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Reading workshop
- 1. Jennifer Evans Assistant DirectorELA St. Clair County RESA [email protected] http://www.protopage.com/evans.jennifer
- 3. Agenda Introduction Background Objectives Initial Reading Workshop Reflection/Plan Essential Components of aReading Workshop Assessment Overview PD Plan
- 4. At The Zoo https://www.youtube.com/watch?v=qEd- mZsCVg8&list=PLFC2DC18916C8664E &index=10 Record the instructional decisions would you make for this student?
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- 6. Essential Collaboration Determine an essential understanding ofwhat each box means. Highlight the things you already do. Set a goal for the area you would like to work on. Develop a plan to achieve your goal.
- 8. Keep This inMind:
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- 10. Research Based Research hassuggested that addressing students’ individual needs is an important aspect of effective reading instruction (Fielding & Pearson, 1994). Although this may challenge teachers’ traditional notions of reading instruction, forcing them to work in guided reading groups and individually with readers, the research is overwhelmingly in favor of individualizing instruction to meet the needs of all learners (Allington & Walmsley, 1995). Teachers need to put aside instructional practices that have been shown to be ineffective.
- 11. 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?
- 12. Motivation 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. Research has found that high levels of motivation and engagement in elementary classrooms leads to high levels of achievement (Pressley, M., Allington, R.L., Wharton-McDonald, R., Black, C.C., & Morrow, L.M., 2001
- 13. 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.
- 14. not authentictext every piece (worksheets) skills in isolation one size fits all decline in reading scores often times the teacher does all of the talking not providing the students with the time to practice Don’t promote teachers making good instructional decisions based on student need “Basals with fidelity”
- 15. One of themost important things we can do as educators is to provide students with ample time to practice reading and writing. It is necessary to have a classroom structure in place that supports the other students in their literacy learning. Management and routines are key!
- 17. The Reality 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 completed in 1979 (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." In 1987, 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:
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- 20. In orderto create a literacy environment within your classroom, what things must be considered? Think – Pair - Share * 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.
- 21. Whole-Class Meeting Area (Thisincludes my easel, rug, directors chair, etc.) Book Shelves for My Classroom Library My Bulletin Boards (My CAFE board, Homeworkopoly, 6 Traits Board, Writer's & Reader's Workshop, Anchor Charts, All About Me Board, etc.) Check In/Paper Work Area for Students Computers Materials/Supplies Set Up Desks/Tables Plan Your Space
- 25. Students are actively engaged Concepts and strategiesare reinforced and based on student need Collaboration and independence are promoted Meaningful literacy activities are ones in which: PLC opportunity: How do you determine what literacy activities you will teach? Have
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- 27. Mini-Lesson (10-15 minutes): explicit instructionof skills and strategies Read Aloud Think-Aloud Shared Reading Modeled Reading Review Assessment Independent and Small Groups (45-65 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 Essential Components of a Reading Workshop
- 30. http://www.youtube.com/watch?v=cgN2WUM W6zM (Calkins– Structures of a Reading Workshop– 5min) Rick’s Reading Workshop Overview: https://www.teachingchannel.org/videos/read ing-workshop-overview Components of a Reading Workshop Handout of Components
- 31. Read Aloud Teacher readsselections aloud to students. Benefits: •Students are introduced to a variety of texts •Students hear fluent reading •Teacher shares her thinking (Think Alouds) •Students are provided with quality writing models •Creates a sense of community
- 32. What it LooksLike: All Eyes on One Text Reading Together Repeated Readings of New, Familiar and Favorite Texts Supported Skills Fluency and Phrasing Love for reading Comprehension Word familiarity Phonemic awareness/phonics Safe environment Shared Reading
- 33. Guided Reading Guided ReadingSmall Group Strategy Lessons Small groups at the same reading level Prepares students for the next reading level Teach the skills within their instructional level Books match their instructional reading level Small groups that are skill based Students may or may not be at the same reading level Differentiated Instruction Books match their independent reading level Teacher works with small, flexible groups of children who have similar reading strengths & needs.
- 34. Students readtexts that they have chosen. Books should be “Good Fits” Meet their need (to inform, entertain, or persuade them) Match their interests At an appropriate reading level Students are given time to actually read. Students are encouraged to get comfortable. Independent Reading
- 35. Individual Instructionfor Readers and Writers Take place between the teacher and student Differentiation at its Best! Conferring
- 36. Mini-lesson :Teacher explicitly teaches a skill in phonics, spelling, vocabulary, reading, or writing Practice: Students practice the skill independently or with a partner - a white board for everyone is key Sharing: Students share what was learned and how it will help us in everyday reading and writing Word Study
- 37. Components of Language/Word Study Phonemic Awareness Phonics Instructions Vocabulary Instruction Spelling Instruction InteractiveEdit Vocabulary Handwriting Test Reading/Writing Current Events Modeled or Shared Reading/Writing Interactive Read Aloud
- 38. Rules and Proceduresare Clearly Established Relevant tasks are prepared at each center Literacy Centers
- 39. When trustis 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 Key to success:
- 41. 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
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- 43. “It is notnecessary to use every prompt for each book.” Teachers may interpret this in different ways. What if they don’t ask any prompts on any test? What if they ask every prompt on every test? What if they change what the prompt says? What if they add their own prompts?
