choppy
reading, lacks stress
and intonation that
mark ends of
sentences and
clauses
Several “rough
spots”, pauses,
hesitations, etc. are
more frequent and
disruptive
Pace
Consistently
conversational and
appropriate
10-15
Uneven mixture of
fast and slow
reading
16-21
Monotone, little
phrasing, word-byword reading,
improper stress and
intonation that fail to
mark ends of
sentences
Frequent extended
pauses, hesitations,
false starts, soundouts, repetitions,
and/or multiple
attempts
Slow and laborious
Accuracy
6-9
Very little comprehension
1-Tells 1 or 2 events or key
facts
Some Comprehension
2-Tells some of the events
or key facts
1-Includes few or no
important details from text
2-Includes some
important details from
text
1
Moderately slow (or
overly and
inappropriately fast.)
22-24
Adequate comprehension
3-Tells many events in
sequence for the most part,
or tells many facts
3-Includes many important
details from story
Very good comprehension
4-Tells most events in sequence or
tells most key facts
4-Includes most important details
and key language or vocabulary
from text
1-Refers to 1 or 2 characters
or topics using pronouns (he,
she, it, they)
2-Refers to 1 or 2
3-Refers to many characters
4-Refers to all characters or topics
characters or topics by
or topics by name in text
by specific name
generic name or label
(Ben, Giant, Monkey, Otter)
(Old Ben Bailey, green turtle,
(boy, girl, dog)
Sammy Sosa)
1-Responds with incorrect
2-Responds with some
3-Responds with literal
4-Responds with interpretation
information
misinterpretation
interpretation
that reflects high-level thinking
1-Provides limited or no
2-Provides some response 3-Provides adequate
4-Provides insightful response to
response to teacher questions
to teacher questions and
response to teacher questions teacher questions and prompts
or prompts
prompts
and prompts
1-Requires many questions or
2-Requires 4 or 5
3-Requires 2 or 3 questions
4-Requires 1 or no questions or
prompts
questions or prompts
or prompts
prompts
Comprehension rubric from Developmental Reading Assessment by Joetta Beaver. Published by Celebration Press,
2002.
Arkansas Department of Education
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
29
H 16
Analyzing Reading Behaviors to Sustain Processing
QUESTIONS
COMMENTS
EXAMPLE(S)
1 Is there evidence that the reader
is solving words (for example, using
the first letter, taking words apart,
recognizing words rapidly, using
sentence context)?
2 Is there evidence that the reader is
monitoring and checking (for
example, making several attempts,
self-correcting, or asking for help)?
3 Is there evidence that the reader is
searching for and using different
kinds of information (for example,
rereading or turning back to search,
searching for information in pictures,
examining the text closely by repeating)?
4 Is there evidence that the reader is
remembering information in summary
form (for example, recalling something
previously read, self-correcting by using
previous information, gaining momentum
and ease toward the end of the reading)?
5 Is there evidence that the reader is
using fluent, phrased reading (for
example, parsing language into
phrases, reading the punctuation,
reading at a good rate, making the
voice reflect the meaning)?
6 Is there evidence that the reader is
adjusting reading pace or focus
across the reading of the text (for
example, slowing down to problemsolve and then speeding up)?
General comments:
© Irene C. Fountas and Gay Su Pinnell. May be reproduced for single classroom use only.
Arkansas Department of Education
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
30
H 17
Analyzing Reading Behaviors to Expand Thinking
QUESTIONS
COMMENTS
EXAMPLE(S)
1 Is there evidence that the reader is
making predictions (for example,
making comments while reading, acting
surprised or validated, responding to
invitations to predict, making predictions
about what will happen next after the
story ends)?
2 Is there evidence that the reader is
making connections (for example,
connecting any ideas in the text to his
own life, to his background knowledge
of the world, or to other texts)?
3 Is there evidence that the reader is
making inferences (for example,
interpreting characters’ motivations,
expressing what the author might
have meant)?
4 Is there evidence that the reader is
synthesizing new information (for
example, identifying new learning,
expressing curiosity about learning
more)?
5 Is there evidence that the reader is
analyzing the text (for example,
commenting on the author’s writing
style, noticing how the text is organized,
noticing particular techniques the writer
uses to provide information or make the
text believable)?
6 Is there evidence that the reader is
thinking critically (for example, going
beyond opinion to agree or disagree
with something in the text, providing
evidence for comments)?
General comments:
Arkansas Department of Education
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
31
© Irene C. Fountas and Gay Su Pinnell. May be reproduced for single classroom use only.
TemplateofFiveFingersExitSlip
H 18
Directions:
•
Onthefirstthreefingers,list3thingstorememberfromthisworkshopthat
youcouldincorporateinyourclassroom.
•
Ontheremainingfingers,listtwothingsthatyoustillhavequestionsabout.
•
•
Sharewithapartnerorsmallgroup.
Arkansas Department of Education
GR 2-3 Implementing a Comprehensive Literacy Framework: M3/Reading
32