Reading Pt. 1

Reflection Assignment

Critical Literacy

"Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider."

-Francise Bacon 1625

Websites -lessons, poetry, activities, parent letters, and resources -reading the same book across the world during the same 6 week period and have conferences and question periods with classrooms all over the world. Sign up by OCTOBER 16th, 2014 -classroom resources, lesson plans, SMART activities, apps, powerpoint FREE -is an interactive database created exclusively for you to store, share and search for your teaching resources -relevant, kid friendly, news articles with direct relation to curriculum guidelines for reading, writing, and media literacy - Balanced literacy diet -helps students develop reading skills, BLM activities, Sound activities for beginning sounds Literacy, math, science etc, printable word wall and poster-board, displays, graphics, activities based on short stories - used for teaching science for grades 1-4 for ontario curriculum, full year of science activities for each of the 4 strands, worksheets, quizzes, etc. FREE :) -can be used for ELL students in the class by switching to languages that will assist in translation to english, videos, activities, games (sushi spell), photo captions --> study break, themed articles


-'Peelized PM Benchmarks"

-Running records (Reading Records) -> A "balanced approach"

-Levelled Literacy Intervention (LLI)

-Assessment for Learning

Running Records:

-Helps us guide our assessment for group making (guided reading)

-On-going assessment to reflect changes in learning needs of students and to respond to these needs

-Should be one of the data resources used to inform instructional next steps

-Running records should not be the basis for a report card mark

They help us:

-capture reading behaviours

-monitor student progress in developing strategies

-to guide text selection

Learning Goals

-Review conventions for taking a record

-Observe/interpret reading behaviours

-Explore responses to early reading behaviours

-Determines the level of text students should use at the INSTRUCTIONAL LEVEL (90%-95%)

Strategic Activities

Self Monitoring- re-reading, "that doesn't make sense", appealing (looks or verbal), you try

Searching- letting recognition (e.g., at in cat) , make it sound right and look right, prompt to search for more (visuals, pictures, sounds)

Checking- to see if it makes sense, reflection

**Prompting Guide (app) and Comprehension (inferencing) and Genre (mystery)

M (Meaning)

Does it make sense to say this or that up to the substitution? (what did they use to make this substitution)

S (Sounds)

Can it be said that way (grammatically) Does it sound right?

V (Visual)

Visual of the text (e.g., 'th' of 'the' and 'then') Does it look right?

If the child looks at the picture, they are searching for meaning NOT visual information

Circle the source of the information uses, NOT the source of the information neglected MSV

Errors are analyzed up to the point of the error

Having the text VS not having the text in front of the teacher

Reader's Theatre

-Reader's theatre is students reading a script, NOT students acting out a part in dramatic fashion

-Give students a chance to read it over first, possibly over night

-Assessment focus on oral reading (e.g., pace, fluency, volume, expression etc)

Children's Literature Book Shares

Tough!- Told by bully's perspective

Dare!- Told by the bystander's perspective

Weird!- Told be the victim's perspective -use to allow students to express their experience about bullying and what steps they can take to have the bully stop. ANTI BULLYING THEME

Author- Erin Frankel

Click, Clack, Moo, Cows That Type- used as a read aloud to introduce letter writing and persuasive techniques to help in persuasive letter writing

Author- Doreen Cronin

The Crayon Box that Talked -character education, shared reading text, text to self-connections, inquiry based learning about working together

Author- Shane DeRolf

Bucket Filling from A-Z- can be used as a read-aloud for an entire school as a message to promote positivity in the school and community

Author- Carol McCloud

Battle Bunny - Can be used to engage reluctant readers and writers by changing a story to make it their own, use graphic organizers, great for revision and word choice

Author- Jon Scieszka, Mac Barnett

The Tree -Can be used for media, pic collage, inferencing, relate to science ecosystems, gives perspective and measures the value of a tree and recognize importance (e.g., connections)

No Dragons for Tea- reinforces fire safety concepts in a fun, interactive way

Author- Jean E. Pendziwol

Professional Resource

Reading for Meaning- how to set up a reading program in your room, month by month guide, reading strategies, examples, books, poems, scripts (e.g., think alouds), and examples of co-created anchor charts, student evidence, and resources recommendations for each strategy.

Guest Speaker Val Lyon

Adolescent Literacy Guide

"All students re equipped with the literacy skills to be critical and creative thinkers, effective meaning makers and communicators, collaborative co-learners, and innovative problem solvers..."

Think- Think imaginatively and critically to make decisions and solves problems (fairness, equity and social justice)

Express- use language to discuss and think critically about ideas (reading, writing, speaking, listening)

Reflect- apply metacognitive knowledge skills to further develop self-advocacy and interest in life-long learning

Word Walls

Things to consider when creating word walls:

Location in the room

  • Students should be able to easily access and refer to the word wall
  • They should not be hidden in corners of the classroom


  • Students need to be involved in making the word wall (not up before the school year starts)
  • Students should be able to use the word wall as a tool (e.g., definitions on the back)
  • Scavenger hunts for interactive learning (e.g., adding prefixes, suffixes, compound words)

Verbal and Visual Word Association

Allows students to show their understanding of key terms (e.g., from word walls) and define them using their own words, and picture representations. This allows students to make real life connections to words.