Serving Up ldquoNovelrdquo Ideas With a Dash of Common Core

Presented byAudrey Anders and Mandy Perret

Woodlawn Middle School

The Kill-a-Reader Casserole

Take one large novel Dice into as many pieces as possible

Douse with sticky notes Remove book from oven every five

minutes and insert worksheets Add more sticky notes Baste until novel is unrecognizable fare

beyond well done Serve in choppy bite-size chunks

From Kelly Gallageher Readicide

Problems with teaching novels

Students focus on vocabulary instead of content

Teachers do not offer a variety of novelsactivities at different levels

Teachers often inject their own view instead of allowing students to interpret stories on their own

Making sure it is of high literary meritrigor

Our Recipe Start with choices of varied novels Add a dash of excitement Blend in motivation and discussion Allow to simmer for a few days Served with a side of comprehension

and enjoyment Allow for an exciting menu of tasks Text-based questions to facilitate

reading and responding practice

Activity One Analyze text for rigor and relevance

Appetizers-Pre-Reading Activities

Booktalks Storytelling Short StoryChildrenrsquos Books Graphic Novels Informational text

Based on common corehellipdeemphasize Teacher should not be sherpa

Informational Text vs Non-fiction

Often the terms ldquoinformational textrdquo and ldquononfictionrdquo are used interchangeably I believe that they are not the same I believe informational text is a subcategorygenre of nonfiction Nonfiction includes any text that is factual Informational text differs from other types of nonfiction Informational text is meant to ldquoconvey information about the natural or social world typically from someone presumed to know that information to someone presumed not to with particular linguistic features such as headings and technical vocabulary to help accomplish that purposerdquo (Duke amp Bennett-Armistead)

In that sense it explains how autobiographies biographies recipes how-to-do texts and personal narratives are not informational texts but are non-fiction text Informational text tends to be more general and less personal or changing over time It seems to include facts that wonrsquot change Although both are expository texts there are still differences that classify them differently

Source Duke N K amp Bennett-Armistead V S with A Huxley D McLurkin E M Roberts C Rosen amp E Vogel (2003) Reading and writing informational text in the primary grades Research-based practices New York Scholastic

What is a booktalk You want to give enough of the plot to interest the

listeners but you are not giving a summary of the book

You dont want to give away the ending or important parts

You want to highlight the interesting points It is a great idea to include certain passages for

your listeners to grab their interest and make them want to read the book

It is great to end with a cliffhanger Booktalks are done for the whole class presented

orally and with the book in hand

How does it work Choose 3-4 books that fit into the

genreunit of study Present the books all on the same day Have students pick the book that most

interests them Break those groups into literature

circlesbook clubs or discussion buddiesgroups

Storytelling As a folk art storytelling is accessible to all ages and abilities No special equipment beyond the imagination and the power

of listening and speaking is needed to create artistic images As a learning tool storytelling can encourage students to

explore their unique expressiveness and can heighten a students ability to communicate thoughts and feelings in an articulate lucid manner

These benefits transcend the art experience to support daily life skills In our fast-paced media-driven world storytelling can be a nurturing way to remind children that their spoken words are powerful that listening is important and that clear communication between people is an art

Guest speakers can do the talking for you

httpwwwstoryartsorgclassroomindexhtml

Short StoriesChildrenrsquos BookGraphic Novels

Great hook for novels Can relate to theme of the books Allows all reading abilities to

participate Makes students more comfortable Accessible to students of all levels

Main Course-During Reading Activities

Literature CirclesBook Groups Focus Questions-Higher Order Response JournalsText Based Questions Slow it down to include informational text Discussion-whole classindividual ReadingWriting Workshops Visual Representations of Understanding-

charts and graph

Reading Workshop Richard Allington believes that effective elementary literacy

instruction incorporates six common features He labels them as the Six Ts

They are time texts teaching talk tasks and testing His many studies make it clear that students need lots of

time to read Its also important that the time spent reading is done in texts that are just right for the students Explicit teaching of reading strategies and skills followed by meaningful tasks are at the heart of what he believes readers need He also emphasizes the importance of providing time for readers to engage in authentic talk about their books Finally he believes testing should not be used to define students but rather to guide a teachers instruction so that she can help her readers grow

Reading Workshop I believe wholeheartedly in the

philosophy of reading workshop because if executed effectively it allows teachers to seamlessly incorporate these Six Ts into their reading instruction on a daily basis While it has taken me years to feel entirely comfortable with this reading workshop I cant imagine another way of teaching reading that would as effectively meet the needs of my readers

Writing Workshop Mini-Lesson (5-15minutes1) A short lesson focused on a

single topic that students need help with You donrsquot need to give a mini-lesson each day 2-3 times a week is usually just fine

1113123 Status of the Class (2-5minutes) A quick way of finding out what each student is working on

1113123 Writing Time (20-45minutes or more) Students write You can write andor conference with individual students or small groups

1113123 Sharing (5-15minutes)Writers read what they have written and seek feedback from their audience This does not have to be the final draft You can share your writing too

Great Site httpwwwttmsorgPDFs

0520Writers20Workshop20v00120(Full)pdf

Literature Circles A Literature Circle is a reading activity that

can be used at any grade level Each group usually consists of 4 to 6 members who meet periodically to discuss the book using an assigned role which helps guide the group in a discussion of the title they are all reading Roles can vary Literature Circles provide an opportunity for students to control their own learning to share thoughts concerns and their understanding of the events of the novel

Response Journals These can be student made or store

bought composition books Students are assigned a certain amount of

pages or chapters to read The student documents their opinions

feelings confusions connections to other literature or to their life and any thing else they want to include onto a journal sheet

This is collected at the end of the novel

Difference between theme and motifs

Theme is an overall ideahellip usually expressed in phrase form

Clicheacute phrases make great themes Motifs- a recurring object concept or

structure in a work of literature A motif may also be two contrasting elements in a work such as good and evil

CCSS (lets take a look) httpwwwcorestandardsorgassetsC

CSSI_ELA20Standardspdf

The Kill-a-Reader Casserole

Take one large novel Dice into as many pieces as possible

Douse with sticky notes Remove book from oven every five

minutes and insert worksheets Add more sticky notes Baste until novel is unrecognizable fare

beyond well done Serve in choppy bite-size chunks

From Kelly Gallageher Readicide

Problems with teaching novels

Students focus on vocabulary instead of content

Teachers do not offer a variety of novelsactivities at different levels

Teachers often inject their own view instead of allowing students to interpret stories on their own

Making sure it is of high literary meritrigor

Our Recipe Start with choices of varied novels Add a dash of excitement Blend in motivation and discussion Allow to simmer for a few days Served with a side of comprehension

and enjoyment Allow for an exciting menu of tasks Text-based questions to facilitate

reading and responding practice

Activity One Analyze text for rigor and relevance

Appetizers-Pre-Reading Activities

Booktalks Storytelling Short StoryChildrenrsquos Books Graphic Novels Informational text

Based on common corehellipdeemphasize Teacher should not be sherpa

Informational Text vs Non-fiction

Often the terms ldquoinformational textrdquo and ldquononfictionrdquo are used interchangeably I believe that they are not the same I believe informational text is a subcategorygenre of nonfiction Nonfiction includes any text that is factual Informational text differs from other types of nonfiction Informational text is meant to ldquoconvey information about the natural or social world typically from someone presumed to know that information to someone presumed not to with particular linguistic features such as headings and technical vocabulary to help accomplish that purposerdquo (Duke amp Bennett-Armistead)

In that sense it explains how autobiographies biographies recipes how-to-do texts and personal narratives are not informational texts but are non-fiction text Informational text tends to be more general and less personal or changing over time It seems to include facts that wonrsquot change Although both are expository texts there are still differences that classify them differently

Source Duke N K amp Bennett-Armistead V S with A Huxley D McLurkin E M Roberts C Rosen amp E Vogel (2003) Reading and writing informational text in the primary grades Research-based practices New York Scholastic

What is a booktalk You want to give enough of the plot to interest the

listeners but you are not giving a summary of the book

You dont want to give away the ending or important parts

You want to highlight the interesting points It is a great idea to include certain passages for

your listeners to grab their interest and make them want to read the book

It is great to end with a cliffhanger Booktalks are done for the whole class presented

orally and with the book in hand

How does it work Choose 3-4 books that fit into the

genreunit of study Present the books all on the same day Have students pick the book that most

interests them Break those groups into literature

circlesbook clubs or discussion buddiesgroups

Storytelling As a folk art storytelling is accessible to all ages and abilities No special equipment beyond the imagination and the power

of listening and speaking is needed to create artistic images As a learning tool storytelling can encourage students to

explore their unique expressiveness and can heighten a students ability to communicate thoughts and feelings in an articulate lucid manner

These benefits transcend the art experience to support daily life skills In our fast-paced media-driven world storytelling can be a nurturing way to remind children that their spoken words are powerful that listening is important and that clear communication between people is an art

