Reading Seed New Coach Training Day One Significant program underwriting provided by Tucson Festival of Books.
Welco come me and nd Age gend nda • Introduction and Goals • The Reading Seed Program • Reading Overview • Comprehension and Thinking Aloud • Expanding Reading with Writing • The Literacy Connects Library and Resources
Introduction
Int ntroduc oductions tions • Select a card • Reflect on your answer • Share aloud with the group • Don’t forget your name!
Da Day y On One Goa Goals • Build a community of learners • Understand the Literacy Connects and Reading Seed approach and model • Receive an overview of reading • Discuss the importance of deepening comprehension through thinking aloud • Explore a few writing extension activities • Learn about the Literacy Connects Library and resources
The Reading Seed Program
Prog ogram m Mi Mission ion Reading Seed’s mission is to empower children to be independent readers so that they can become lifelong learners. New Coach Training is just the beginning of a journey for volunteers to learn how to make that happen!
Our Ou r Ap Approach oach and nd Mod Model Approach Model Student-Centered 1:1 Strengths-Based Outside the Classroom Constructivist Student Choice Growth Mindset
Stu tuden dent-Cent Center ered ed
Stu tude dent nt Cho hoic ice Students have CHOICE of: • What book is read • Who reads the book • How they respond to reading “When we read to our children, they are doing more work than meets the eye. It's that muscle they're developing bringing the images to life in their minds. ” - Dr. John Hutton “What’s Going On In Your Child’s Brain When You Read Them A Story?” by Anya Kamenetz
Str trengt ngths hs-Based sed
Cons onstr tructiv uctivis ist
Gr Growt wth h Mi Mind ndset
Give Praise Gi ise a Ma Makeover “I like all the different “You’re so smart!” strategies you used to figure that out!” “That was so easy for “Your hard work has you!” really paid off!” “That took a lot of effort! “You read that You are showing such perfectly!” perseverance!” “You are so awesome “You have come so far!” at reading!”
Our Ou r Ap Approach oach and nd Mod Model Approach Model Student-Centered 1:1 Strengths-Based Outside the Classroom Constructivist Student Choice Growth Mindset
Reading Overview
Reading ing is a Pr Proc ocess • Reading is a process of making meaning • It’s all about anticipation. We predict based on what we see and what we bring .
Pet etosk oskeys (YMGoodman) The boy was looking for Petoskeys. He was walking slowly to make sure he wouldn’t miss them . Each time he looked, he found a number of them. Petoskeys are not easy to find because they are almost the same color as the sand. The boy enjoyed looking for the Petoskeys on the beach. His mother used them in her work. She was an artist and made jewelry with them. When the Petoskeys are polished, they turn deep shades of brown and grey. A pattern of six-sided figures shows up on them. Petoskeys are found only on the shores of the Great Lakes.
Reading Miscues
Wh What t is a Mi Miscu cue? e? A reading miscue is when there is a difference between what is on the page and what is read as the result of prediction or background knowledge.
Miscues ≠ Mistakes • High quality miscues fierce • The witch took one look at the lion’s face and ran! there • The friends sat together for a quiet minute. moment sack • Low quality miscues sink • I found a big, white, oak snake living in the birdhouse. over • It was warm in our classroom.
Miscu Mi cue e Ea Ears • Miscues show what the reader KNOWS • Coaches need to develop “miscue ears” • How does the miscue show you what your reader knows ? • What does the miscue tell you about how your reader is comprehending the text? Coaches practice “judicious correcting” •
Let’s Listen • What miscues did you hear? • What do they tell you about this reader? • How did Coach Steve support Marty in staying focused on making meaning? “Skip it and read on” “Go back and read that again . ” “Did that make sense? What would make sense there?” Fix Up Strategies
Tool oolki kit Add the following: “Reading is a process of making meaning . ” High and Low Quality Miscues Miscue Ears Fix Up Strategies How do these strategies reflect our approach to working with students?
