Building an Effective Readers Workshop

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Building an Effective Readers Workshop. Red Apple Class Amber Blume. Class Information. Who are you as a reader?. Quick Write- 1 minute What book has changed your life? Questions to ponder Why did you go into teaching? What are you attitudes and beliefs about teaching reading?. - PowerPoint PPT Presentation


  • Building an Effective Readers WorkshopRed Apple ClassAmber Blume

  • Class Information

  • Who are you as a reader?Quick Write- 1 minuteWhat book has changed your life?

    Questions to ponderWhy did you go into teaching?What are you attitudes and beliefs about teaching reading?

  • Tree of Literate LivesWhat has rooted you to a literate life? Who are you as a reader?Draw a tree and create a Tree of your Literate Life

  • Who are your students as readers?Take a piece of paper and separate it into 4 columns.Column 1- write names of your studentsColumn 2- write what you know about the student- what is something they are interested in or passionate about? What are they reading?Column 3- write what help the student needsColumn 4- write how you can help meet the needs of this student

  • Test your Reading Instruction Knowledge. You can work in small groups or independently.An example of phonemic awareness isAA child rereading a story to help foster his/her fluency.BCategorizing pictures that begin with the same sound.CA child retelling a story.DA child writing his own name.

  • Test your Reading Instruction KnowledgePhonics instruction teachesAAwareness that print carries meaning.BThe relationship between letters and sounds in written words.CThat speech is made up of individual sounds.DNone of the above

  • Test your Reading Instruction KnowledgePhonemic awareness differs from phonics in that phonemic awarenessAIs the learning of sound spelling relationshipsBIs understanding that spoken words are made up of soundsCIs understanding that words have meaningDAll of the above

  • Test your Reading Instruction KnowledgeFluent readers are able to ________ while they readAFocus on meaningBConnect ideasCRecognize wordsDAll of the above

  • Test your Reading Instruction KnowledgeWhat instructional approach is most effective for improving fluency?ATaking turns reading short passages of text aloudBRereading a passage aloud while receiving guidanceCSilently reading a passageDAll of the above

  • Test your Reading Instruction KnowledgeDirect vocabulary instruction should focus on teachingAAll the unknown words in a textBAll the important, useful, and particularly difficult wordsCAll the words with multiple meaningsDAll the derivatives of commonly used words

  • Test your Reading Instruction KnowledgeComprehension isAThe reason we read.BDeveloped through strategies.CActiveDAll of the above

  • Test your Reading Instruction KnowledgeStudents who read words but cant comprehendAAre not really readingBAre in need of comprehension strategiesCAre word callingDAll of the above

  • National Reading Panel Report (2000) Teaching Children to ReadFive Essential Components of an Effective Reading Instruction- Five Pillars of Effective Reading Instruction

  • Are all 5 Pillars Equal? What do you think?

  • Sharon Taberski- author of On Solid Ground and Comprehension from the Ground UpI remember when I first saw the five listed I almost fell off my chair. Imagine a doctor reading a report from the Surgeon General declaring the bodys vital organs are: the brain, the heart, the collar bone, the kidneys, and the femur. The five pillars of reading forgot the lungs, so to speaksome of the essential experiences and skills children need in order to breathe as readers, including oral language development, writing, and background knowledge. (Comprehension from the Ground Up, p 4)

  • Taberskis Pillars of ReadingComprehension isnt a pillar at allits the overarching pediment, supported atop the pillars.Everything leads to the pinnacleunderstanding what we readand plays a part in childrens comprehension development.We can no longer think of reading comprehension as a series of discrete skills that can be summed to achieve comprehension ability. Instead, we see comprehension as a complex process involving interactions between readers and texts in various contexts for various purposes. - P.David Pearson et al. CIERA Report #512 (1990).

  • Comprehension StrategiesMonitorActivate Background Knowledge/ConnectQuestioningVisualizingPredictingInferringDetermining ImportanceSummarizing/Synthesizing

  • Reading Instruction- TaberskiWe need to understand ALL thats involved in helping children make sense of text.We need to consider how our BALANCED LITERACY FRAMEWORK & OUR READING WORKSHOP can support our efforts.We need to adopt a DEVELOPMENTALLY APPROPRIATE approach to comprehension strategy instruction across all the grades.