Guest speakers can do the talking for you

httpwwwstoryartsorgclassroomindexhtml

Short StoriesChildrenrsquos BookGraphic Novels

Great hook for novels Can relate to theme of the books Allows all reading abilities to

participate Makes students more comfortable Accessible to students of all levels

Main Course-During Reading Activities

Literature CirclesBook Groups Focus Questions-Higher Order Response JournalsText Based Questions Slow it down to include informational text Discussion-whole classindividual ReadingWriting Workshops Visual Representations of Understanding-

charts and graph

Reading Workshop Richard Allington believes that effective elementary literacy

instruction incorporates six common features He labels them as the Six Ts

They are time texts teaching talk tasks and testing His many studies make it clear that students need lots of

time to read Its also important that the time spent reading is done in texts that are just right for the students Explicit teaching of reading strategies and skills followed by meaningful tasks are at the heart of what he believes readers need He also emphasizes the importance of providing time for readers to engage in authentic talk about their books Finally he believes testing should not be used to define students but rather to guide a teachers instruction so that she can help her readers grow

Reading Workshop I believe wholeheartedly in the

philosophy of reading workshop because if executed effectively it allows teachers to seamlessly incorporate these Six Ts into their reading instruction on a daily basis While it has taken me years to feel entirely comfortable with this reading workshop I cant imagine another way of teaching reading that would as effectively meet the needs of my readers

Writing Workshop Mini-Lesson (5-15minutes1) A short lesson focused on a

single topic that students need help with You donrsquot need to give a mini-lesson each day 2-3 times a week is usually just fine

1113123 Status of the Class (2-5minutes) A quick way of finding out what each student is working on

1113123 Writing Time (20-45minutes or more) Students write You can write andor conference with individual students or small groups

1113123 Sharing (5-15minutes)Writers read what they have written and seek feedback from their audience This does not have to be the final draft You can share your writing too

Great Site httpwwwttmsorgPDFs

0520Writers20Workshop20v00120(Full)pdf

Literature Circles A Literature Circle is a reading activity that

can be used at any grade level Each group usually consists of 4 to 6 members who meet periodically to discuss the book using an assigned role which helps guide the group in a discussion of the title they are all reading Roles can vary Literature Circles provide an opportunity for students to control their own learning to share thoughts concerns and their understanding of the events of the novel

Response Journals These can be student made or store

bought composition books Students are assigned a certain amount of

pages or chapters to read The student documents their opinions

feelings confusions connections to other literature or to their life and any thing else they want to include onto a journal sheet

This is collected at the end of the novel

Difference between theme and motifs

Theme is an overall ideahellip usually expressed in phrase form

Clicheacute phrases make great themes Motifs- a recurring object concept or

structure in a work of literature A motif may also be two contrasting elements in a work such as good and evil

CCSS (lets take a look) httpwwwcorestandardsorgassetsC

CSSI_ELA20Standardspdf

Problems with teaching novels

Students focus on vocabulary instead of content

Teachers do not offer a variety of novelsactivities at different levels

Teachers often inject their own view instead of allowing students to interpret stories on their own

Making sure it is of high literary meritrigor

Our Recipe Start with choices of varied novels Add a dash of excitement Blend in motivation and discussion Allow to simmer for a few days Served with a side of comprehension

and enjoyment Allow for an exciting menu of tasks Text-based questions to facilitate

reading and responding practice

Activity One Analyze text for rigor and relevance

Appetizers-Pre-Reading Activities

Booktalks Storytelling Short StoryChildrenrsquos Books Graphic Novels Informational text

Based on common corehellipdeemphasize Teacher should not be sherpa

Informational Text vs Non-fiction

Often the terms ldquoinformational textrdquo and ldquononfictionrdquo are used interchangeably I believe that they are not the same I believe informational text is a subcategorygenre of nonfiction Nonfiction includes any text that is factual Informational text differs from other types of nonfiction Informational text is meant to ldquoconvey information about the natural or social world typically from someone presumed to know that information to someone presumed not to with particular linguistic features such as headings and technical vocabulary to help accomplish that purposerdquo (Duke amp Bennett-Armistead)

In that sense it explains how autobiographies biographies recipes how-to-do texts and personal narratives are not informational texts but are non-fiction text Informational text tends to be more general and less personal or changing over time It seems to include facts that wonrsquot change Although both are expository texts there are still differences that classify them differently

Source Duke N K amp Bennett-Armistead V S with A Huxley D McLurkin E M Roberts C Rosen amp E Vogel (2003) Reading and writing informational text in the primary grades Research-based practices New York Scholastic

What is a booktalk You want to give enough of the plot to interest the

listeners but you are not giving a summary of the book

You dont want to give away the ending or important parts

You want to highlight the interesting points It is a great idea to include certain passages for

your listeners to grab their interest and make them want to read the book

It is great to end with a cliffhanger Booktalks are done for the whole class presented

orally and with the book in hand

How does it work Choose 3-4 books that fit into the

genreunit of study Present the books all on the same day Have students pick the book that most

interests them Break those groups into literature

circlesbook clubs or discussion buddiesgroups

Storytelling As a folk art storytelling is accessible to all ages and abilities No special equipment beyond the imagination and the power

of listening and speaking is needed to create artistic images As a learning tool storytelling can encourage students to

explore their unique expressiveness and can heighten a students ability to communicate thoughts and feelings in an articulate lucid manner

These benefits transcend the art experience to support daily life skills In our fast-paced media-driven world storytelling can be a nurturing way to remind children that their spoken words are powerful that listening is important and that clear communication between people is an art

Guest speakers can do the talking for you

httpwwwstoryartsorgclassroomindexhtml

Short StoriesChildrenrsquos BookGraphic Novels

Great hook for novels Can relate to theme of the books Allows all reading abilities to

participate Makes students more comfortable Accessible to students of all levels

Main Course-During Reading Activities

Literature CirclesBook Groups Focus Questions-Higher Order Response JournalsText Based Questions Slow it down to include informational text Discussion-whole classindividual ReadingWriting Workshops Visual Representations of Understanding-

charts and graph

Reading Workshop Richard Allington believes that effective elementary literacy

instruction incorporates six common features He labels them as the Six Ts

They are time texts teaching talk tasks and testing His many studies make it clear that students need lots of

time to read Its also important that the time spent reading is done in texts that are just right for the students Explicit teaching of reading strategies and skills followed by meaningful tasks are at the heart of what he believes readers need He also emphasizes the importance of providing time for readers to engage in authentic talk about their books Finally he believes testing should not be used to define students but rather to guide a teachers instruction so that she can help her readers grow

Reading Workshop I believe wholeheartedly in the

philosophy of reading workshop because if executed effectively it allows teachers to seamlessly incorporate these Six Ts into their reading instruction on a daily basis While it has taken me years to feel entirely comfortable with this reading workshop I cant imagine another way of teaching reading that would as effectively meet the needs of my readers

Writing Workshop Mini-Lesson (5-15minutes1) A short lesson focused on a

single topic that students need help with You donrsquot need to give a mini-lesson each day 2-3 times a week is usually just fine

1113123 Status of the Class (2-5minutes) A quick way of finding out what each student is working on

1113123 Writing Time (20-45minutes or more) Students write You can write andor conference with individual students or small groups

1113123 Sharing (5-15minutes)Writers read what they have written and seek feedback from their audience This does not have to be the final draft You can share your writing too

Great Site httpwwwttmsorgPDFs

0520Writers20Workshop20v00120(Full)pdf

Literature Circles A Literature Circle is a reading activity that

can be used at any grade level Each group usually consists of 4 to 6 members who meet periodically to discuss the book using an assigned role which helps guide the group in a discussion of the title they are all reading Roles can vary Literature Circles provide an opportunity for students to control their own learning to share thoughts concerns and their understanding of the events of the novel

Response Journals These can be student made or store

bought composition books Students are assigned a certain amount of

pages or chapters to read The student documents their opinions

feelings confusions connections to other literature or to their life and any thing else they want to include onto a journal sheet

This is collected at the end of the novel

Difference between theme and motifs

Theme is an overall ideahellip usually expressed in phrase form

Clicheacute phrases make great themes Motifs- a recurring object concept or

structure in a work of literature A motif may also be two contrasting elements in a work such as good and evil

CCSS (lets take a look) httpwwwcorestandardsorgassetsC

CSSI_ELA20Standardspdf

Our Recipe Start with choices of varied novels Add a dash of excitement Blend in motivation and discussion Allow to simmer for a few days Served with a side of comprehension

and enjoyment Allow for an exciting menu of tasks Text-based questions to facilitate

reading and responding practice

Activity One Analyze text for rigor and relevance

Appetizers-Pre-Reading Activities

Booktalks Storytelling Short StoryChildrenrsquos Books Graphic Novels Informational text

Based on common corehellipdeemphasize Teacher should not be sherpa

Informational Text vs Non-fiction

Often the terms ldquoinformational textrdquo and ldquononfictionrdquo are used interchangeably I believe that they are not the same I believe informational text is a subcategorygenre of nonfiction Nonfiction includes any text that is factual Informational text differs from other types of nonfiction Informational text is meant to ldquoconvey information about the natural or social world typically from someone presumed to know that information to someone presumed not to with particular linguistic features such as headings and technical vocabulary to help accomplish that purposerdquo (Duke amp Bennett-Armistead)

In that sense it explains how autobiographies biographies recipes how-to-do texts and personal narratives are not informational texts but are non-fiction text Informational text tends to be more general and less personal or changing over time It seems to include facts that wonrsquot change Although both are expository texts there are still differences that classify them differently

