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Algonac middle school reading workshop
- 1. Jennifer Evans Assistant DirectorELA St. Clair County RESA [email protected] http://www.protopage.com/evans.jennifer
- 3. Agenda Introduction Background Objectives Essential Components of a Reading Workshop HowDo I Implement a Reading Workshop? Initial Reading Workshop Reflection / Plan Notice and Note Practice http://www.teachertube.com/video/the-reading-workshop-today-lucy-calkins-173607
- 4. Regie Routman…Conversations “There mustbe a match between what we teach and the child’s needs, interests, engagement, and readiness to learn. It takes a knowledgeable teacher, not a program from a publisher, to determine and assess what needs to be directly taught and how and when to teach it.”
- 5. The following principalsare not new. They have been proven by years of research as well as classroom experience. Students need lots of time to read. Students need to read books that interest them. Students need to be read to (in all grades). Students need to see adults reading. Students need teachers who are knowledgeable about reading. Students need access to a wide variety of reading material.
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- 7. Statistics The number ofadults that are classified as functionally illiterate increases by about 2.25 million each year. One child in four grows up not knowing how to read. 44 million adults in the U.S. can't read well enough to read a simple story to a child. 21 million Americans can't read at all, 45 million are marginally illiterate, and one-fifth of high school graduates can't read their diplomas.
- 8. 43 % ofthose whose literacy skills are lowest live in poverty. Two-thirds of students who cannot read proficiently by the end of the 4th grade will end up in jail or on welfare. 90% of welfare recipients are high school dropouts. 16 to 19 year old girls at the poverty level and below, with below average skills, are 6 times more likely to have out-of-wedlock children than their reading counterparts. When the State of Arizona projects how many prison beds it will need, it factors in the number of kids who read well in fourth grade. 70% of America's prison inmates are illiterate and 85% of all juvenile offenders have reading problems.
- 9. Variation in Amountof Independent Reading Percentile Rank Minutes/Day Reading Words/Year 98 67.3 4,733,000 90 33.4 2,357,000 70 16.9 1,168,000 50 9.2 601,000 30 4.3 251,000 10 1.0 51,000 2 0 8,000
- 10. Drop Outs  Bottom25% have a 75% chance of dropping out of high school.  Their future looks like…
- 13. Attachment A Research Base forReaders and Writers Workshop Article Big Five from the Reading First Panel of the Federal Government 7 Habits of Good Readers What are the Big Five? How do you teach them?
- 14. Motivation ď‚ž Learning ingeneral is indeed an intentional act. Students make the conscience decision to learn or not to learn immediately upon entrance into the classroom each day. The teachers and learning environments which the student encounters certainly influence his decision to learn. Implementing Reading and Writing Workshop into elementary, middle, and secondary classrooms can lead to increased levels of motivation in readers and writers. ď‚ž Research has found that high levels of motivation and engagement in classrooms leads to high levels of achievement (Pressley, M., Allington, R.L., Wharton- McDonald, R., Black, C.C., & Morrow, L.M., 2001
- 15. Best Practices In workshopapproaches, the teacher is seen as a decision maker, conducting lessons and creating learning experiences based on the needs of the readers in their class. Instructional decisions are made by teachers to address the needs of the students in their classrooms, rather than coming from a commercial program. In the hands of a quality teacher, basals and instructional materials become resources to use, rather than a series of lessons to be read aloud.
- 17. The Reality ď‚ž ProfessorPearson finds that in many classrooms, students spend little time actually reading texts. Much of their instructional time is spent on workbook-type assignments. The skill/time ratio is typically the highest for children of the lowest reading ability (Allington, 1983). Furthermore, the research indicates that teachers are spending inadequate amounts of time on direct comprehension instruction. A study (Durkin) concluded that teachers used either workbooks or textbook questions to determine a student's understanding of content, but rarely taught students "how to comprehend." Dr. Pearson (and Dole) described the importance of "explicit instruction" for teaching comprehension.
- 18. How? teacher modeling andexplanation with explicit instruction guided practice during which teachers "guide" students to assume greater responsibility for task completion independent practice accompanied by feedback application of the strategies in real reading situations Dr. Pearson emphasizes that comprehension instruction must be embedded in texts rather than taught in isolation through workbook pages. Such instruction involves four phases:
- 19. Think – Pair- Share  In order to create a literacy environment within your classroom, what things must be considered? * traffic flow * rich language environment *rule/procedures * management of materials *good lighting * preferred seating *interests levels * leveled library * noise level *relevant activities * file folder games at level *trust * comfort * safety *vision * work to keep engaged *goal setting Collaborate , research, plan to determine the best set-up for your classroom.