- 45. “Note Any Additional Understanding” If a student provides other information, how do you score it? Selena did not state that the picture showed the skunk was happy (or had lots of room) in her retell, so she received a score of a 2. ○ What if Selena gave additional much deeper information? ○ What if Selena gave additional irrelevant information? ○ What if Selena gave similar information? ○ What if Selena goes off on an incorrect tangent and changes what she said earlier?
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- 47. Small Group Name Reading Level InterestsStrengths Skills/ Strategies Needed QSI Level
- 49. http://insideteaching.org/quest/collection s/sites/myers_jennifer/workshopapproac h.htm (multiplevideos showing different components of a reading workshop) http://www.scholastic.com/teachers/top_ teaching/2009/10/reading-workshop (5:49 Typical Reading Workshop Structure) Reading Workshop Videos
- 50. 1. Plan and OrganizeYour Classroom 2. Develop Your Schedule 3. Establish Clear Routines and Expectations 4. Give Assessments with Fidelity 6. Prepare Relevant Activities at Level 5. Use Data to Group Students Recap
- 51. What Happens Next? Day1: Today – Reading Workshop Introduction Day 2: February 18 – Model / Debrief (Options: Mini- lesson, guided reading lesson, conferring) Day 3: March 4 – Observe/Support in Classrooms
Editor's Notes
- #5 The ultimate goal of this workshop series is to provide teachers with the ability to make instructional decisions based on observations. To empower teachers to use data to guide instruction and to move all of their students to higher levels of literacy success.
- #14 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
- #15 I’m not saying don’t use basals – make good instructional decisions
- #21 Slides 26-31 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 Discuss with your table group how you set up things in your classroom. How does the flow work? Upon reflection, is there something you could do to improve transitions, routines, collection, etc.? Do you have special places in your classroom? Do you have a meeting area?
- #26 PLC opportunity
- #27 Skip?
- #32 “Reading aloud to students is another way to demonstrate how much you value reading, and it also becomes an opportunity to teach students about the rewards that reading brings” (Graves, 59). Read alouds occur throughout the day within a balanced literacy program. During read aloud time, the students gather on the whole group carpet area while a text is read aloud. Read alouds provide time for new genres, cultures, themes, and social issues to be introduced. If read alouds are thoughtfully selected, they can be used to teach reading strategies and vocabulary. According to Teaching Reading in the 21st Century, “What you choose to read aloud can serve to entice students to broaden the scope of their reading interests” (Graves, 59). During read alouds, the students are granted a glimpse inside the teacher’s head when think alouds are used. During the reading, the teacher may pause and share what she is thinking. This serves as a model for the students so that they are aware that real readers have a constant conversation running in their heads. Read alouds are also beneficial in providing a model of quality writing. During writer’s workshop, we often refer to mentor texts to help us improve our writing. By having some trusty texts, students will be able to model their writing after their favorite authors. Lastly, read alouds create a sense of community. “The social nature of reading in the company of others can become a powerful motivating force, encouraging students to read, to read with understanding, and to share their ideas with others. When students have the opportunity to talk with one another about what they read, they come to realize that there are many ways to understand and respond to a text, and they also have the opportunity to enlarge their understanding and repertoire of responses by listening to the responses of others.” (Graves, 60)
- #33 We rely heavily on this instructional approach in kdg and first grade, when students are emergent readers and are learning how texts work and stories go.
- #35 Having time to actually read for pleasure is essential if a child is to become a real reader. During independent reading time, students read texts of their own choosing. The teacher should be knowledgeable about current literature and should be able to assist the students in selecting “good fit” books. At the beginning of the school year, and as needed throughout the year), students need to be taught how to select “good fit” books. During independent reading, the classroom teacher may conference with individual readers. During a reading conference, the teacher checks in to see how the student is doing, teaches a strategy, and a praise point. The teacher may listen to the student’s reading and then give one strategy that the student may use. Or perhaps the teacher will help the student select a “good fit” book. After the teacher shares a strategy, she should give a praise point and then move on to another student. These conferences allow for the teacher to assess the students reading progress and to see which students need help with what. By providing time for the students to actually read, the teacher is showing the student that she values reading. “Anderson, Wilson, and Fielding (1998) discovered that among the fifth-grade students they studies, 50 percent read 4 minutes a day or less; 30 percent, 2 minutes a day or less, and 10 percent not at all” (Graves, 59). If students are to become better readers, they need to be given time to actually read!
- #37 The Fountas and Pinnell word study is a collection of minilessons that enable teachers to help children attend to and learn about how words work. The lessons are to be connected with word solving in reading and writing across the curriculum. Children learn to solve words on the run, while reading for meaning and writing to communicate. This is a comprehensive word study program that focuses on letter/sound relationships, spelling patterns, High frequency words, word meaning, word structure, and word solving actions.
- #41 CORE Reading Sourcebook
- #42 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.
- #48 Any questions on how to do this?
- #50 Skip unless necessary to show more – resource for teachers to look back at on their own
- #52 Record what modeling each grade level wants.