Professional Development Workshop

Professional Development Workshop
Choosing “Just Right” Books &
Reading Seed’s Lending Library
Major underwriting provided by
the Rotary Club of Tucson
Welcome & Agenda
Thank you for joining us today!!
1.Housekeeping & Welcome
2.Introductions
3.Importance of Appropriate Book Selection
4.Ideal Characteristics of Books for Beginning &
Struggling Readers
5.Categorized Book Lists
6.Strategies to Assess if Books Are “Just Right”
7.Benefits of a Leveled Literacy System
Introductions
• Please introduce yourself with:
Your name
How long you’ve been a Reading Seed
coach
School where you coach & grade(s) you
work with.
 The one characteristic you believe is
most important in a book for beginning
or struggling readers.
Workshop Learning Goals
• Coaches will learn about the importance of
using “just right” books and the ideal
characteristics of books for beginning and
struggling readers.
• Coaches will learn strategies for selecting (and
helping their students select) books that are
“just right.”
• Coaches will understand the benefit of a
Leveled Literacy System and how to best
utilize the Reading Seed Lending Library.
Importance of Book Selection
Research shows that tasks completed with
high rates of success are linked to greater
learning & improved student attitudes:
• easy tasks are linked to more learning
• harder tasks are linked to less learning
• tasks that are too difficult lead to disruptive
learning behaviors and a negative attitude
Therefore, appropriate book selection is
essential for the success of our students!!
Importance of Book Selection
“Lots of easy reading is absolutely
critical to reading development and
to the development of positive
stances toward reading.”
(Richard Allington, 2001)
Neurophysiology &
Beginning Readers
Neurophysiology
 Adult eye span is typically 2-3 letters to
the left & 15 letters to the right of where we
fixate
 A beginning reader’s eye span is
symmetrical, 1-2 letters to the right and left
– Shorter words!
– Adequate space between words!
Important Physical
Characteristics
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•
•
Space between words
Picture clues
Location of text on page
Line spacing
Size and readability of the text
Ratio of text to pictures and/or illustrations
Important Stylistic Elements
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•
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•
•
•
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Rhyme
Rhythm
Repetition
Reinforcement of difficult vocabulary
Credible, interesting characters
Straightforward plot development
Simple sentence structures
– Tom said, “I like candy”….. NOT “I like
candy,” said Tom.
Rock Star Books
• Can you identify which physical & stylistic
elements make these books great?
Rock Star Books
Rock Star Books
Rock Star Books
Rock Star Books
Rock Star Books
Rock Star Books
Rock Star Books
Categorized Book Lists
Key Categories:
 Rhythm and Rhyme Books
 Picture Clue Books
 Sight Word Books
 “Rock Star” Books
Choosing the Right Book
• Aim for 95-99% student accuracy when
reading aloud
• Students are more likely to be able to
choose an appropriate text when they know
a variety of ways to evaluate it
• Students who can effectively choose
appropriate texts will be less likely to
abandon the books they choose and more
likely to spend time engaged in reading
Assessment Strategy #1
The Five Finger Rule is an easy way for students
to assess whether or not they CAN get through
the book. With each book they choose, they count
the number of words per page that they do not
know.
• 0-1 fingers – Too Easy
• 2-3 Fingers -- Just Right
• 4-5 Fingers – Too Hard
Students need to learn how to be honest with
themselves about which words they do not know.
Assessment Strategy #1
.
Assessment Strategy #2
Assessment Strategy #3
The Goldilocks Method gives students
an easy to understand method of finding
“Just Right” books.
Books are either Too Easy, Too Hard, or
Just Right. Each category has standards
that students can check off to determine
if the book is right for them.
Assessment Strategy #3
Goldilocks Method
Assessment Strategy #3
Goldilocks Method
Assessment Strategy #3
Goldilocks Method
Book Selection Checklist
• Select one of the free books provided
today, and assess it using the criteria on
the checklist.
• Compare your book and experience with
others at your table.
• Any “ah-has” or points of interest?
When a Book is Too Hard
Do not deny your student the privilege of
reading the book. You can still read the book
and avoid giving your student feelings of
frustration.
Instead of saying, “That’s too hard for you.”