Source Duke N K amp Bennett-Armistead V S with A Huxley D McLurkin E M Roberts C Rosen amp E Vogel (2003) Reading and writing informational text in the primary grades Research-based practices New York Scholastic

What is a booktalk You want to give enough of the plot to interest the

listeners but you are not giving a summary of the book

You dont want to give away the ending or important parts

You want to highlight the interesting points It is a great idea to include certain passages for

your listeners to grab their interest and make them want to read the book

It is great to end with a cliffhanger Booktalks are done for the whole class presented

orally and with the book in hand

How does it work Choose 3-4 books that fit into the

genreunit of study Present the books all on the same day Have students pick the book that most

interests them Break those groups into literature

circlesbook clubs or discussion buddiesgroups

Storytelling As a folk art storytelling is accessible to all ages and abilities No special equipment beyond the imagination and the power

of listening and speaking is needed to create artistic images As a learning tool storytelling can encourage students to

explore their unique expressiveness and can heighten a students ability to communicate thoughts and feelings in an articulate lucid manner

These benefits transcend the art experience to support daily life skills In our fast-paced media-driven world storytelling can be a nurturing way to remind children that their spoken words are powerful that listening is important and that clear communication between people is an art

Guest speakers can do the talking for you

httpwwwstoryartsorgclassroomindexhtml

Short StoriesChildrenrsquos BookGraphic Novels

Great hook for novels Can relate to theme of the books Allows all reading abilities to

participate Makes students more comfortable Accessible to students of all levels

Main Course-During Reading Activities

Literature CirclesBook Groups Focus Questions-Higher Order Response JournalsText Based Questions Slow it down to include informational text Discussion-whole classindividual ReadingWriting Workshops Visual Representations of Understanding-

charts and graph

Reading Workshop Richard Allington believes that effective elementary literacy

instruction incorporates six common features He labels them as the Six Ts

They are time texts teaching talk tasks and testing His many studies make it clear that students need lots of

time to read Its also important that the time spent reading is done in texts that are just right for the students Explicit teaching of reading strategies and skills followed by meaningful tasks are at the heart of what he believes readers need He also emphasizes the importance of providing time for readers to engage in authentic talk about their books Finally he believes testing should not be used to define students but rather to guide a teachers instruction so that she can help her readers grow

Reading Workshop I believe wholeheartedly in the

philosophy of reading workshop because if executed effectively it allows teachers to seamlessly incorporate these Six Ts into their reading instruction on a daily basis While it has taken me years to feel entirely comfortable with this reading workshop I cant imagine another way of teaching reading that would as effectively meet the needs of my readers

Writing Workshop Mini-Lesson (5-15minutes1) A short lesson focused on a

single topic that students need help with You donrsquot need to give a mini-lesson each day 2-3 times a week is usually just fine

1113123 Status of the Class (2-5minutes) A quick way of finding out what each student is working on

1113123 Writing Time (20-45minutes or more) Students write You can write andor conference with individual students or small groups

1113123 Sharing (5-15minutes)Writers read what they have written and seek feedback from their audience This does not have to be the final draft You can share your writing too

Great Site httpwwwttmsorgPDFs

0520Writers20Workshop20v00120(Full)pdf

Literature Circles A Literature Circle is a reading activity that

can be used at any grade level Each group usually consists of 4 to 6 members who meet periodically to discuss the book using an assigned role which helps guide the group in a discussion of the title they are all reading Roles can vary Literature Circles provide an opportunity for students to control their own learning to share thoughts concerns and their understanding of the events of the novel

Response Journals These can be student made or store

bought composition books Students are assigned a certain amount of

pages or chapters to read The student documents their opinions

feelings confusions connections to other literature or to their life and any thing else they want to include onto a journal sheet

This is collected at the end of the novel

Difference between theme and motifs

Theme is an overall ideahellip usually expressed in phrase form

Clicheacute phrases make great themes Motifs- a recurring object concept or

structure in a work of literature A motif may also be two contrasting elements in a work such as good and evil

CCSS (lets take a look) httpwwwcorestandardsorgassetsC

CSSI_ELA20Standardspdf

Activity One Analyze text for rigor and relevance

Appetizers-Pre-Reading Activities

Booktalks Storytelling Short StoryChildrenrsquos Books Graphic Novels Informational text

Based on common corehellipdeemphasize Teacher should not be sherpa

Informational Text vs Non-fiction

Often the terms ldquoinformational textrdquo and ldquononfictionrdquo are used interchangeably I believe that they are not the same I believe informational text is a subcategorygenre of nonfiction Nonfiction includes any text that is factual Informational text differs from other types of nonfiction Informational text is meant to ldquoconvey information about the natural or social world typically from someone presumed to know that information to someone presumed not to with particular linguistic features such as headings and technical vocabulary to help accomplish that purposerdquo (Duke amp Bennett-Armistead)

In that sense it explains how autobiographies biographies recipes how-to-do texts and personal narratives are not informational texts but are non-fiction text Informational text tends to be more general and less personal or changing over time It seems to include facts that wonrsquot change Although both are expository texts there are still differences that classify them differently

Source Duke N K amp Bennett-Armistead V S with A Huxley D McLurkin E M Roberts C Rosen amp E Vogel (2003) Reading and writing informational text in the primary grades Research-based practices New York Scholastic

What is a booktalk You want to give enough of the plot to interest the

listeners but you are not giving a summary of the book

You dont want to give away the ending or important parts

You want to highlight the interesting points It is a great idea to include certain passages for

your listeners to grab their interest and make them want to read the book

It is great to end with a cliffhanger Booktalks are done for the whole class presented

orally and with the book in hand

How does it work Choose 3-4 books that fit into the

genreunit of study Present the books all on the same day Have students pick the book that most

interests them Break those groups into literature

circlesbook clubs or discussion buddiesgroups

Storytelling As a folk art storytelling is accessible to all ages and abilities No special equipment beyond the imagination and the power

of listening and speaking is needed to create artistic images As a learning tool storytelling can encourage students to

explore their unique expressiveness and can heighten a students ability to communicate thoughts and feelings in an articulate lucid manner

These benefits transcend the art experience to support daily life skills In our fast-paced media-driven world storytelling can be a nurturing way to remind children that their spoken words are powerful that listening is important and that clear communication between people is an art

Guest speakers can do the talking for you

httpwwwstoryartsorgclassroomindexhtml

Short StoriesChildrenrsquos BookGraphic Novels

Great hook for novels Can relate to theme of the books Allows all reading abilities to

participate Makes students more comfortable Accessible to students of all levels

Main Course-During Reading Activities

Literature CirclesBook Groups Focus Questions-Higher Order Response JournalsText Based Questions Slow it down to include informational text Discussion-whole classindividual ReadingWriting Workshops Visual Representations of Understanding-

charts and graph

Reading Workshop Richard Allington believes that effective elementary literacy

instruction incorporates six common features He labels them as the Six Ts

They are time texts teaching talk tasks and testing His many studies make it clear that students need lots of

time to read Its also important that the time spent reading is done in texts that are just right for the students Explicit teaching of reading strategies and skills followed by meaningful tasks are at the heart of what he believes readers need He also emphasizes the importance of providing time for readers to engage in authentic talk about their books Finally he believes testing should not be used to define students but rather to guide a teachers instruction so that she can help her readers grow

Reading Workshop I believe wholeheartedly in the

philosophy of reading workshop because if executed effectively it allows teachers to seamlessly incorporate these Six Ts into their reading instruction on a daily basis While it has taken me years to feel entirely comfortable with this reading workshop I cant imagine another way of teaching reading that would as effectively meet the needs of my readers

Writing Workshop Mini-Lesson (5-15minutes1) A short lesson focused on a

single topic that students need help with You donrsquot need to give a mini-lesson each day 2-3 times a week is usually just fine

1113123 Status of the Class (2-5minutes) A quick way of finding out what each student is working on

1113123 Writing Time (20-45minutes or more) Students write You can write andor conference with individual students or small groups

1113123 Sharing (5-15minutes)Writers read what they have written and seek feedback from their audience This does not have to be the final draft You can share your writing too

Great Site httpwwwttmsorgPDFs

0520Writers20Workshop20v00120(Full)pdf

Literature Circles A Literature Circle is a reading activity that

can be used at any grade level Each group usually consists of 4 to 6 members who meet periodically to discuss the book using an assigned role which helps guide the group in a discussion of the title they are all reading Roles can vary Literature Circles provide an opportunity for students to control their own learning to share thoughts concerns and their understanding of the events of the novel

Response Journals These can be student made or store

bought composition books Students are assigned a certain amount of

pages or chapters to read The student documents their opinions

feelings confusions connections to other literature or to their life and any thing else they want to include onto a journal sheet

This is collected at the end of the novel

Difference between theme and motifs

Theme is an overall ideahellip usually expressed in phrase form

Clicheacute phrases make great themes Motifs- a recurring object concept or

structure in a work of literature A motif may also be two contrasting elements in a work such as good and evil

CCSS (lets take a look) httpwwwcorestandardsorgassetsC

CSSI_ELA20Standardspdf

Appetizers-Pre-Reading Activities

Booktalks Storytelling Short StoryChildrenrsquos Books Graphic Novels Informational text

