Improving Reading Instruction

WITSTeachers

Synopsis

We will improve small group and individual reading instruction by creating specific plans within stage three of each reading unit. This will entail the following process:
● Auditing unit skills
● Finding & documenting resources that will support (mostly student texts)
● Creating a toolkit of mini-charts, student tools, and other materials to leave with students after a lesson

We initially started with the third bullet point but quickly realized we needed to take a few steps back to understand our units at a deeper level. We were able to accomplish the first bullet point and gained a great deal of understanding in doing so. The first bullet point alone would have sufficed for this year, however, we now have a plan that we hope to carry through to next year.

Rating and effectiveness of the professional texts:

We chose to study Understanding Texts & Readers: Responsive Comprehension Instruction with Leveled Texts by Jennifer Serravallo. Even though this was our guiding text, we jumped back and forth between additional texts, also by Serravallo: The Reading Strategies Book, and A Teacher’s Guide to Reading Conferences. Each text offered an abundance of guidance and will continue to be a reference for what we can see as years to come. It was also incredibly beneficial that our range of grade levels- first, third, and fourth, found all resources relevant and effective. Starting out, it was helpful to utilize the Study Guide found on Heinamann’s website to familiarize us with the text.

Implementation in the classroom and reflection

This text was able to give us some guidance to do some “behind the scenes” work that often gets pushed aside. As educators, we were eager to jump right in to making our tools for our small group and one on one conferences, however, after previewing the study guide, we knew we needed to adjust our thinking. Before we could implement anything in the classroom, we needed to take a bit more time to understand the skills and their progression within our reading units. In the meantime, we thought it would be best to start experimenting with recording forms. Our four study group members each took a recording form to test out during conferencing. At our next meeting, we were able to share out pros and cons of each. Eventually, we were able to develop a few forms that best suited our needs. We found it was important and more effective if each unit has its own conferring form and planning form that identified the progression of skills.

How the larger school community and other RLTA study groups will benefit from your work

With many schools using Teacher College’s Units of Study, we can share how valuable it was to audit a unit using Serravallo’s idea in Understanding Texts & Readers. From there, it would be helpful to note how we used the Reading Strategies text to reinforce and extend topics in our small group and one on one conferences. Additionally, we are happy to share our conferring forms.

Conferring Forms

Conferring Form

Conferring Form with Unit Strategies

Small Group Planning Form

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