- 20. Structure of aReading Workshop Teaching/Actively Engaging (10-15 minutes) Explicit Instruction of Skills and Strategies Independent, Small Group, Conferring (30 minutes) Shared Learning (5-10 minutes) Time to Share and Talk about Reading
- 21. Essential Components ofa Reading Workshop Teaching / Actively Engaging (10-15 minutes): explicit instruction of skills and strategies Read Aloud Think-Aloud Shared Reading Modeled Reading Review Assessment Independent /Small Group/ Conferring (30 minutes): Independent Reading Collaboration Discussions Guided Reading Assessment Conferences Reinforce/Extend/Re- teach skills Centers/Menus Shared Learning (5-10 minutes): time to share and talk about reading Sharing Projects Author’s Chair Assessment Status check Review
- 22. Key to success: When trust is combined with explicit instruction, our students acquire the skills necessary to become independent learners. Students will continue their learning even when they are not being “managed” by the teacher. (p. 18)  Providing choice  Establish clear routines and procedures  Explicitly explain why  Provide lots of time for students to practice  Build Stamina  Good-fit books  Anchor Charts  Correct Modeling https://www.youtube.co m/watch?v=rxh82U8oIN 4
- 23. Assessments Informal Assessments Listening In Turnand Talk Teacher/Student Conference notes Running Records Notes From Small Group Instruction Observations Hand Signals Rubrics Journals Self-Evaluations On Demand Writing Formal Assessments DIBELS Pre/Post Assessments MEAP/NWEA/STAR Reading- Math DRA Comprehension Tests Published Writing Presentations
- 24. Chips In Thinking aboutthe reading process, discuss with your table how you help your students make a correct text to reader match.
- 25. Text to ReaderMatch ď‚ž Features to consider when selecting a book: â—‹ Message and content (appeal to children) â—‹ Genre (text structure) â—‹ Language structure (nature, complexity, tense, frequency, length of phrases, sentence patterns, length of book, etc.) â—‹ Word structures (familiar words, complex words, decodability) â—‹ Presentation and Layout (amount, placement, clarity of text)
- 26. “Just Right” Books IndependentLevel 96%- 100% Accuracy with good comprehension and fluency “Just Right” Instructional Level 90-95% Accuracy Students can read with teacher support and instruction Frustration Level < 90% Accuracy “Too Hard”
- 27. Key Points inSelecting Instructional Text:  Select text with attention to modeling options  Preview text to locate possible think aloud points  Be precise about why you’re thinking aloud  Be precise about when you’re thinking aloud vs. reading aloud  Limit think aloud focus to one strategy (unless the purpose is to build on strategies previously taught_  Be clear about how being metacognitive helps you comprehend  Be clear that students will be expected to be metacognitive in the same way in their own text
- 28. Classroom Libraries Research tellsus that classroom libraries are utilized more than school or public libraries. Richard Allington suggests a primary classroom teacher needs to have a minimum of 1200 different titles in a classroom library and intermediate classrooms should have a minimum of 750 titles. Students must have access to books (at their level and their choice) in order to practice the skills and strategies being taught.
- 29. Using Your ReadingStrategies Flip- Book Determine the reading stage Think about what you observed: What does the student do well? What does the student use but confuse? What does the student not know? https://www.youtube.com/watch?v=PNhrfDyE6yA&list=UUvvYSUptGPK5oI69W5DZldg
- 30. Comprehension What Works: Ample Timefor Reading Provide time for sustained reading (the “Zone”) Allow Students choice in selecting the reading material Match students and text to ensure success Encourage multiple readings of text (with different purposes) Explicit Instruction Teach strategies successful readers use to comprehend Model and demonstrate strategy use Provide time for guided practice Use authentic text to practice strategies Peer and Collaborative Learning Teach students to explain things to each other Establish goals for success Teach students how to collaborate Use peer teaching to reinforce instruction Time to Talk About Reading Encourage students to express their own thoughts Use whole class, small group, and pair discussions Embed strategy instruction in the discussions Ask literal, critical, and evaluative questions
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- 32. Where We AreNow ? Highlight where you feel you are on the Teacher Self-reflection tool. Set a goal for your continued implementation of Reading Workshop and what you would like to accomplish by the end of this year. Develop a plan detailing what you will do to achieve your goal.