Based on common corehellipdeemphasize Teacher should not be sherpa

Informational Text vs Non-fiction

Often the terms ldquoinformational textrdquo and ldquononfictionrdquo are used interchangeably I believe that they are not the same I believe informational text is a subcategorygenre of nonfiction Nonfiction includes any text that is factual Informational text differs from other types of nonfiction Informational text is meant to ldquoconvey information about the natural or social world typically from someone presumed to know that information to someone presumed not to with particular linguistic features such as headings and technical vocabulary to help accomplish that purposerdquo (Duke amp Bennett-Armistead)

In that sense it explains how autobiographies biographies recipes how-to-do texts and personal narratives are not informational texts but are non-fiction text Informational text tends to be more general and less personal or changing over time It seems to include facts that wonrsquot change Although both are expository texts there are still differences that classify them differently

Source Duke N K amp Bennett-Armistead V S with A Huxley D McLurkin E M Roberts C Rosen amp E Vogel (2003) Reading and writing informational text in the primary grades Research-based practices New York Scholastic

What is a booktalk You want to give enough of the plot to interest the

listeners but you are not giving a summary of the book

You dont want to give away the ending or important parts

You want to highlight the interesting points It is a great idea to include certain passages for

your listeners to grab their interest and make them want to read the book

It is great to end with a cliffhanger Booktalks are done for the whole class presented

orally and with the book in hand

How does it work Choose 3-4 books that fit into the

genreunit of study Present the books all on the same day Have students pick the book that most

interests them Break those groups into literature

circlesbook clubs or discussion buddiesgroups

Storytelling As a folk art storytelling is accessible to all ages and abilities No special equipment beyond the imagination and the power

of listening and speaking is needed to create artistic images As a learning tool storytelling can encourage students to

explore their unique expressiveness and can heighten a students ability to communicate thoughts and feelings in an articulate lucid manner

These benefits transcend the art experience to support daily life skills In our fast-paced media-driven world storytelling can be a nurturing way to remind children that their spoken words are powerful that listening is important and that clear communication between people is an art

Guest speakers can do the talking for you

httpwwwstoryartsorgclassroomindexhtml

Short StoriesChildrenrsquos BookGraphic Novels

Great hook for novels Can relate to theme of the books Allows all reading abilities to

participate Makes students more comfortable Accessible to students of all levels

Main Course-During Reading Activities

Literature CirclesBook Groups Focus Questions-Higher Order Response JournalsText Based Questions Slow it down to include informational text Discussion-whole classindividual ReadingWriting Workshops Visual Representations of Understanding-

charts and graph

Reading Workshop Richard Allington believes that effective elementary literacy

instruction incorporates six common features He labels them as the Six Ts

They are time texts teaching talk tasks and testing His many studies make it clear that students need lots of

time to read Its also important that the time spent reading is done in texts that are just right for the students Explicit teaching of reading strategies and skills followed by meaningful tasks are at the heart of what he believes readers need He also emphasizes the importance of providing time for readers to engage in authentic talk about their books Finally he believes testing should not be used to define students but rather to guide a teachers instruction so that she can help her readers grow

Reading Workshop I believe wholeheartedly in the

philosophy of reading workshop because if executed effectively it allows teachers to seamlessly incorporate these Six Ts into their reading instruction on a daily basis While it has taken me years to feel entirely comfortable with this reading workshop I cant imagine another way of teaching reading that would as effectively meet the needs of my readers

Writing Workshop Mini-Lesson (5-15minutes1) A short lesson focused on a

single topic that students need help with You donrsquot need to give a mini-lesson each day 2-3 times a week is usually just fine

1113123 Status of the Class (2-5minutes) A quick way of finding out what each student is working on

1113123 Writing Time (20-45minutes or more) Students write You can write andor conference with individual students or small groups

1113123 Sharing (5-15minutes)Writers read what they have written and seek feedback from their audience This does not have to be the final draft You can share your writing too

Great Site httpwwwttmsorgPDFs

0520Writers20Workshop20v00120(Full)pdf

Literature Circles A Literature Circle is a reading activity that

can be used at any grade level Each group usually consists of 4 to 6 members who meet periodically to discuss the book using an assigned role which helps guide the group in a discussion of the title they are all reading Roles can vary Literature Circles provide an opportunity for students to control their own learning to share thoughts concerns and their understanding of the events of the novel

Response Journals These can be student made or store

bought composition books Students are assigned a certain amount of

pages or chapters to read The student documents their opinions

feelings confusions connections to other literature or to their life and any thing else they want to include onto a journal sheet

This is collected at the end of the novel

Difference between theme and motifs

Theme is an overall ideahellip usually expressed in phrase form

Clicheacute phrases make great themes Motifs- a recurring object concept or

structure in a work of literature A motif may also be two contrasting elements in a work such as good and evil

CCSS (lets take a look) httpwwwcorestandardsorgassetsC

CSSI_ELA20Standardspdf

Informational Text vs Non-fiction

Often the terms ldquoinformational textrdquo and ldquononfictionrdquo are used interchangeably I believe that they are not the same I believe informational text is a subcategorygenre of nonfiction Nonfiction includes any text that is factual Informational text differs from other types of nonfiction Informational text is meant to ldquoconvey information about the natural or social world typically from someone presumed to know that information to someone presumed not to with particular linguistic features such as headings and technical vocabulary to help accomplish that purposerdquo (Duke amp Bennett-Armistead)

In that sense it explains how autobiographies biographies recipes how-to-do texts and personal narratives are not informational texts but are non-fiction text Informational text tends to be more general and less personal or changing over time It seems to include facts that wonrsquot change Although both are expository texts there are still differences that classify them differently

Source Duke N K amp Bennett-Armistead V S with A Huxley D McLurkin E M Roberts C Rosen amp E Vogel (2003) Reading and writing informational text in the primary grades Research-based practices New York Scholastic

What is a booktalk You want to give enough of the plot to interest the

listeners but you are not giving a summary of the book

You dont want to give away the ending or important parts

You want to highlight the interesting points It is a great idea to include certain passages for

your listeners to grab their interest and make them want to read the book

It is great to end with a cliffhanger Booktalks are done for the whole class presented

orally and with the book in hand

How does it work Choose 3-4 books that fit into the

genreunit of study Present the books all on the same day Have students pick the book that most

interests them Break those groups into literature

circlesbook clubs or discussion buddiesgroups

Storytelling As a folk art storytelling is accessible to all ages and abilities No special equipment beyond the imagination and the power

of listening and speaking is needed to create artistic images As a learning tool storytelling can encourage students to

explore their unique expressiveness and can heighten a students ability to communicate thoughts and feelings in an articulate lucid manner

These benefits transcend the art experience to support daily life skills In our fast-paced media-driven world storytelling can be a nurturing way to remind children that their spoken words are powerful that listening is important and that clear communication between people is an art

Guest speakers can do the talking for you

httpwwwstoryartsorgclassroomindexhtml

Short StoriesChildrenrsquos BookGraphic Novels

Great hook for novels Can relate to theme of the books Allows all reading abilities to

participate Makes students more comfortable Accessible to students of all levels

Main Course-During Reading Activities

Literature CirclesBook Groups Focus Questions-Higher Order Response JournalsText Based Questions Slow it down to include informational text Discussion-whole classindividual ReadingWriting Workshops Visual Representations of Understanding-

charts and graph

Reading Workshop Richard Allington believes that effective elementary literacy

instruction incorporates six common features He labels them as the Six Ts

They are time texts teaching talk tasks and testing His many studies make it clear that students need lots of

time to read Its also important that the time spent reading is done in texts that are just right for the students Explicit teaching of reading strategies and skills followed by meaningful tasks are at the heart of what he believes readers need He also emphasizes the importance of providing time for readers to engage in authentic talk about their books Finally he believes testing should not be used to define students but rather to guide a teachers instruction so that she can help her readers grow

Reading Workshop I believe wholeheartedly in the

philosophy of reading workshop because if executed effectively it allows teachers to seamlessly incorporate these Six Ts into their reading instruction on a daily basis While it has taken me years to feel entirely comfortable with this reading workshop I cant imagine another way of teaching reading that would as effectively meet the needs of my readers

Writing Workshop Mini-Lesson (5-15minutes1) A short lesson focused on a

single topic that students need help with You donrsquot need to give a mini-lesson each day 2-3 times a week is usually just fine

1113123 Status of the Class (2-5minutes) A quick way of finding out what each student is working on

1113123 Writing Time (20-45minutes or more) Students write You can write andor conference with individual students or small groups

1113123 Sharing (5-15minutes)Writers read what they have written and seek feedback from their audience This does not have to be the final draft You can share your writing too

Great Site httpwwwttmsorgPDFs

0520Writers20Workshop20v00120(Full)pdf

Literature Circles A Literature Circle is a reading activity that

can be used at any grade level Each group usually consists of 4 to 6 members who meet periodically to discuss the book using an assigned role which helps guide the group in a discussion of the title they are all reading Roles can vary Literature Circles provide an opportunity for students to control their own learning to share thoughts concerns and their understanding of the events of the novel

Response Journals These can be student made or store

bought composition books Students are assigned a certain amount of

pages or chapters to read The student documents their opinions

feelings confusions connections to other literature or to their life and any thing else they want to include onto a journal sheet

