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BEST PRACTICES FOR

READING

EDCI 5030 Nicole Brondum


Dr. Wendell Summer 2009
Section I

lignment with National, State, and


Professional Standards
National Standards for Reading
Instruction

Overview of No Child Left


Behind’s (NCLB) Standards Understanding No Child
and Assessments Left Behind’s (NCLB)
Standards for Reading
Professional Organizations
Research

International Reading National Reading Panel


Association’s (IRA)
Standards for the English
Language Arts

Center for the Improvement of Early Reading


Achievement (CIERA)
State Standards for Reading
Instruction

Louisiana’s Grade Level Expectations (GLEs)


Section II

ualities of Best Practice in Reading


Qualities That Students Need From
Teachers

 Hearing books read aloud


 Think-a-louds
 Safe reading environment
 Phonics instruction
 Authentic activities
 Writing experiences
 Assessments that mirror
classroom activities
Qualities That Students Need
With. . .
Reading Books
 Internalize and  Choice
transfer  Quick reads
strategies  Variety of texts
 Teacher support-  Gain meaning
Before, During, & from print
After  Read, read, and
 Daily read some more
opportunities for
discussion
 Interactions with
Print
Section III

est Practice Strategies for Reading


Reciprocal
Teaching

 http://www.ncrel.org/sdrs/areas/issues/students/at

 http://www.greece.k12.ny.us/instruction/ELA/6-12/R
Literature
Circles

 http://www.litcircles.org/
Role, Audience, Format, Topic-
RAFT
 Occurs after reading

 http://www.greece.k12.ny.us/instruction/ELA/6-
12/Reading/Reading%20Strategies/RAFT.htm
 http://doe.sd.gov/curriculum/6plus1/docs/educators/doc
Word
Study

 Includes:
 word sorts
 word walls
 word families

http://www.trcabc.com/resources/teachers-corner/using-
Think
Aloud

http://www.greece.k12.ny.us/instruction/ela/6-12/Readin
Guided Reading
Groups
Connecting Strategies to 13
Best Practice Principles
Reciprocal Literature
Teaching Circles
 Scaffolding process (Cognitive and  Choice of book (Student- Centered,
Social ) Authentic, and Democratic)
 Generating questions based on text  Read whole book (Holistic)
(Constructivist)  Scaffolding process (Social)
 Responsible for own learning  Work in groups (Collaborative)
(Challenging)  Discussion topics in groups
 Through dialogue reveal the meaning (Democratic and Expressive)
of text (Expressive)  Immersed in real text (Experiential)
 Information discovered through
collaborative efforts (Cognitive )
 Generate meaning from text
(Constructivist)
Connecting Strategies to 13
Best Practice Principles
RAFT Word Study
 Differentiated based on student point  Choice in catagorization of words
of view (expressive) (Student-Centered and Authentic)
 Deep understanding of text (holistic,  Hands-on and active (Experiential)
challenging, and cognitive)  Develops critical thinking and
 Flexible formatting provides for reasoning skills (Challenging,
authentic experiences (Authentic) Cognitive, and Constructivist)
 Recreation of original text  Choosing categories based on skill
(Constructivist, Expressive) level (Developmental)
 Choice in role, targeted audience, type
of format, and topic (Democratic)
Connecting Strategies to 13
Best Practice Principles
Think Aloud Guided Reading
Section IV

xemplary Instruction
A Feast of Books in First
Grade By: Pat Barrett
Dragan
Section V

etting the Learning Community More


Involved
Getting Principals More
Involved
 Read to the students in the
classroom
 Be seen on campus
 Tutor students
 Each lunch with students
 Literacy Nights
 Read-ins
 Request reading specialists to
provide more in-depth training
 Request professional journals
Getting Parents Involved
 Provide parents with after-school
workshops on:
 Homework help

 Internet accessible computers

 Offer opportunities to volunteer:


 Reading stories in the classroom

 Assist in learning centers

 Tutor other children

 Communication through:
 Newsletters

 Translators

 Website with parent resources


Getting Caregivers Involved
Teachers can get caregivers
involved with:
 Website resources
 Classroom assistants for learning
centers
 After-school tutoring
 Access to computers with Internet
capabilities
 Opportunities for classroom read-ins
 Brochure with “Homework Help” Tips
Getting Community Members
Involved
Teachers can get members of the
community involved in reading
by:
 Enlisting volunteer readers from the
local community
 Invite local celebrities to be guest
readers
 Contact local agencies that promote
reading and writing, such as Junior
Achievement, that provide
enrichment opportunities
 Promote fundraising opportunities to
increase classroom library
Section VI

eferences
Schedule
Class/Week Topic Reading Assignment

1 Topic Chapter Task

2 Topic Chapter Task

3 Topic Chapter Task


 http://www.ncpie.org/DevelopingPartnership
Introduction/Course
Description
 Introduction
 Introductory notes

 Introductory notes

 Introductory notes
Objectives and Results
 Objectives
 Course objective 1
 Course objective 2

 Course objective 3

 Results
 Expected results
 Skills developed
 Skill 1
 Skill 2
Vocabulary
 Term One
 Definition A
 Definition B

 Term Two
 Definition
 Term Three
 Definition
Procedures/Lecture Slide
 Add procedure
here
 Step one
 Step two
Graphs/Charts 1
Graphs/Charts 2
Conclusion
 Add your conclusions here.
Questions/Discussions

 Question One
 Discussion
 Discussion

 Question Two
 Discussion
 Questions Three
 Discussion