Guide for Observing Reading Behaviors
Behaviors to Notice -
Behaviors indicating independence:
§ gets started quickly
§ works continuously
§ makes attempt before requesting help
§ actively searches to solve problems
Behaviors indicating processing:
§ rereads to confirm
§ rereads to search and self-correct
§ makes several attempts
§ uses information from pictures
§ uses language structure to predict and check
§ uses visual information
§ checks one cue against another
§ self-corrects most errors
§ notices mismatches
§ recognized many frequently encountered words quickly
§ makes predictions using more than one cue
§ reads with phrasing and fluency
Behaviors indicating a positive response to reading:
§ participates actively during story introduction and discussion
§ discovers connections between personal experience and story
§ participates with confidence and enthusiasm
Basic Outline of the Literacy Model of Instruction
Guided Reading – building comprehension and fluency with reading; exposing students to a wide range of literature daily:
§ vocabulary building
§ literature circle
§ oral/silent reading
§ application of pre-reading, reading and post reading strategies
Self-selected reading – building fluency and confidence in students as readers at their independent levels.
Spelling for writers - developing numerous strategies; develop ability to look at, listen to, and think about words and extend that learning into becoming fluent writers.
§ study words from inside out
§ understand where words come from and why they are spelled the way they are
§ transfer knowledge of word patterns into their writing
§ learn proofreading techniques that are applicable to all writing
Writing-The 6 Traits - designed to support the writing process by giving students a language for thinking about writing and by breaking the writing, revising and editing into small chunks using;
§ ideas
§ organization
§ voice
§ word choice
§ sentence fluency
§ conventions
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