This is collected at the end of the novel

Difference between theme and motifs

Theme is an overall ideahellip usually expressed in phrase form

Clicheacute phrases make great themes Motifs- a recurring object concept or

structure in a work of literature A motif may also be two contrasting elements in a work such as good and evil

CCSS (lets take a look) httpwwwcorestandardsorgassetsC

CSSI_ELA20Standardspdf

In that sense it explains how autobiographies biographies recipes how-to-do texts and personal narratives are not informational texts but are non-fiction text Informational text tends to be more general and less personal or changing over time It seems to include facts that wonrsquot change Although both are expository texts there are still differences that classify them differently

Source Duke N K amp Bennett-Armistead V S with A Huxley D McLurkin E M Roberts C Rosen amp E Vogel (2003) Reading and writing informational text in the primary grades Research-based practices New York Scholastic

What is a booktalk You want to give enough of the plot to interest the

listeners but you are not giving a summary of the book

You dont want to give away the ending or important parts

You want to highlight the interesting points It is a great idea to include certain passages for

your listeners to grab their interest and make them want to read the book

It is great to end with a cliffhanger Booktalks are done for the whole class presented

orally and with the book in hand

How does it work Choose 3-4 books that fit into the

genreunit of study Present the books all on the same day Have students pick the book that most

interests them Break those groups into literature

circlesbook clubs or discussion buddiesgroups

Storytelling As a folk art storytelling is accessible to all ages and abilities No special equipment beyond the imagination and the power

of listening and speaking is needed to create artistic images As a learning tool storytelling can encourage students to

explore their unique expressiveness and can heighten a students ability to communicate thoughts and feelings in an articulate lucid manner

These benefits transcend the art experience to support daily life skills In our fast-paced media-driven world storytelling can be a nurturing way to remind children that their spoken words are powerful that listening is important and that clear communication between people is an art

Guest speakers can do the talking for you

httpwwwstoryartsorgclassroomindexhtml

Short StoriesChildrenrsquos BookGraphic Novels

Great hook for novels Can relate to theme of the books Allows all reading abilities to

participate Makes students more comfortable Accessible to students of all levels

Main Course-During Reading Activities

Literature CirclesBook Groups Focus Questions-Higher Order Response JournalsText Based Questions Slow it down to include informational text Discussion-whole classindividual ReadingWriting Workshops Visual Representations of Understanding-

charts and graph

Reading Workshop Richard Allington believes that effective elementary literacy

instruction incorporates six common features He labels them as the Six Ts

They are time texts teaching talk tasks and testing His many studies make it clear that students need lots of

time to read Its also important that the time spent reading is done in texts that are just right for the students Explicit teaching of reading strategies and skills followed by meaningful tasks are at the heart of what he believes readers need He also emphasizes the importance of providing time for readers to engage in authentic talk about their books Finally he believes testing should not be used to define students but rather to guide a teachers instruction so that she can help her readers grow

Reading Workshop I believe wholeheartedly in the

philosophy of reading workshop because if executed effectively it allows teachers to seamlessly incorporate these Six Ts into their reading instruction on a daily basis While it has taken me years to feel entirely comfortable with this reading workshop I cant imagine another way of teaching reading that would as effectively meet the needs of my readers

Writing Workshop Mini-Lesson (5-15minutes1) A short lesson focused on a

single topic that students need help with You donrsquot need to give a mini-lesson each day 2-3 times a week is usually just fine

1113123 Status of the Class (2-5minutes) A quick way of finding out what each student is working on

1113123 Writing Time (20-45minutes or more) Students write You can write andor conference with individual students or small groups

1113123 Sharing (5-15minutes)Writers read what they have written and seek feedback from their audience This does not have to be the final draft You can share your writing too

Great Site httpwwwttmsorgPDFs

0520Writers20Workshop20v00120(Full)pdf

Literature Circles A Literature Circle is a reading activity that

can be used at any grade level Each group usually consists of 4 to 6 members who meet periodically to discuss the book using an assigned role which helps guide the group in a discussion of the title they are all reading Roles can vary Literature Circles provide an opportunity for students to control their own learning to share thoughts concerns and their understanding of the events of the novel

Response Journals These can be student made or store

bought composition books Students are assigned a certain amount of

pages or chapters to read The student documents their opinions

feelings confusions connections to other literature or to their life and any thing else they want to include onto a journal sheet

This is collected at the end of the novel

Difference between theme and motifs

Theme is an overall ideahellip usually expressed in phrase form

Clicheacute phrases make great themes Motifs- a recurring object concept or

structure in a work of literature A motif may also be two contrasting elements in a work such as good and evil

CCSS (lets take a look) httpwwwcorestandardsorgassetsC

CSSI_ELA20Standardspdf

What is a booktalk You want to give enough of the plot to interest the

listeners but you are not giving a summary of the book

You dont want to give away the ending or important parts

You want to highlight the interesting points It is a great idea to include certain passages for

your listeners to grab their interest and make them want to read the book

It is great to end with a cliffhanger Booktalks are done for the whole class presented

orally and with the book in hand

How does it work Choose 3-4 books that fit into the

genreunit of study Present the books all on the same day Have students pick the book that most

interests them Break those groups into literature

circlesbook clubs or discussion buddiesgroups

Storytelling As a folk art storytelling is accessible to all ages and abilities No special equipment beyond the imagination and the power

of listening and speaking is needed to create artistic images As a learning tool storytelling can encourage students to

explore their unique expressiveness and can heighten a students ability to communicate thoughts and feelings in an articulate lucid manner

These benefits transcend the art experience to support daily life skills In our fast-paced media-driven world storytelling can be a nurturing way to remind children that their spoken words are powerful that listening is important and that clear communication between people is an art

Guest speakers can do the talking for you

httpwwwstoryartsorgclassroomindexhtml

Short StoriesChildrenrsquos BookGraphic Novels

Great hook for novels Can relate to theme of the books Allows all reading abilities to

participate Makes students more comfortable Accessible to students of all levels

Main Course-During Reading Activities

Literature CirclesBook Groups Focus Questions-Higher Order Response JournalsText Based Questions Slow it down to include informational text Discussion-whole classindividual ReadingWriting Workshops Visual Representations of Understanding-

charts and graph

Reading Workshop Richard Allington believes that effective elementary literacy

instruction incorporates six common features He labels them as the Six Ts

They are time texts teaching talk tasks and testing His many studies make it clear that students need lots of

time to read Its also important that the time spent reading is done in texts that are just right for the students Explicit teaching of reading strategies and skills followed by meaningful tasks are at the heart of what he believes readers need He also emphasizes the importance of providing time for readers to engage in authentic talk about their books Finally he believes testing should not be used to define students but rather to guide a teachers instruction so that she can help her readers grow

Reading Workshop I believe wholeheartedly in the

philosophy of reading workshop because if executed effectively it allows teachers to seamlessly incorporate these Six Ts into their reading instruction on a daily basis While it has taken me years to feel entirely comfortable with this reading workshop I cant imagine another way of teaching reading that would as effectively meet the needs of my readers

Writing Workshop Mini-Lesson (5-15minutes1) A short lesson focused on a

single topic that students need help with You donrsquot need to give a mini-lesson each day 2-3 times a week is usually just fine

1113123 Status of the Class (2-5minutes) A quick way of finding out what each student is working on

1113123 Writing Time (20-45minutes or more) Students write You can write andor conference with individual students or small groups

1113123 Sharing (5-15minutes)Writers read what they have written and seek feedback from their audience This does not have to be the final draft You can share your writing too

Great Site httpwwwttmsorgPDFs

0520Writers20Workshop20v00120(Full)pdf

Literature Circles A Literature Circle is a reading activity that

can be used at any grade level Each group usually consists of 4 to 6 members who meet periodically to discuss the book using an assigned role which helps guide the group in a discussion of the title they are all reading Roles can vary Literature Circles provide an opportunity for students to control their own learning to share thoughts concerns and their understanding of the events of the novel

Response Journals These can be student made or store

bought composition books Students are assigned a certain amount of

pages or chapters to read The student documents their opinions

feelings confusions connections to other literature or to their life and any thing else they want to include onto a journal sheet

This is collected at the end of the novel

Difference between theme and motifs

Theme is an overall ideahellip usually expressed in phrase form

Clicheacute phrases make great themes Motifs- a recurring object concept or

structure in a work of literature A motif may also be two contrasting elements in a work such as good and evil

CCSS (lets take a look) httpwwwcorestandardsorgassetsC

CSSI_ELA20Standardspdf

How does it work Choose 3-4 books that fit into the

genreunit of study Present the books all on the same day Have students pick the book that most

interests them Break those groups into literature

circlesbook clubs or discussion buddiesgroups

Storytelling As a folk art storytelling is accessible to all ages and abilities No special equipment beyond the imagination and the power

of listening and speaking is needed to create artistic images As a learning tool storytelling can encourage students to

explore their unique expressiveness and can heighten a students ability to communicate thoughts and feelings in an articulate lucid manner

These benefits transcend the art experience to support daily life skills In our fast-paced media-driven world storytelling can be a nurturing way to remind children that their spoken words are powerful that listening is important and that clear communication between people is an art

