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Responsive Teaching Crucial To DevelopmentAnimated PromoSample Chapter

Part I: Readers, Texts and Levels-and What It Means for Comprehension
Comprehension Goals and Considerations
Reader and Text Variables that Impact Comprehension
Merging Levels and Comprehension: What to Expect in the Parts Ahead

Part II: Fiction: Texts, Readers, and Comprehension
Studying Fiction and Supporting Readers: A Framework for Comprehension
Understanding Fiction Texts: A Level-by-Level Guide to Characteristics
Understanding Fiction Readers: A Goal-by-Goal Guide to Readers' Comprehension of Increasingly Complex Texts
Plot and Setting
Character
Vocabulary and Figurative Language
Themes and Ideas

Part III: Nonfiction: Texts, Readers, and Comprehension
Studying Nonfiction and Supporting Readers: A Framework for Comprehension
Understanding Nonfiction Texts: A Level-by-Level Guide to Characteristics
Understanding Nonfiction Readers: A Goal-by-Goal Guide to Readers' Comprehension of Increasingly Complex Texts
Main Idea
Key Details
Vocabulary
Text Features

Part IV: Assessment and Instruction: Bringing Your Understanding of Texts and Readers to the Classroom
Knowing Students: Interests, Language, Culture, Background Knowledge, and More
Assessing and Evaluating Comprehension
Matching Readers With "Just Right" Books
Conducting Goal-Setting Conferences
Using a Variety of Reading Strategies for Teaching Comprehension
Using a Variety Structures: Methods for Teaching Comprehension
Conclusion: The Alchemy of Reading

Matching readers and texts requires more than a single assessment. A knowledgeable teacher in regular conversation with readers is key.

What to expect in this book.

In Part I we discuss Readers, Texts, and Levels-and What It All Means for Comprehension. Parts II and III are set up to help you develop expertise around text characteristics of children's literature from Levels J-W and to help you see what strong comprehension may look and sound like, goal by goal and skill by skill. I am choosing to focus on this level range because although comprehension assessment and instruction is something that is important for teachers to consider at all levels, around Levels J/K is where there is increased demand on readers to synthesize and accumulate many events and details to understand plot, setting, character, figurative language, and themes in fiction; and to understand main ideas, key details, vocabulary, and text features in nonfiction. Levels J/K is also around where many children begin to read with more accuracy and fluency and where teachers need to devote more attention to comprehension skill development. There are exceptions to this, of course, but it is true for many. For teachers who work with students who are reading independently below Level J, the information in these sections will still be incredibly helpful as you plan other balanced literacy components where they will be listening to or reading texts above their independent reading level (i.e., shared reading, guided reading, readaloud, and so on). I chose to end at level W because most students who are able to read and deeply understand Level W texts will likely also be surefooted in X-Z, and the added challenges they encounter will tend to be more about the content in the book and how much knowledge the reader brings to the text. Again, there are some exceptions but this is generally true. Overall, I hope what's included in Parts II and III helps you consider readers' comprehension development within and across text levels and understand what to expect of the texts they are choosing to read.

Part II focuses on fiction texts and readers, and Part III focuses on nonfiction texts and readers. In the first section of each part, I explain what I understand about text levels from my study of qualitative text leveling and from my own immersion in children's literature, reading dozens of children's books at each level. I use the four comprehension goals of each genre as a way to organize the discussion of texts. (See page 11 for goals.) While the first half of each part is organized by levels, the second half of each part is organized by goals (e.g., Plot and Setting) and skills (e.g., retelling important events) across the levels, to allow you to see how readers' comprehension develops. I provide samples of student writing about reading to show what strong comprehension sounds like within each goal, as students move to increasingly challenging texts.

Part IV will offer advice for applying all of this knowledge of texts, readers, levels, and comprehension to the classroom: from establishing classroom libraries and matching students to books, to creating whole-book and short-passage comprehension assessments, to using the information from Parts II and III in your evaluation of student responses to reading and selection of comprehension strategies and methods of teaching.

View Study Guide
To access the online resources for this book, click Login or Create Account above. Once you've logged in, select "Click here to register an Online Resource, Video, or eBook "" enter the keycode and click register.
The keycode for this book is the first word in purple on page 198.

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Understanding Texts & Readers helps you take the next step from Jen's Reading Strategies Book. She connects her comprehension goals to text levels and

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DIY Literacy by Kate Roberts & Maggie Beattie Roberts.

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Make visual teaching tools instead of buying them. Use your teaching smarts to get the most from those tools. And help kids think strategically so they can be DIY learners. Get the traction going with teaching and learning to inspire kids to work as hard as we do.

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I use sticky notes (🙃) as I confer and then put them on the grid to track patterns through the class.