Break
Comprehension and Thinking Aloud
Comp omprehe ehensi nsion on “Reading comprehension is the act of understanding what you are reading. [It] is an intentional, active, interactive process.” https://www.k12reader.com/what-is-reading-comprehension/
Th The Breakt kthr hrough ough “…anyone can struggle given the right text . The struggle isn’t the issue; the issue is what the reader does when the text gets tough. ” - Kylene Beers
Sup uppor porti ting ng Co Compr mprehension ehension • Expose your students to different genres and levels • Use student interests to build connections to the text • Encourage the use of illustrations and photos to support understanding • Have conversations around the text • Provide “think time” to process
Th Thinki nking ng Al Alou oud “By allowing [your student] to eavesdrop on what [you] , a skilled reader, is thinking while reading, [you are] modeling the strategies used by proficient readers. ” - Molly Ness “Improving Reading Comprehension with Think Alouds ” (2018)
Proficient Readers… • Create Mental Images • Use Background Knowledge • Question • Draw Inferences • Summarize and Determine Importance
Th Thinki nking ng Al Alou oud
Now w You ou Try! y! • What was this like for you? • How can Thinking Aloud help deepen comprehension?
Tool oolki kit Add the following: Comprehension Create Mental Images Use Background Knowledge Question Draw Inferences Summarize and Determine Importance Thinking Aloud How do these strategies reflect our approach to working with students?
Expanding Reading with Writing
Balanc nced ed Liter eracy cy “A child’s literacy development is dependent on this interconnection between reading and writing. ” https://www.k12reader.com/the-relationship-between-reading-and-writing/
Wh Why y Write? e? “Writing enhances the student’s ability to read a text accurately, fluently, and improve comprehension .” (Krashen, 1993) https://www.k12reader.com/the-relationship-between-reading-and-writing/
Writi ting ng to Enga o Engage Active engagement is essential to maintaining interest, motivation, and promoting understanding.
Authe hentic ntic Writing ting • Purposeful and engaging • Focuses on process versus product • Student or coach can write • Go back and read • For example: • Letter • Book review • Original story • Persuasive writing
Illus ustr trating ating • Drawing and writing support each other • “Children who draw before they tackle writing tasks produce better writing. ” http://theconversation.com/want-to-improve-your-kids-writing-let-them-draw-25007
Tool oolki kit Add the following: Authentic Writing Illustrating How do these strategies reflect our approach to working with students?
The Literacy Connects Library
Let’s Take a Tour!
Book Choice Reflection Always ask yourself: • “Are the books I’m choosing helping my student and I build our relationship ?” • “ Are my book choices reflecting all of my student’s interests ?” Your book choices have the power to limit or expand your student’s perspective!
Before You Leave
Reading ing Seed d Prog ograms ms Traditional Intensive Kinder Project • Most partner • Los Niños • Keeling and Nash schools in Tucson Elementary Elementary Unified, (Sunnyside) (Amphitheater) Amphitheater, • Coaches work with • Coaches work with Flowing Wells, and a minimum of three a minimum of three Sunnyside Districts students for 30 kindergarten • Coaches work with minutes each twice students for 30 a minimum of three per week minutes each twice students for 30 per week • Collaborate with minutes each once Project Team • Collaborate with per week Project Team • On-site resources • On-site resources • Designated coaching room • Designated coaching room
Da Day y 2 Pr Preview view • Building Relationships • First Session Tips • Time to Practice! • Reflection • Logistics and Resources
Next xt Steps I will send you a follow up email with the following next steps: 1. Please review the Volunteer Handbook in your Green Folder. 2. Review the different Reading Seed Programs that are available. 3. Watch “Library Database” video before Day Two.
Befor ore You ou Leave Before you leave, please complete the 3-2-1 to reflect on today’s learning! Than ank k you ou for or you our r time e tod oday! ay!
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