Guest speakers can do the talking for you

httpwwwstoryartsorgclassroomindexhtml

Short StoriesChildrenrsquos BookGraphic Novels

Great hook for novels Can relate to theme of the books Allows all reading abilities to

participate Makes students more comfortable Accessible to students of all levels

Main Course-During Reading Activities

Literature CirclesBook Groups Focus Questions-Higher Order Response JournalsText Based Questions Slow it down to include informational text Discussion-whole classindividual ReadingWriting Workshops Visual Representations of Understanding-

charts and graph

Reading Workshop Richard Allington believes that effective elementary literacy

instruction incorporates six common features He labels them as the Six Ts

They are time texts teaching talk tasks and testing His many studies make it clear that students need lots of

time to read Its also important that the time spent reading is done in texts that are just right for the students Explicit teaching of reading strategies and skills followed by meaningful tasks are at the heart of what he believes readers need He also emphasizes the importance of providing time for readers to engage in authentic talk about their books Finally he believes testing should not be used to define students but rather to guide a teachers instruction so that she can help her readers grow

Reading Workshop I believe wholeheartedly in the

philosophy of reading workshop because if executed effectively it allows teachers to seamlessly incorporate these Six Ts into their reading instruction on a daily basis While it has taken me years to feel entirely comfortable with this reading workshop I cant imagine another way of teaching reading that would as effectively meet the needs of my readers

Writing Workshop Mini-Lesson (5-15minutes1) A short lesson focused on a

single topic that students need help with You donrsquot need to give a mini-lesson each day 2-3 times a week is usually just fine

1113123 Status of the Class (2-5minutes) A quick way of finding out what each student is working on

1113123 Writing Time (20-45minutes or more) Students write You can write andor conference with individual students or small groups

1113123 Sharing (5-15minutes)Writers read what they have written and seek feedback from their audience This does not have to be the final draft You can share your writing too

Great Site httpwwwttmsorgPDFs

0520Writers20Workshop20v00120(Full)pdf

Literature Circles A Literature Circle is a reading activity that

can be used at any grade level Each group usually consists of 4 to 6 members who meet periodically to discuss the book using an assigned role which helps guide the group in a discussion of the title they are all reading Roles can vary Literature Circles provide an opportunity for students to control their own learning to share thoughts concerns and their understanding of the events of the novel

Response Journals These can be student made or store

bought composition books Students are assigned a certain amount of

pages or chapters to read The student documents their opinions

feelings confusions connections to other literature or to their life and any thing else they want to include onto a journal sheet

This is collected at the end of the novel

Difference between theme and motifs

Theme is an overall ideahellip usually expressed in phrase form

Clicheacute phrases make great themes Motifs- a recurring object concept or

structure in a work of literature A motif may also be two contrasting elements in a work such as good and evil

CCSS (lets take a look) httpwwwcorestandardsorgassetsC

CSSI_ELA20Standardspdf

Storytelling As a folk art storytelling is accessible to all ages and abilities No special equipment beyond the imagination and the power

of listening and speaking is needed to create artistic images As a learning tool storytelling can encourage students to

explore their unique expressiveness and can heighten a students ability to communicate thoughts and feelings in an articulate lucid manner

These benefits transcend the art experience to support daily life skills In our fast-paced media-driven world storytelling can be a nurturing way to remind children that their spoken words are powerful that listening is important and that clear communication between people is an art

Guest speakers can do the talking for you

httpwwwstoryartsorgclassroomindexhtml

Short StoriesChildrenrsquos BookGraphic Novels

Great hook for novels Can relate to theme of the books Allows all reading abilities to

participate Makes students more comfortable Accessible to students of all levels

Main Course-During Reading Activities

Literature CirclesBook Groups Focus Questions-Higher Order Response JournalsText Based Questions Slow it down to include informational text Discussion-whole classindividual ReadingWriting Workshops Visual Representations of Understanding-

charts and graph

Reading Workshop Richard Allington believes that effective elementary literacy

instruction incorporates six common features He labels them as the Six Ts

They are time texts teaching talk tasks and testing His many studies make it clear that students need lots of

time to read Its also important that the time spent reading is done in texts that are just right for the students Explicit teaching of reading strategies and skills followed by meaningful tasks are at the heart of what he believes readers need He also emphasizes the importance of providing time for readers to engage in authentic talk about their books Finally he believes testing should not be used to define students but rather to guide a teachers instruction so that she can help her readers grow

Reading Workshop I believe wholeheartedly in the

philosophy of reading workshop because if executed effectively it allows teachers to seamlessly incorporate these Six Ts into their reading instruction on a daily basis While it has taken me years to feel entirely comfortable with this reading workshop I cant imagine another way of teaching reading that would as effectively meet the needs of my readers

Writing Workshop Mini-Lesson (5-15minutes1) A short lesson focused on a

single topic that students need help with You donrsquot need to give a mini-lesson each day 2-3 times a week is usually just fine

1113123 Status of the Class (2-5minutes) A quick way of finding out what each student is working on

1113123 Writing Time (20-45minutes or more) Students write You can write andor conference with individual students or small groups

1113123 Sharing (5-15minutes)Writers read what they have written and seek feedback from their audience This does not have to be the final draft You can share your writing too

Great Site httpwwwttmsorgPDFs

0520Writers20Workshop20v00120(Full)pdf

Literature Circles A Literature Circle is a reading activity that

can be used at any grade level Each group usually consists of 4 to 6 members who meet periodically to discuss the book using an assigned role which helps guide the group in a discussion of the title they are all reading Roles can vary Literature Circles provide an opportunity for students to control their own learning to share thoughts concerns and their understanding of the events of the novel

Response Journals These can be student made or store

bought composition books Students are assigned a certain amount of

pages or chapters to read The student documents their opinions

feelings confusions connections to other literature or to their life and any thing else they want to include onto a journal sheet

This is collected at the end of the novel

Difference between theme and motifs

Theme is an overall ideahellip usually expressed in phrase form

Clicheacute phrases make great themes Motifs- a recurring object concept or

structure in a work of literature A motif may also be two contrasting elements in a work such as good and evil

CCSS (lets take a look) httpwwwcorestandardsorgassetsC

CSSI_ELA20Standardspdf

Short StoriesChildrenrsquos BookGraphic Novels

Great hook for novels Can relate to theme of the books Allows all reading abilities to

participate Makes students more comfortable Accessible to students of all levels

Main Course-During Reading Activities

Literature CirclesBook Groups Focus Questions-Higher Order Response JournalsText Based Questions Slow it down to include informational text Discussion-whole classindividual ReadingWriting Workshops Visual Representations of Understanding-

charts and graph

Reading Workshop Richard Allington believes that effective elementary literacy

instruction incorporates six common features He labels them as the Six Ts

They are time texts teaching talk tasks and testing His many studies make it clear that students need lots of

time to read Its also important that the time spent reading is done in texts that are just right for the students Explicit teaching of reading strategies and skills followed by meaningful tasks are at the heart of what he believes readers need He also emphasizes the importance of providing time for readers to engage in authentic talk about their books Finally he believes testing should not be used to define students but rather to guide a teachers instruction so that she can help her readers grow

Reading Workshop I believe wholeheartedly in the

philosophy of reading workshop because if executed effectively it allows teachers to seamlessly incorporate these Six Ts into their reading instruction on a daily basis While it has taken me years to feel entirely comfortable with this reading workshop I cant imagine another way of teaching reading that would as effectively meet the needs of my readers

Writing Workshop Mini-Lesson (5-15minutes1) A short lesson focused on a

single topic that students need help with You donrsquot need to give a mini-lesson each day 2-3 times a week is usually just fine

1113123 Status of the Class (2-5minutes) A quick way of finding out what each student is working on

1113123 Writing Time (20-45minutes or more) Students write You can write andor conference with individual students or small groups

1113123 Sharing (5-15minutes)Writers read what they have written and seek feedback from their audience This does not have to be the final draft You can share your writing too

Great Site httpwwwttmsorgPDFs

0520Writers20Workshop20v00120(Full)pdf

Literature Circles A Literature Circle is a reading activity that

can be used at any grade level Each group usually consists of 4 to 6 members who meet periodically to discuss the book using an assigned role which helps guide the group in a discussion of the title they are all reading Roles can vary Literature Circles provide an opportunity for students to control their own learning to share thoughts concerns and their understanding of the events of the novel

Response Journals These can be student made or store

bought composition books Students are assigned a certain amount of

pages or chapters to read The student documents their opinions

feelings confusions connections to other literature or to their life and any thing else they want to include onto a journal sheet

This is collected at the end of the novel

Difference between theme and motifs

Theme is an overall ideahellip usually expressed in phrase form

Clicheacute phrases make great themes Motifs- a recurring object concept or

structure in a work of literature A motif may also be two contrasting elements in a work such as good and evil

CCSS (lets take a look) httpwwwcorestandardsorgassetsC

CSSI_ELA20Standardspdf

Main Course-During Reading Activities

Literature CirclesBook Groups Focus Questions-Higher Order Response JournalsText Based Questions Slow it down to include informational text Discussion-whole classindividual ReadingWriting Workshops Visual Representations of Understanding-

charts and graph

Reading Workshop Richard Allington believes that effective elementary literacy

instruction incorporates six common features He labels them as the Six Ts

They are time texts teaching talk tasks and testing His many studies make it clear that students need lots of

time to read Its also important that the time spent reading is done in texts that are just right for the students Explicit teaching of reading strategies and skills followed by meaningful tasks are at the heart of what he believes readers need He also emphasizes the importance of providing time for readers to engage in authentic talk about their books Finally he believes testing should not be used to define students but rather to guide a teachers instruction so that she can help her readers grow

