Lori Jamison
Lori Jamison www.lorijamison.com ©High Interest Publishing
ABOUT THE PRESENTER… Lori Jamison (Rog) is an educator, author and consultant. In addition to her career as a classroom teacher, she served as the K-12 Language Arts Consultant for Regina Public Schools and a Reading Assessment Specialist for the Saskatchewan Department of Education. Lori is one of only ten Canadians ever elected to the Board of Directors in the fifty year history of the International Reading Association (IRA) and the only Canadian from a school district. She has written many professional resources for teachers, including seven books for teachers. She also writes teacher support materials for High Interest Publishing, a publisher of novels for reluctant readers. Currently an independent consultant, Lori travels across Canada and the United States speaking at schools and conferences on best practices in literacy instruction. Lori can be reached at [email protected]. Professional books by Lori Jamison (Rog): • Reading, Writing, Playing, Learning: Finding the Sweet Spots in Kindergarten Literacy (Pembroke 2017) • Marvelous MInilessons for Teaching Beginning Nonfiction Writing (Pembroke, 2016) • Struggling Readers: Why Band-aids Don’t Stick and Worksheets Don’t Work (Pembroke/Stenhouse, 2014) • Guiding Readers: Making the Most of the 18-Minute Guided Reading Lesson (Pembroke/Stenhouse, 2012) • The Write Genre (Pembroke/Stenhouse, 2004) • Guided Reading Basics (Pembroke/Stenhouse, 2003) • Marvelous Minilessons for Teaching Intermediate Writing (IRA 2010) • Marvelous Mini Lessons for Teaching Beginning Writing (IRA, 2006) Pembroke titles are available from www.pembrokepublishers.com.
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Lori Jamison 2017 [email protected]
BEST PRACTICES IN READING INSTRUCTION
High Teacher Support
Read-aloud Shared Reading Guided Reading Independent Reading
High Student Independence
There is little evidence that children experiencing difficulties learning to read, even those with identifiable learning disabilities, need radically different sorts of supports than children at low risk, although they may need much more intensive support. Excellent instruction is the best intervention for children who demonstrate problems learning to read. Snow et al. 1998, p. 3 Preventing Reading Difficulties in Young Children
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Lori Jamison 2017 [email protected]
SHARED AND GUIDED READING: The “WE DO” of the Gradual Release of Responsibility Shared Reading Usually whole class or large heterogeneous group Enlarged text, visible to all Teacher-guided, with students joining in Text slightly beyond instructional level of students
Guided Reading Small, needs-based grouping Individual copies of text Student-read, with support from teacher “Tiptoe texts” – at the instructional level of the students Repeated reading Targeted instruction
Repeated reading Multi-level
Whole Class Instruction must be: Brief, Intentional and Multi-level
Shared reading formats
Big Books Morning Message Language Experience Charts Class books Posters Pocket Charts
Don't forget about nonfiction! Nell Duke recommends: 1/3 fiction 1/3 informational text 1/3 functional text
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Lori Jamison 2017 [email protected]
Features of Shared Reading
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Enlarged print Repeated readings Teacher modeling and fading Student participation Multilevel Comprehension first Print features later
A Week of Shared Reading Day 1: Read and discuss – Comprehension first! Teacher reading – echo reading – choral reading – individual reading Day 2: Working with lines: Recognizing, identifying, matching, mixing and fixing Day 3: Working with words: vocabulary, high frequency words, rhymes, synonyms, antonyms, homonyms Day 4: Working with letters and patterns: rimes, letter patterns (e.g. rimes, digraphs, blends, roots and affixes Use “reading manipulatives” (anything with a hole can be a framer, anything with a point can be a pointer) Day 5: “Performance Reading” Fluency, expression, phrasing Individual copies of the poem/text for children to keep in their book boxes
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Lori Jamison 2017 [email protected]
WHAT’S (G)OLD IN GUIDED READING? • working with small needs-based groups • using texts at the instructional level of the students • providing targeted instruction and guided practice • frequent and consistent monitoring of progress • keeping the groups flexible and dynamic • striving to build independent, fluent readers
WHAT’S NEW IN GUIDED READING? •
Alignment of GR with other components of the literacy block
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Flexibility in learning routines and teacher actions
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Simplifying independent learning routines: read, write, “must-do”
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Keeping it brief, focused and strategy-based
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Varying text types and genres
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Revisiting the text over 2-3 sessions
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More analytic talk
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Lori Jamison 2017 [email protected]
PLANNING GUIDED READING INSTRUCTION
• Start with learning goals • Find the right text • Prepare a text introduction • Map Out Lesson Routines, pause points and prompts • Plan Must-Do Tasks for Follow-up
THE LESSON SEQUENCE
DAY 1: Testing the Waters • •
3 Ps book introduction: preview, prior knowledge, purpose “First Draft” reading – getting the gist
DAY 2: Diving Deeper • • •
Strategy work Higher level comprehension Analytic Talk – “big ideas”
DAY 3 and beyond: Dipping Back in • Vocabulary and word solving • Writer’s craft • Critical reading
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Lori Jamison 2017 [email protected]
DEVELOPMENTAL STAGES OF READING STAGE Emergent
READERS - are not yet connecting letters and sounds - role-play reading - “read” using memory and pictures
TEXTS - heavily patterned - lots of picture support - one or two lines of print - enlarged print and spacing
AREAS OF FOCUS - letter names and sounds - phonological awareness - concepts about print Early - use letters and sounds to - simple storylines - retelling read - mostly HF and decodable words - self-monitoring - start to develop a - little or no patterning - accuracy (make sense, repertoire of HF words - illustrations support storyline sound right, look - can track word by word right) - can retell after reading - decoding - whisper reading Developing - have a large repertoire of - longer texts, often chapter - range of word-solving easily recognizable words books strategies and a range of word- more print on the page, often - comprehension solving strategies full pages without illustrations strategies: connecting, - enjoy longer texts, such as - less vocabulary control questioning, inferring chapter books - frequently short, choppy - written responses - are learning to read sentences - introduction to silently - range of genres and text forms different text forms - will read about topics beyond personal experience Fluent - use a range of - wide range of texts, but still at - self-monitoring comprehension strategies levels appropriate to readers - flexible use of - can access figurative - require readers to infer and comprehension and language draw conclusions word-solving strategies - read with fluency and - contain complex vocabulary and - accessing figurative expression figures of speech language - contain longer, more complex - general fluency sentences
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Lori Jamison 2017 [email protected]
