Prompting, Part 2 : Early Language and Literacy Certificate, Course 1

1. Prompting, Part 2:Early Language and Literacy Certificate, Course 1 Class 17 Guided Reading Plus DPS Early Language & Literacy Certificate - Course 1

2. Housekeeping • Reflection Journal • All are complete and returned – save and continue on same document • Be certain that you have commented on coaching feedback each time. • Progress Monitoring • Overall – running records are looking MUCH better! • For Both • Expected to read feedback and apply it! DPS Early Language & Literacy Certificate - Course 1

3. Housekeeping • Progress Monitoring • To consider: • The front of the form is cumulative – please type(not handwrite) from now on. • Turn all parts in together (rr + form). • Limit running records on longer books to 100-125 words. • Make sure to choose one focus for reading and one focus for writing • Title goes in the middle of the running record form with level circled. DPS Early Language & Literacy Certificate - Course 1

4. Homework Review • Review • #11-20 Why Did You Say What You Said? DPS Early Language & Literacy Certificate - Course 1

5. Essential Question • How do I know what to say when a child is reading? DPS Early Language & Literacy Certificate - Course 1

6. Foundational Understandings • Our role is to notice each child’s precise reading and writing behaviors & provide teaching that supports change in what a child can do • We use what we infer from the child’s behaviors to decide what we will say. DPS Early Language & Literacy Certificate - Course 1

7. Foundational Ideas • Teach • demonstrate or model for the reader a way to think • tell the reader explicitly what to do DPS Early Language & Literacy Certificate - Course 1

8. Foundational Ideas • Prompt • remind the reader to do what he has been taught to do • use your language (or actions) to guide the reader’s thinking toward the neglected information DPS Early Language & Literacy Certificate - Course 1

9. Foundational Ideas • Reinforce • confirm independent use of behaviors • reinforce only newly emerging behaviors so they become consistent DPS Early Language & Literacy Certificate - Course 1

10. Teach, Prompt, Reinforce • Handout: Teach, Prompt, Reinforce • Spanish on back • Review organization • Read through the handout horizontally • What do you notice? DPS Early Language & Literacy Certificate - Course 1

11. Foundational Ideas • In deciding what to say, consider…. • what is partially right • what was neglected – teach or prompt? • if it’s a new behavior to reinforce (1stsc!) • and whether or not to say anything • focus vs. not focus • ex: self-correct DPS Early Language & Literacy Certificate - Course 1

12. What could I say? • Handout: What could I say? • Guided Practice #1-3 • Partner #4-8 or #9-13 • Review DPS Early Language & Literacy Certificate - Course 1

13. What could I say? • Look at your own running records (cold read) from the last Progress Monitoring • Pick a line with an error • If this were not a running record, what could you say? • Share with your partner DPS Early Language & Literacy Certificate - Course 1

14. Foundational Ideas – Teaching Points • Teaching points reinforce newly emerging behaviors – the “cutting edge” (ZPD) • sometimes the child does it • sometimes he doesn’t • These are your focus areas DPS Early Language & Literacy Certificate - Course 1

15. Foundational Ideas – Teaching Points • Before the running record, think about what the child’s focus has been. • After a running record, mentally assess progress on the focus AND give two teaching points. • Reinforce something done well • Help the child apply this emerging behavior to a place where he didn’t do it • Mark on rr form TP DPS Early Language & Literacy Certificate - Course 1

16. Example of Teaching Points • Child’s focus: fluency (2-3 words together) • “Father Bear likes fish,” said Mother Bear. • student reads ‘said Mother Bear’ together • new cutting edge behavior!!!!!! • TP1: Right here, you did some good work (frame it). You put three words together so it sounded just like talking. • TP2: (text says ‘shouted Father Bear) Let’s look on this page and see if you can make this sound like talking (masking card). DPS Early Language & Literacy Certificate - Course 1

17. Example of Teaching Points • Child’s focus: integrate meaning & look for parts “The caterpillar gr-ows / √.” grows • new cutting edge behavior!!!!!! • TP1: Show me where you did some good work on this page (student points to grows). You were thinking about what you were reading and you looked at the parts. DPS Early Language & Literacy Certificate - Course 1

18. Example – cont. “A caterpillar creeps along a milkweed stem” (child said ‘crawled’) • TP2: “Let’s look on this page. You were thinking about the story and you looked at some of the parts. Let’s see if you could say a little bit more.” • (use mc to show ‘cr—ee….child says ‘creeps’) • “Try ‘creeps’ and see if it makes sense and looks right.” DPS Early Language & Literacy Certificate - Course 1

19. Practice a Teaching Point • Return to one of your running records • Look at the whole rr and find two teaching points • TP1: reinforce • TP2: apply • Share with a partner DPS Early Language & Literacy Certificate - Course 1

20. Essential Questions • How do I know what to say when a child is reading? DPS Early Language & Literacy Certificate - Course 1

21. Essential Connections • LEAP • MCD: methods & pacing, academic language • HIIM: check for understanding, feedback • English Language Learners • Oral Language Development • Academic Language • Common Core Shifts • Nonfiction • Evidence • Increasing text complexity DPS Early Language & Literacy Certificate - Course 1

22. Homework • DO • Complete ‘What’s Wrong With This Running Record’ • Practice choosing TPs in the moment • Reflect on class • Reflect on progress monitoring (student growth) • BRING to next class • ‘What’s Wrong With This Running Record’ worksheet • Next class powerpoint (for notes) • ALL handouts received thus far DPS Early Language & Literacy Certificate - Course 1