Reading Workshop I believe wholeheartedly in the

philosophy of reading workshop because if executed effectively it allows teachers to seamlessly incorporate these Six Ts into their reading instruction on a daily basis While it has taken me years to feel entirely comfortable with this reading workshop I cant imagine another way of teaching reading that would as effectively meet the needs of my readers

Writing Workshop Mini-Lesson (5-15minutes1) A short lesson focused on a

single topic that students need help with You donrsquot need to give a mini-lesson each day 2-3 times a week is usually just fine

1113123 Status of the Class (2-5minutes) A quick way of finding out what each student is working on

1113123 Writing Time (20-45minutes or more) Students write You can write andor conference with individual students or small groups

1113123 Sharing (5-15minutes)Writers read what they have written and seek feedback from their audience This does not have to be the final draft You can share your writing too

Great Site httpwwwttmsorgPDFs

0520Writers20Workshop20v00120(Full)pdf

Literature Circles A Literature Circle is a reading activity that

can be used at any grade level Each group usually consists of 4 to 6 members who meet periodically to discuss the book using an assigned role which helps guide the group in a discussion of the title they are all reading Roles can vary Literature Circles provide an opportunity for students to control their own learning to share thoughts concerns and their understanding of the events of the novel

Response Journals These can be student made or store

bought composition books Students are assigned a certain amount of

pages or chapters to read The student documents their opinions

feelings confusions connections to other literature or to their life and any thing else they want to include onto a journal sheet

This is collected at the end of the novel

Difference between theme and motifs

Theme is an overall ideahellip usually expressed in phrase form

Clicheacute phrases make great themes Motifs- a recurring object concept or

structure in a work of literature A motif may also be two contrasting elements in a work such as good and evil

CCSS (lets take a look) httpwwwcorestandardsorgassetsC

CSSI_ELA20Standardspdf

Reading Workshop Richard Allington believes that effective elementary literacy

instruction incorporates six common features He labels them as the Six Ts

They are time texts teaching talk tasks and testing His many studies make it clear that students need lots of

time to read Its also important that the time spent reading is done in texts that are just right for the students Explicit teaching of reading strategies and skills followed by meaningful tasks are at the heart of what he believes readers need He also emphasizes the importance of providing time for readers to engage in authentic talk about their books Finally he believes testing should not be used to define students but rather to guide a teachers instruction so that she can help her readers grow

Reading Workshop I believe wholeheartedly in the

philosophy of reading workshop because if executed effectively it allows teachers to seamlessly incorporate these Six Ts into their reading instruction on a daily basis While it has taken me years to feel entirely comfortable with this reading workshop I cant imagine another way of teaching reading that would as effectively meet the needs of my readers

Writing Workshop Mini-Lesson (5-15minutes1) A short lesson focused on a

single topic that students need help with You donrsquot need to give a mini-lesson each day 2-3 times a week is usually just fine

1113123 Status of the Class (2-5minutes) A quick way of finding out what each student is working on

1113123 Writing Time (20-45minutes or more) Students write You can write andor conference with individual students or small groups

1113123 Sharing (5-15minutes)Writers read what they have written and seek feedback from their audience This does not have to be the final draft You can share your writing too

Great Site httpwwwttmsorgPDFs

0520Writers20Workshop20v00120(Full)pdf

Literature Circles A Literature Circle is a reading activity that

can be used at any grade level Each group usually consists of 4 to 6 members who meet periodically to discuss the book using an assigned role which helps guide the group in a discussion of the title they are all reading Roles can vary Literature Circles provide an opportunity for students to control their own learning to share thoughts concerns and their understanding of the events of the novel

Response Journals These can be student made or store

bought composition books Students are assigned a certain amount of

pages or chapters to read The student documents their opinions

feelings confusions connections to other literature or to their life and any thing else they want to include onto a journal sheet

This is collected at the end of the novel

Difference between theme and motifs

Theme is an overall ideahellip usually expressed in phrase form

Clicheacute phrases make great themes Motifs- a recurring object concept or

structure in a work of literature A motif may also be two contrasting elements in a work such as good and evil

CCSS (lets take a look) httpwwwcorestandardsorgassetsC

CSSI_ELA20Standardspdf

Reading Workshop I believe wholeheartedly in the

philosophy of reading workshop because if executed effectively it allows teachers to seamlessly incorporate these Six Ts into their reading instruction on a daily basis While it has taken me years to feel entirely comfortable with this reading workshop I cant imagine another way of teaching reading that would as effectively meet the needs of my readers

Writing Workshop Mini-Lesson (5-15minutes1) A short lesson focused on a

single topic that students need help with You donrsquot need to give a mini-lesson each day 2-3 times a week is usually just fine

1113123 Status of the Class (2-5minutes) A quick way of finding out what each student is working on

1113123 Writing Time (20-45minutes or more) Students write You can write andor conference with individual students or small groups

1113123 Sharing (5-15minutes)Writers read what they have written and seek feedback from their audience This does not have to be the final draft You can share your writing too

Great Site httpwwwttmsorgPDFs

0520Writers20Workshop20v00120(Full)pdf

Literature Circles A Literature Circle is a reading activity that

can be used at any grade level Each group usually consists of 4 to 6 members who meet periodically to discuss the book using an assigned role which helps guide the group in a discussion of the title they are all reading Roles can vary Literature Circles provide an opportunity for students to control their own learning to share thoughts concerns and their understanding of the events of the novel

Response Journals These can be student made or store

bought composition books Students are assigned a certain amount of

pages or chapters to read The student documents their opinions

feelings confusions connections to other literature or to their life and any thing else they want to include onto a journal sheet

This is collected at the end of the novel

Difference between theme and motifs

Theme is an overall ideahellip usually expressed in phrase form

Clicheacute phrases make great themes Motifs- a recurring object concept or

structure in a work of literature A motif may also be two contrasting elements in a work such as good and evil

CCSS (lets take a look) httpwwwcorestandardsorgassetsC

CSSI_ELA20Standardspdf

Writing Workshop Mini-Lesson (5-15minutes1) A short lesson focused on a

single topic that students need help with You donrsquot need to give a mini-lesson each day 2-3 times a week is usually just fine

1113123 Status of the Class (2-5minutes) A quick way of finding out what each student is working on

1113123 Writing Time (20-45minutes or more) Students write You can write andor conference with individual students or small groups

1113123 Sharing (5-15minutes)Writers read what they have written and seek feedback from their audience This does not have to be the final draft You can share your writing too

Great Site httpwwwttmsorgPDFs

0520Writers20Workshop20v00120(Full)pdf

Literature Circles A Literature Circle is a reading activity that

can be used at any grade level Each group usually consists of 4 to 6 members who meet periodically to discuss the book using an assigned role which helps guide the group in a discussion of the title they are all reading Roles can vary Literature Circles provide an opportunity for students to control their own learning to share thoughts concerns and their understanding of the events of the novel

Response Journals These can be student made or store

bought composition books Students are assigned a certain amount of

pages or chapters to read The student documents their opinions

feelings confusions connections to other literature or to their life and any thing else they want to include onto a journal sheet

This is collected at the end of the novel

Difference between theme and motifs

Theme is an overall ideahellip usually expressed in phrase form

Clicheacute phrases make great themes Motifs- a recurring object concept or

structure in a work of literature A motif may also be two contrasting elements in a work such as good and evil

CCSS (lets take a look) httpwwwcorestandardsorgassetsC

CSSI_ELA20Standardspdf

Great Site httpwwwttmsorgPDFs

0520Writers20Workshop20v00120(Full)pdf

Literature Circles A Literature Circle is a reading activity that

can be used at any grade level Each group usually consists of 4 to 6 members who meet periodically to discuss the book using an assigned role which helps guide the group in a discussion of the title they are all reading Roles can vary Literature Circles provide an opportunity for students to control their own learning to share thoughts concerns and their understanding of the events of the novel

Response Journals These can be student made or store

bought composition books Students are assigned a certain amount of

pages or chapters to read The student documents their opinions

feelings confusions connections to other literature or to their life and any thing else they want to include onto a journal sheet

This is collected at the end of the novel

Difference between theme and motifs

Theme is an overall ideahellip usually expressed in phrase form

Clicheacute phrases make great themes Motifs- a recurring object concept or

structure in a work of literature A motif may also be two contrasting elements in a work such as good and evil

CCSS (lets take a look) httpwwwcorestandardsorgassetsC

CSSI_ELA20Standardspdf

Literature Circles A Literature Circle is a reading activity that

can be used at any grade level Each group usually consists of 4 to 6 members who meet periodically to discuss the book using an assigned role which helps guide the group in a discussion of the title they are all reading Roles can vary Literature Circles provide an opportunity for students to control their own learning to share thoughts concerns and their understanding of the events of the novel

Response Journals These can be student made or store

bought composition books Students are assigned a certain amount of

pages or chapters to read The student documents their opinions

feelings confusions connections to other literature or to their life and any thing else they want to include onto a journal sheet

