Personalized Learning Plan Julie Budney MINILESSONS WITHIN A
Personalized Learning Plan – Julie Budney MINI-LESSONS WITHIN A READER'S WORKSHOP
Vision Statement �I believe students need an abundant amount of authentic daily reading experiences. I can achieve this by doing the following: Ø Organize my classroom library by genres. Ø Create anchor charts to highlight how to choose a book. Ø Develop focused mini-lessons in reading based on the students’ individual needs. Ø Provide more independent reading time daily. Ø Provide more opportunities to discuss and reflect on their reading.
Goal: �My goal is to increase the amount of authentic daily reading experiences through the use of Reader’s Workshop with a focus on mini-lessons.
Studies say. . . “There is ample evidence that one of the major differences between poor and good readers is the difference in the quantity of total time they spend reading. ” - National Reading Panel, 2000 (“Daily Reading Practice”, 2013) In 1995, a significant study on reading fluency was conducted by the NAEP. It found that 44% of U. S. fourth graders were on the lower end of the fluency scale. The study also confirmed the tight correlation between reading fluency and reading comprehension. The study concluded that reading fluency is “a neglected reading skill in many American classrooms, affecting many students’ reading comprehension. ” (Daane, M. 2005). The National Institute for Literacy Investigated two major instructional approaches. The first was repeated and monitored oral reading and the second was independent silent reading. It was no surprise they found that repeated and monitored oral reading improved fluency and overall reading achievement more than independent silent reading. (Reading Fluency. n. d. )
The Importance of Reading To set the stage for good practice in reading we need to model fluent reading, choose books that are at the student’s ability level, and choose materials that are interesting to the student. We need to find ways to make reading interesting to all students. Students need to practice reading not only to improve their skills, but it will help increase their background knowledge, vocabulary, and expand their imagination. (“Daily Reading Practice”, 2013) (Cunningham, 2001)
FLUENCY BY RACE/ETHNICITY A higher percentage of White students than Black and Hispanic students were rated as “fluent”. Approximately 68 percent of White students, 40 percent of Black students, and 46 percent of Hispanic students attained fluency ratings in the top half of the fluency scale. (Daane, M. 2005).
RESOURCES: What is Reader’s Workshop? Click What is Reader’s Workshop? Click the frog Click the image “Reading Workshop: What It Looks Like in My Classroom” Power. Point developed by Holmdel Township Public School, NJ. Click to access Power. Point
Reading Fluency Rate Progress Monitor #1 (12/3/15) Progress Monitor #2 (12/10/15) Progress Monitor #3 (12/17/15) My goal is to increase the amount of authentic daily reading experiences through the use of Reader’s Workshop. By increasing the amount of reading each day the students will increase their fluency rate. According to the baseline data three of the students were performing below the 2 nd grade benchmark. After one week of Reader’s Workshop 7 out of 9 students increased their reading fluency. Baseline Fluency Rate (11//19/15) READING FLUENCY DATA: Student #1 71 86 89 92 Student #2 55 76 68 107 Student #3 63 60 84 87 Student #4 72 119 131 149 Student #5 87 107 103 Student #6 124 127 140 163 Student #7 105 114 76 111 Student #8 106 89 113 Student #9 102 109 106 125 Student Beginning of the Middle of the year Benchmark: 52+ 72+ End of the year 87+
Lessons to teach the first week: • What Independent Reading Looks Like. • How to Choose Just Right Books. • Good Readers Build Stamina. • Buzzing About Books! • Reading logs. Lessons provided by: Jill Mc. Eldowney and Cathy Henry from thecurriculumcorner. com
As a group we brainstormed what it looks like when we independently read. We charted the students’ ideas. I added to some things they did not come up with. What Independent Reading Looks Like.
How to Choose “Just Right” Books. Three students were asked to put on a t-shirt. One was too small, one was too big, and the third was just right. We talked about how the shirts felt and then made the connection to finding the just right book. We made anchor charts for students to refer back to. • How to Choose Just Right Books.
Good Readers Build Stamin Each day we reviewed the independent reading anchor chart. The students took their bag of books to their spot and began to read. I timed them to see how long the whole group stayed focused and was continually reading. As soon as someone stopped reading the timer was stopped. They are progressing very nicely with their stamina! • Good Readers Build Stamina.
Buzzing About Book As the students entered the classroom I had an audio of buzzing bees. We listened to the buzzing and came to the conclusion that it is a quiet sound and you cannot hear just one bee. We then compared it to how we should sound when we are discussing our books with another student. We created an anchor chart of guidelines for discussing our books with a partner. We practiced “Turn and Talk” with our books. • Buzzing About Books!
Reading logs.
Goal Setting Word Attack & Fluency Goals • Use more expression when I read. • Use the strategy _______ to decode unfamiliar words. • Pay more attention to punctuation when I read (periods, quotation marks, commas, etc. ). • Read a minimum of ___ pages each day. Thinking Goals • Stop after every chapter and think about what I am reading. • Use Post-it notes as stop signs to make myself “stop and think. ” • Reread when something doesn’t make sense. Genre Goals • Read a book from the ____ genre this month. • Read ___ books in the ______ genre this month. • Try reading a book from the _____ series this month because I haven’t tried this series before. • Read ____ chapter books this month. • Become an expert on _____ by reading books about this topic. Reading Behavior Goals • Remember to record every book I read. • Read without distracting others. • Read only books that are just right for me. • Always do the IDR task that is assigned.
Next Steps. . . Goal Setting
Next Steps. . . � Conferring: The Keystone of reader's workshop Chapter 4: The RIP Model – Brining Thoughtful Structure to Our Conferring. RIP Model: Review, Read Aloud, Record • Instruction, Insights, Intrigue • Plan, Progress, Purpose • Note taking: One-inch, three ring binder • Divided into sections for each student •
Reference s: Daily Reading practice: More Important than You Would Ever Imagine. (2013, March 5). Retrieved November 6, 2015, from http: //www. scilearn. com/blog/dailyreading-practice Allen, P. (2009). The RIP model: Bringing Thoughtful Structure to Reader's Workshop. In Conferring: The Keystone of Reader's Workshop. Portland, ME. : Stenhouse. Conferring with Students. (n. d. ). Retrieved November 6, 2015, from http: //www. wirticenter. com/strategiesbank/documents/Assessment/Assess Conferring. pdf Rasinski, T. (2004, March 1). Creating Fluent Readers. Educational Leadership March 204 What Research Says About Reading, 46 -51. Hudson, R. , Lane, H. , & Pullen, P. (2005, May 1). Reading fluency assessment and instruction: What, Why, and how? The Reading Teacher. Reading Fluency. (n. d. , para 6) Retrieved November 7, 2015, from http: //www. learningrx. com/reading-fluency. htm Cunningham, Anne E. "What Reading Does for the Mind. " Journal of Direct Instruction, Vol. 1, No. 2, Pp. 137– 149. 1. 2 (2001): 137 -49. ( As found at http: //www. csun. edu/~krowlands/Content/Academic_Resources/Reading/Useful% 20 Articles/Cunningham-What%20 Reading%20 Does%20 for%20 the%20 Mind. pdf)
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