Say…
 “Let’s read this book together or I can read it
to you.”
 “This is a book you will enjoy more if you
save it for later.”
Interest & Motivation!!
If a student isn’t interested in or excited by a
book, then it is NOT a good fit!!
 Find books that connect students with a topic they
are passionate about or a character they can relate
to (or aspire to be), and that engage their
emotions.
 Choice is imperative! Make sure you are letting
them choose which book they want to read each
session.
 Classwork and assignments should not be read
during coaching sessions.
Break Time!!!
We will begin again in 10 minutes.
During the break, please feel free
to look through the free books
for your students.
Why use a Leveled
Literacy System?
• It helps coaches to easily find books which
students can read with 90% fluency & 75%
comprehension (a “good fit” book).
• It allows coaches to tailor reading
instruction to meet individual student
needs.
• Success generates learning!
• The best way to become a better reader is
to read more.
The Fountas & Pinnel Story
• Program rooted in their own classroom teaching,
work with teachers & research studies
• Matches books to readers to provide differentiated
instruction in reading
• Books are organized by analyzing 10 text
characteristics
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•
•
Genre
Text structure
Content
Themes & ideas
Language & literacy features
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•
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Sentence complexity
Vocabulary
Word difficulty
Illustrations
Book and print features
A to Z Gradient Scale
Stage
Early
Emergent
Upper
Emergent
Early
Fluency
Fluency
Proficiency
Grade
K
K
K
K
1
1
1
1
1
1
1
2
2
2
2
2
3
3
3
3
4
4
4
5
5
6
6
Fountas & Reading
Pinnell
Recovery
A
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
A, B, 1
1
2
3-4
5-6
7-8
9-10
11-12
13-14
15-16
17-18
19-20
20
20
20
22
22
24
24
26
27
28
28
27
28
30
32-24
DRA
A-1
A-1
2
3-4
5-6
7-8
9-10
11-12
13-14
15-16
18-20
24
24
30
30
34
38
38
40
40
44
44
44
50
60
Reading
a-z
Wright
Group
aa
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
A
A
B
C-D
E
F
G
H
I
J
K-L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
Lexile
200-299
200-400
300-500
500-700
600-800
700-900
800-1000
Efficacy of F&P System
• Leveled Literacy Intervention (LLI) students
make significant progress in literacy compared
to students who receive regular classroom
literacy instruction
– LLI students: 1 ½ - 5 ½ benchmark levels
– Control group: 1 – 3 benchmark levels
– DIBELS corroborated the results of the benchmarks
• LLI can still be effective even if practiced for
short durations
Examples of F&P
Leveled Books
Level A: Colors in the Desert, by Susan
Canizares & Betsey Chessen
Level B: Snow Joe, by Carol Greene
Level C: Elk Yelps!, by Nora Gaydos
Level D: Chatty Chipmunk’s Nutty Day, by
Suzanne Gruber
Level E: Super Fly Guy, by Tedd Arnold
Level G: Are You My Mother?, by P.D.
Eastman
Organization of Reading Seed’s
Lending Library
• 5 main sections:
– Emerging (A-D)
– Beginning (E-I)
– Early (J-M)
– Intermediate (N-R)
– Advanced (S-Z)
• Books alphabetized by title in each section
• Online catalog allows you to search by subject/
title/keyword AND level to find books that are right
for your students.
Table Talk
• At your table create a list of books that
YOU have had good luck using with
beginning readers (as a coach, teacher,
parent, etc.).
• Everyone has to contribute at least one
book title, but you can list more if you want
to. Be sure to mention why it worked well.
• What similarities do you see in the books
your table chose? What differences?
Summary
• Student choice is paramount to a successful
reading intervention program.
• Students are more motivated to read and
improve when the book is “Just Right”.
• Involve your student in the process of
selecting a “Just Right” Book. Practice one of
the Assessment Strategies with him/her
regularly.
• Keep their abilities and interests in mind when
selecting books from the Lending Library.
Follow-up Information
• All workshop materials will be emailed to
group.
Questions? Contact Violet Kennedy at
[email protected] or Jessica
Dennes at [email protected] or
call 520-798-0700.