  • What is Balanced Literacy?- a Menu not a Checklist!Whole ClassRead AloudShared ReadingModeled WritingShared WritingInteractive WritingSpelling and ConventionsWord Study

  • What is Balanced Literacy?- a Menu not a Checklist!One-to-OneReading ConferencesWriting ConferencesIndependent ReadingIndependent Writing

  • What is Balanced Literacy?- a Menu not a Checklist!Small GroupGuided ReadingSkill and Strategy GroupsWriting GroupsPartner ReadingLiterature Circles

  • Reflection- How varied is your menu in your classroom? Are you and your students eating primarily the same items each day or do you have a varied diet?Whole ClassRead AloudShared ReadingModeled WritingShared WritingInteractive Writing Spelling and ConventionsWord Study

    One-to-OneReading ConferencesWriting ConferencesIndependent ReadingIndependent WritingSmall GroupGuided ReadingSkill & Strategy GroupsWriting GroupsPartner ReadingLiterature Circles

  • Read Aloud & Shared ReadingREAD ALOUD/THINK ALOUDText is read by the teacher.Teacher models fluent reading strategies.Teacher motivates students to read.Students must see a model of a proficient reader to be able to do it themselves.

    SHARED READINGStudents read with the teacher.Teach strategiesSupport languagePrimarily used in primary classroomsFluency work

  • Spelling & Conventions/Word StudySPELLING & CONVENTIONSWORD STUDYPurpose to build students knowledge of high-frequency words and word features to help children become efficient problem solvers in words in their reading & writing.

  • Reading ConferencesConferences offer the opportunity to meet individually with a student to assess progress.Allow the teacher to provide guidance as needed.Teach also assists with goal setting.Short 1-2 minute session.

  • Independent ReadingIndependent self-selectedEnjoyment/fluencyPractice strategies that have been internalizedStudents are deeply engaged in text and stopping and jotting down their thinking as they read.A large chunk of the reading time.

  • Guided ReadingStudents read independently while teacher coaches in small groupsPractice strategies with teacher supportDifferentiated based on needTraditionally level based- kids all read same textBefore, During, After reading activities/discussions

  • Skill and Strategy GroupsSmall groupsGroups tend to vary in reading levels, but share a same strategy needOngoing assessment is used to put groups together- they remain flexibleTeacher usually introduces and demonstrates the strategy for students and then observes/guides students while using the strategy in their readingTexts usually come from a bag of books, not a preselected leveled book.

  • Partner ReadingExamples of Partner ReadingRead to Someone- Daily 5Reading Partnerships- Calkins Readers Wksp

    Kids need to talk about what they are reading- essential for fluency and comprehension!

  • Literature CirclesSometimes called Book ClubsSmall groups gather to discuss a piece of literature in depth.Guided by students response to what they have read.Formed by book choice

    Video- Lucy Calkins DVD 2 Tackling Complex Texts portion, U4-4

  • Qualities of Best Practice in Teaching ReadingIn small groups take sections fromthe selection Qualities of Best Practice in Teaching Reading.Read the your sections and createa visual representation explaining your sections.

  • What do your reading instruction look like now?Create charts representing the big ideas of the current structures that you use now for reading instruction

    Be ready to share

  • Daily 5/Caf StructureDaily 5- student chooses between different literacy activities during independent timeRead to SelfRead to SomeoneListen to ReadingWork on WritingWord WorkCaf is the small group work and conferences the teach is doing with the students.Caf is also the mini-lesson focuses for each work session.

  • Lucy Calkins Readers WorkshopMini-lessonIndependent Reading while teacher works with small groups and conferences with students.Mid-workshop teaching pointContinued Independent ReadingShare out at conclusion of workshop

    (Show videos of Calkins Readers Workshop introduction DVD)

  • Lucy Calkins Readers WorkshopLets pull the Calkins Readers Workshop apartRead first section of your Readers Workshop curricular plan and discuss in grade level groupsMake a chart with the big ideas for the Readers WorkshopCome together for whole group discussion


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