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Team Reflection Tool_ Debrief and Planning Forward

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Where You are in a Story (question guide + thinking type)

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Where You are in a Story (question guide + thinking type)

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Low Frequency Vowel and Consonant Spellings

UFLI Lessons will vary based on errors

Long i (igh): Lesson 87

Silent Letters: Lesson 98

Low Frequency Spellings Unit: Lessons 111-118

UFLI Lessons will vary based on errors

Reading Longer Words Unit: Lessons 63-68

-le: Lesson 75

R-Controlled Vowels Review: Lesson 83*

Vowel Teams Review 1: Lesson 88*

Vowel Teams Review 2: Lesson 92*

Vowels Teams & Diphthongs Review: Lesson 97*

Affixes Review 1: Lesson 106

*target multisyllabic words in these review lessons

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Low Frequency Vowel and Consonant Spellings UFLI Lessons will vary based on errors Long i (igh): Lesson 87 Silent Letters: Lesson 98 Low Frequency Spellings Unit: Lessons 111-118 UFLI Lessons will vary based on errors Reading Longer Words Unit: Lessons 63-68 -le: Lesson 75 R-Controlled Vowels Review: Lesson 83* Vowel Teams Review 1: Lesson 88* Vowel Teams Review 2: Lesson 92* Vowels Teams & Diphthongs Review: Lesson 97* Affixes Review 1: Lesson 106 *target multisyllabic words in these review lessons

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Google Doc link

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Malvern HK RW Onsite PYP P4-P6 Meetings (March 2023) (1)

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Reading Small Group Planners- Strategy & Shared Text

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Reading Small Group Planners- Strategy & Shared Text

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Google Doc link

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Reading Assessment Conference- Note Taking Form

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Narrative Reading Progression from TC (Literature)

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Narrative Reading Progression from TC (Literature)

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G3 Character Studies Example

G4 Reading History Example

Google Doc link

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Y6

Y5

Y4

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Google Doc link

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Plot & Setting Progression- J Serravallo

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Plot & Setting Progression- J Serravallo

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1. Getting Your Classroom Conferring-Ready
What Is Conferring? Why Confer?
But . . . What Is the Rest of the Class Doing?
Spotlight on Emergent Bilinguals: Tips for Book Selections
Preparing an Environment for Conferring
What Are the Types of Conferences I'll Read About in This Book?
Mentor Spotlight: Richard Allington

2. Understanding What Readers Know and Need
Aligning Goals, Skills, Assessments, and Questions
Spotlight on Emergent Bilinguals: Assessment
How Do I Confer with a Reader When I Don't Know the Book?
Assessment Conferences: Structure and Timing
Watch and Read: An Assessment Conference Example
Finding a Goal
Take It to Your Classroom
Mentor Spotlight: Marie Clay

3. Setting Goals
Deciding on a Goal Together
Spotlight on Emergent Bilinguals: Goal Setting
Preparing for a Goal-Setting Conference
Goal-Setting Conferences: Structure and Timing
Watch and Read: A Goal-Setting Conference Example
Making Goals Visible
A Close-Up Look at Guided Inquiry
Take It to Your Classroom
Mentor Spotlight: John Hattie

4. Noticing and Naming Strengths
The Anatomy of an Effective Compliment
Spotlight on Emergent Bilinguals: Supporting Growing Language Skills
Compliment Conferences: Structure and Timing
Watch and Read: A Compliment Conference Example
Take It to Your Classroom
Mentor Spotlight: Peter Johnston

5. Teaching Strategies to Individuals and Groups
Building on Strengths
Spotlight on Emergent Bilinguals: Building on Strengths
Providing Feedback and Coaching Readers
Research-Compliment-Teach Conferences: Structure and Timing
Watch and Read: A Research-Compliment-Teach Conference Example
Coaching Conferences: Structure and Timing
Watch and Read: A Coaching Conference Example
Strategy Lessons: Structure and Timing
Watch and Read: Strategy Lesson Examples
Take It to Your Classroom
Mentor Spotlight: Lucy Calkins

6. Supporting Conversation and Collaboration
Partnerships and Clubs in the Classroom
Spotlight on Emergent Bilinguals: Leveraging Talk Time
Partnership Conferences with Young Readers: Structure and Timing
Watch and Read: A Partnership Conference Example
Teaching Talk (Speaking and Listening)
Partnerships and Book Club Conferences for Conversation: Structure and Timing
Watch and Read: A Book Club Conference Example
Take It to Your Classroom
Mentor Spotlight: Ellin Keene

7. Planning and Managing Conferring Time
Planning Your Conferring Time
Which Conference Type Do I Choose?
Balancing Individual Goals and Class Goals
Note-Taking
Take It to Your Classroom