This is collected at the end of the novel

Difference between theme and motifs

Theme is an overall ideahellip usually expressed in phrase form

Clicheacute phrases make great themes Motifs- a recurring object concept or

structure in a work of literature A motif may also be two contrasting elements in a work such as good and evil

CCSS (lets take a look) httpwwwcorestandardsorgassetsC

CSSI_ELA20Standardspdf

Response Journals These can be student made or store

bought composition books Students are assigned a certain amount of

pages or chapters to read The student documents their opinions

feelings confusions connections to other literature or to their life and any thing else they want to include onto a journal sheet

This is collected at the end of the novel

Difference between theme and motifs

Theme is an overall ideahellip usually expressed in phrase form

Clicheacute phrases make great themes Motifs- a recurring object concept or

structure in a work of literature A motif may also be two contrasting elements in a work such as good and evil

CCSS (lets take a look) httpwwwcorestandardsorgassetsC

CSSI_ELA20Standardspdf

Difference between theme and motifs

Theme is an overall ideahellip usually expressed in phrase form

Clicheacute phrases make great themes Motifs- a recurring object concept or

structure in a work of literature A motif may also be two contrasting elements in a work such as good and evil

CCSS (lets take a look) httpwwwcorestandardsorgassetsC

CSSI_ELA20Standardspdf

CCSS (lets take a look) httpwwwcorestandardsorgassetsC

CSSI_ELA20Standardspdf

Example Thematic Arrangement for an ELA class

4th Nine Weeks Theme Respect is harder earned than lost Writing Workshop Free ChoiceResponse to literature Other Writings Speech Novels Stories Poems Drama Covered Ruby Bridges by Ruby Bridges Harriet Tubman Conductor of the Underground Railroad by Ann Petry Political Cartoons ldquoLetters from Birmingham Jailrdquo Martin L King Jr ldquoGettysburg Addressrdquo by Abraham Lincoln Other speeches-listening using YouTube and LPB ldquoOh Captain My Captainrdquo by Walt Whitman ldquoI too sing Americardquo by Langston Hughes ldquoThe Railway Trainrdquo by Emily Dickenson The People Could Fly by Virginia Hamilton

Fosters Independence NO more we canrsquotthey canrsquot Set high limitsthey will get it I canI will No more handholding Keep Scaffolding upnever take it down Facilitator not the answer provider

Desserts-After Reading Activities

Task Menu Tic-Tac-Toe100rsquos chart-more rigor and

relevance Body Biography Debate ABC Summary with Text Based

Evidence Readerrsquos TheatreRadio Show (ties in

goals of CCSS on speaking and listening

Theme is important The students will be reading such a

variety of text it is imperative that they are connect in some way We should not be tied to genre Emphasize theme based text to relate items

Fiction needs to still be available but informational text helps support it

Body Biography

Motivation Techniques

Choice Text variety Cross-CurricularThematic Learning SSR-Reading Program 60 of classroom time is class

discussion per CCSS instead

Suggested Websites for Great Booklists

Reluctant Readers httpwwwalaorgalamgrpsdivsyalsa

booklistsawardsquickpicksqphomecfm

On Grade Level Readers httpwwwalaorgalamgrpsdivsyalsa

booklistsawardsbooklistsbookcfm Gifted Readers httpwwwassociatedcontentcomarti

cle271807bestloved_books_a_unique_reading_list_pg2htmlcat=4

Fosters Independence NO more we canrsquotthey canrsquot Set high limitsthey will get it I canI will No more handholding Keep Scaffolding upnever take it down Facilitator not the answer provider

Desserts-After Reading Activities

Task Menu Tic-Tac-Toe100rsquos chart-more rigor and

relevance Body Biography Debate ABC Summary with Text Based

Evidence Readerrsquos TheatreRadio Show (ties in

goals of CCSS on speaking and listening

Theme is important The students will be reading such a

variety of text it is imperative that they are connect in some way We should not be tied to genre Emphasize theme based text to relate items

Fiction needs to still be available but informational text helps support it

Body Biography

Motivation Techniques

Choice Text variety Cross-CurricularThematic Learning SSR-Reading Program 60 of classroom time is class

discussion per CCSS instead

Suggested Websites for Great Booklists

Reluctant Readers httpwwwalaorgalamgrpsdivsyalsa

booklistsawardsquickpicksqphomecfm

On Grade Level Readers httpwwwalaorgalamgrpsdivsyalsa

booklistsawardsbooklistsbookcfm Gifted Readers httpwwwassociatedcontentcomarti

cle271807bestloved_books_a_unique_reading_list_pg2htmlcat=4

Desserts-After Reading Activities

Task Menu Tic-Tac-Toe100rsquos chart-more rigor and

relevance Body Biography Debate ABC Summary with Text Based

Evidence Readerrsquos TheatreRadio Show (ties in

goals of CCSS on speaking and listening

Theme is important The students will be reading such a

variety of text it is imperative that they are connect in some way We should not be tied to genre Emphasize theme based text to relate items

Fiction needs to still be available but informational text helps support it

Body Biography

Motivation Techniques

Choice Text variety Cross-CurricularThematic Learning SSR-Reading Program 60 of classroom time is class

discussion per CCSS instead

Suggested Websites for Great Booklists

Reluctant Readers httpwwwalaorgalamgrpsdivsyalsa

booklistsawardsquickpicksqphomecfm

On Grade Level Readers httpwwwalaorgalamgrpsdivsyalsa

booklistsawardsbooklistsbookcfm Gifted Readers httpwwwassociatedcontentcomarti

cle271807bestloved_books_a_unique_reading_list_pg2htmlcat=4

Theme is important The students will be reading such a

variety of text it is imperative that they are connect in some way We should not be tied to genre Emphasize theme based text to relate items

Fiction needs to still be available but informational text helps support it

Body Biography

Motivation Techniques

Choice Text variety Cross-CurricularThematic Learning SSR-Reading Program 60 of classroom time is class

discussion per CCSS instead

Suggested Websites for Great Booklists

Reluctant Readers httpwwwalaorgalamgrpsdivsyalsa

booklistsawardsquickpicksqphomecfm

On Grade Level Readers httpwwwalaorgalamgrpsdivsyalsa

booklistsawardsbooklistsbookcfm Gifted Readers httpwwwassociatedcontentcomarti

cle271807bestloved_books_a_unique_reading_list_pg2htmlcat=4

Body Biography

Motivation Techniques

Choice Text variety Cross-CurricularThematic Learning SSR-Reading Program 60 of classroom time is class

discussion per CCSS instead

Suggested Websites for Great Booklists

Reluctant Readers httpwwwalaorgalamgrpsdivsyalsa

booklistsawardsquickpicksqphomecfm

On Grade Level Readers httpwwwalaorgalamgrpsdivsyalsa

booklistsawardsbooklistsbookcfm Gifted Readers httpwwwassociatedcontentcomarti

cle271807bestloved_books_a_unique_reading_list_pg2htmlcat=4

Motivation Techniques

Choice Text variety Cross-CurricularThematic Learning SSR-Reading Program 60 of classroom time is class

discussion per CCSS instead

Suggested Websites for Great Booklists

Reluctant Readers httpwwwalaorgalamgrpsdivsyalsa

booklistsawardsquickpicksqphomecfm

On Grade Level Readers httpwwwalaorgalamgrpsdivsyalsa

booklistsawardsbooklistsbookcfm Gifted Readers httpwwwassociatedcontentcomarti

cle271807bestloved_books_a_unique_reading_list_pg2htmlcat=4

Suggested Websites for Great Booklists

Reluctant Readers httpwwwalaorgalamgrpsdivsyalsa

booklistsawardsquickpicksqphomecfm

On Grade Level Readers httpwwwalaorgalamgrpsdivsyalsa

booklistsawardsbooklistsbookcfm Gifted Readers httpwwwassociatedcontentcomarti

cle271807bestloved_books_a_unique_reading_list_pg2htmlcat=4

Gallery Walk

Questions If you have questions after you leave

the presentation please email us at mperret1ebrschoolsorg -Mandy

Perret aandersebrschoolsorg -Audrey

Anders

Questions If you have questions after you leave

the presentation please email us at mperret1ebrschoolsorg -Mandy

Perret aandersebrschoolsorg -Audrey

Anders

Bon Appeacutetit

• Serving Up ldquoNovelrdquo Ideas With a Dash of Common Core
• The Kill-a-Reader Casserole
• Problems with teaching novels
• Our Recipe
• Activity One
• Appetizers-Pre-Reading Activities
• Informational Text vs Non-fiction
• Slide 8
• What is a booktalk
• How does it work
• Storytelling
• Short StoriesChildrenrsquos BookGraphic Novels
• Main Course-During Reading Activities
• Reading Workshop
• Reading Workshop (2)
• Writing Workshop
• Great Site
• Literature Circles
• Response Journals
• Difference between theme and motifs
• CCSS (lets take a look)
• Example Thematic Arrangement for an ELA class
• Fosters Independence
• Desserts-After Reading Activities
• Theme is important
• Body Biography
• Motivation Techniques
• Suggested Websites for Great Booklists
• Gallery Walk
• Questions
• Bon Appeacutetit