- 34. Keep This inMind:
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- 36. Introduction to Noticeand Note ď‚ž https://www.youtube.com/watch?v=HRA 9Ftz49kc (4:20) https://www.youtube.com/watch?v=_KFV96HBcZY
- 37. Notice and NoteSignposts The Notice and Note Signpost and Definitions The Clues to the Signpost What Literary Element it Helps Readers Understand Contrasts and Contradictions A sharp contrast between what we would expect and what we observe the character doing; behavior that contradicts previous behavior or well-established patterns. Why would the character act (feel) this way? A character behaves or thinks in a way we don’t expect, or an element of a setting is something we would not expect. https://www.youtube.com/watch?v=u5Wh9M-Kfz8 Character development Internal conflict Theme Relationship between setting and plot Aha Moment A character’s realization of something that shifts his actions or understanding of himself, others, or the world around him. How might this change things? Phrases, usually expressing suddenness, like: “Suddenly I understood…” “It came to me in a flash that …” “The realization hit me like a lightning bolt…” In an instant I knew…” Character development Internal conflict Plot Tough Questions Questions a character raises that reveal his or her inner struggles. What does this question make me wonder about? Phrases expressing serious doubt or confusion: “What could I possibly do to…?” “I couldn’t imagine how I could cope with …” “How could I ever understand why she…?” “Never had I been confused about…” Internal conflict Theme Character development Words of the Wiser The advise or insight a wiser character, who is usually older, offers about life to the main character. What’s the life lesson and how might it affect the character? The main character and another are usually off by themselves, in a quiet serious moment, and the wiser figure shares his wisdom or advice in an effort to help the main character with a problem or a decision. Theme Internal conflict Relationship between character and plot Again and Again Events, images, or particular words that recur over a portion of the novel. Why might the author bring this up again and again? A word is repeated, sometimes used in an odd way, over and over in the story. An image reappears several times during the course of the book. Plot Setting Symbolism Theme Character development Conflict Memory Moment A recollection by a character that interrupts the forward progress of the story. Why might this memory be important? The ongoing flow of the narrative is interrupted by a memory that comes to the character, often taking several paragraphs to recount before we are returned to events of the present moment. Character development Plot Theme Relationship between character and plot
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- 39. Explore Remaining Strategies Aha Moment Tough Questions Wordsof the Wiser Again and Again Memory Moment
- 41. Work Time ď‚ž CreateChecklists or Progress Monitoring tools ď‚ž Create a lesson using the Notice and Note Signposts or read book ď‚ž Watching videos of Middle School Reading Workshops ď‚ž Collaborate with Peers to support Implemenatation of Reading Workshop ď‚ž Read: http://www.heinemann.com/shared/onlineresources/e 02814/allison_websample.pdf ď‚ž Look Through Unit: http://gomaisa- public.rubiconatlas.org/Atlas/Develop/UnitMap/View/D efault?BackLink=62544&UnitID=18460&YearID=2015 &CurriculumMapID=953&SourceSiteID=4312
Editor's Notes
- #3Â 3 year process to get to strategic reading groups
- #4Â Lucy Calkins Intro
- #7Â 2 min. Middle School intro with students
- #10 Kelly Gallagher – Reading Reasons
- #14 Read and highlight – identify and discuss key points
- #16 Basals with fidelity – doing every piece as skills in isolation – don’t work and often times the teacher does all of the talking not providing the students with the time to practice
- #20Â Refer to handout Traffic flow, rich language environment, rule/procedures, management of materials, good lighting, preferred seating, interests levels, leveled library, have at least 7 books per child, noise level, relevant activities, file folder games at their level, trust, comfort, safety, vision, work to keep engaged, goal setting
- #22 Hand out Three-Part Reading Model Strategies to teach “Before” “During” and “After”
- #23 6:50 min. video for Middle School – good examples
- #24 Tell us what assessments you use. Discuss with your table how you use this data to guide your instruction… Students are often informally assessed on their reading and writing development. The informal assessments allow for the teacher to quickly decide which students need remediation, more practice or enrichment with specific skills and strategies. Teachers may informally assess their students by simply listening in as the students are talking with their peers. High level questioning should be used to guide student conversations. Teachers may informally assess the students reading and writing development by utilizing journals. The journals allow a quick peek into the students’ heads and show the students’ strengths and weaknesses. Formal assessment are also used within the classroom. Many of the formal assessments are mandated by the school district or state. The formal assessments are used to guide my instruction. Students will earn their grades by earning points. Many of the scores will come from rubrics. Rubrics are sent home on a biweekly basis so you know how your child is doing in the classroom. Students will be evaluated on the quality and quality of reading journals, reading logs, written responses, active participation during discussions, published pieces of writing, comprehension tests, and quantity of writing produced during Writer’s Workshop.
- #26 Studies have shown that if a book is too hard, children become overwhelmed. Instead of attempting to read the text with the repertoire of strategies they have, children give up trying. In this situation it appears a child cannot read at all, even though on a more appropriate text they show the ability to use a host of reading strategies. The essence of matching children with books lies in finding the book that is “just right” for their current development. When books are selected, children can read successfully and overcome the few challenges a book may pose with little support from the teacher.
- #27Â Hand out
- #29 Discuss ways teachers could build up their classroom libraries…book swaps, garage sales, scholastic 50% off, fund raisers, internet free resources, Reading A-Z,
- #30Â What would your teaching point for this student be? What area in the flip book would you look? What strategies could be suggested to move this student forward?
- #38 Teach the signposts in this order. They are in order of what they will see most often in books. These features are most easily spotted and most likely to reward reflection. If students begin to notice these, question them, and note what they learn, they are likely to become observant and thoughtful at other points in the book as well. Expository texts will add others that are not in this list. “We were looking for text features beyond those we already teach, such as the importance of titles, characters’ names, setting, and the opening lines – that would help students read passages closely so they might better understand the text. We did indeed find features worth teaching, features we now call the Notice and Note Signposts.” p 64 Notice and Note Strategies for Close Reading by Kylene Beers and Robert E. Probst The more students notice the signposts, the more they were using the comprehension processes: visualizing, predicting, summarizing, clarifying, questioning, inferring, and making connections.
- #39 Do This lesson – divide into groups of 4 and assign remaining 5 signposts to read/teach the group.