Online Resources: Videos
Grade 1: Ian (Assessment Conference)
Grade 5: Gavin (Goal-Setting Conference)
Grade 8: Justin (Compliment Conference)
Grade 2: Lucas (Research-Compliment-Teach Conference)
Grade K: Ana (Coaching Conference)
Grade K: Group of students (Strategy Lesson)
Grade 8: Group of students (Strategy Lesson)
Grade K: Gabbie and Ashley (Partnership/Book Club Conference)

In this book, you'll read about the different types of student conferences. The book is organized in the order you're most likely to use the conference types as you get started. Assessment conferences will help you get to know your readers, and then once you do, meeting with them in Goal-Setting Conferences helps you establish goals. As soon as everyone has goals, you can offer positive feedback (Compliment Conferences) and support those goals with strategies (Coaching and Research-Compliment- Teach Conferences). Once you start noticing patterns in what your students need, it makes sense to work efficiently and pull small-group Strategy Lessons (Teaching In a Group). Once that feels solid, you might shift your attention to conferring during the conversation and collaboration time (Partnership and Club Conferences). In the final chapter, Jen offers advice for how to use each type of conference with purpose and at a time that will be most helpful to you.

"I love that this book includes blank resources, like notetaking charts, that teachers can use. The combination of transcripts, charts, table tents, and annotated examples makes me feel like I have what I need to be successful in this work."-Lori Yoshizaki, 4th Grade Teacher
"The videos are SO valuable.Not only the video examples of conferences but the talking points in the book to highlight Jen's moves. It's so helpful to have her notes from each conference as well."-Jennifer Conley, Instructional Coach
"I believe that the reason why teachers don't confer during reading workshop is because they don't know how to manage all the pieces. Jen gives clear directions on how to set things up from start to finish, and information on how to manage everything."-Lisa Aker, Assistant Professor in Literacy

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A Teacher's Guide to Reading Conferences

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"If you are a reading teacher, a curriculum coach, or a school leader, order a copy of A Teacher's Guide to Reading Conferences right now. It is a must-have

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Your Research-based Guide to Developing Skilled Readers. 300+ strategies with learning progressions support 13 reading goals, with each strategy cross-linked to skills, teacher tips, prompts, research, and reading levels-everything from fluency to literary analysis.

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Teaching Reading: A Playbook for Developing Skilled Readers Through Word Recognition and Language Comprehension | Online Resources

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What Do I Teach Readers Tomorrow? Fiction, Grades 3-8

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Discover how to move your readers forward with in-class, actionable formative assessment in just minutes a day with a proven 4-step process and lots o…

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YCIS Y5 Conferring & Small Group Options

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YCIS Y4 Conferring & Small Group Options

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kalley@erinkentconsulting.com

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Three Tensions- Text selection for beginning readers

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Three Tensions- Text selection for beginning readers

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Passages that match the phonics feature you are using...

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Flyleaf Publishing - Online Materials Portal

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For Students - Flyleaf Publishing - Online Materials Portal

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UFLI Passages
The Measured Mom-Fiction  Nonfiction
Core Knowledge Student Readers
Beyond Decodables
Speld Phonic Books
Open Source Phonics (Passages)
Flyleaf Publishing

Other decodable books to purchase

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Assessment Conference Recording Sheets (Y5 & 6 Monday labs)

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Assessment Conference Recording Sheets (Y5 & 6 Monday labs)

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YCIS Reading Assessment Conference- Note Taking Form

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The Noun Project

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DecodeBuddy on Poe

ProjectRead

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Example- Phonemic Awareness & Phonics  Planner

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Example- Phonemic Awareness & Phonics  Planner

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TEMPLATE

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TEMPLATE

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G2 Word Study Demo Reading Group- <ea> long e

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Example- Multisyllabic Decoding Shared Text Planner

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Example- Multisyllabic Decoding Shared Text Planner

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TEMPLATE

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ISNS G4 Planner for Syllables in Connected Text Small Group

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Supporting text

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SAS G4 Shared Reading Planning- Extreme Lightning

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YCIS Y4 Phonics Transfer Reading Group - _ou_

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Short Vowels Phonemic Awareness Small Group

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Short Vowels Phonemic Awareness Small Group

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Using word chain lists from The Six Shifts

Decodable connected text created with Poe- Decode Buddy

Could use UFLI Roll and Read sheets for additional practice

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YCIS Y4 Phonemic Awareness_Phonics Reading Group- short vowels

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Text generated with Decode Buddy on Poe

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Short Vowels Phonics Transfer Small Group

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Short Vowels Phonics Transfer Small Group

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Word chain from The Six Shift

Decodable text from Flyleaf Publisher

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https://portal.flyleafpublishing.com/

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Part 1: Language Comprehension Immersion

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Part 1: Language Comprehension Immersion

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Example- Fluency & Comprehension Planner

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Example- Fluency & Comprehension Planner

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Example_ Fluency and Comprehension Group Planner

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Building a Summary of a Story Microprogression

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Building a Summary of a Story Microprogression