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Elementary Principals MeetingReading Workshop
March 4, 2014
Jennifer EvansAssistant Director ELASt. Clair County RESA
Why Reading Workshop?
How to do a Reading
Workshop?
Assessment / Grouping
Intervention School Wide Programs Daily Routine
Guided Reading Strategies PD Plan
Agenda
Statistics
The number of adults that are classified as functionally illiterate increases by about 2.25 million each year.
One child in four grows up not knowing how to read.
44 million adults in the U.S. can't read well enough to read a simple story to a child.
21 million Americans can't read at all, 45 million are marginally illiterate, and one-fifth of high school graduates can't read their diplomas.
43 % of those whose literacy skills
are lowest live in poverty.
Two-thirds of students who cannot read
proficiently by the end of the 4th
grade will end up in jail or on welfare.
90% of welfare recipients are high school dropouts.
16 to 19 year old girls at the poverty
level and below, with below average skills, are 6 times
more likely to have out-of-wedlock
children than their reading
counterparts.
When the State of Arizona projects how many prison
beds it will need, it factors in the
number of kids who read well in fourth
grade.
70% of America's prison inmates are
illiterate and 85% of all juvenile
offenders have reading problems.
Why Workshop?
Research based
Motivation
Best Practices
Research Based
Research has suggested that addressing students’ individual needs is an important aspect of effective reading instruction (Fielding & Pearson, 1994). Although this may challenge teachers’ traditional notions of reading instruction, forcing them to work in guided reading groups and individually with readers, the research is overwhelmingly in favor of individualizing instruction to meet the needs of all learners Teachers need to put aside instructional practices that have been shown to be ineffective. (“Implementing a Workshop Approach to Reading” Dr. Frank Seraini, 2005)
Motivation
Learning in general is indeed an intentional act. Students make the conscience decision to learn or not to learn immediately upon entrance into the classroom each day. The teachers and learning environments which the student encounters certainly influence his decision to learn.
Implementing Reading and Writing Workshop into elementary, middle, and secondary classrooms leads to increased levels of motivation in readers and writers.
Research has found that high levels of motivation and engagement in elementary classrooms leads to high levels of achievement (Pressley, M., Allington, R.L., Wharton-McDonald, R., Black, C.C., & Morrow, L.M., 2001
Best Practices
In workshop approaches, the teacher is seen as a decision maker, conducting lessons and creating learning experiences based on the needs of the readers in their class.
Instructional decisions are made by teachers to address the needs of the students in their classrooms. In the hands of a quality teacher, basals and instructional materials become resources to use, rather than a series of lessons to be read aloud.
One of the most important things we can do as educators is to provide students with ample time for reading and writing.
The Reality
Professor Pearson finds that in many classrooms, students spend little time actually reading texts. Much of their instructional time is spent on workbook-type assignments. The skill/time ratio is typically the highest for children of the lowest reading ability (Allington, 1983). Furthermore, the research indicates that teachers are spending inadequate amounts of time on direct comprehension instruction. A study completed (Durkin) concluded that teachers used either workbooks or textbook questions to determine a student's understanding of content, but rarely taught students "how to comprehend."
Both NRP and Duke and Pearson (2002) agree that explicit teaching, including an explanation of what and how the strategy should be used, teacher modeling and thinking aloud about the strategy, guided practice with the strategy and support for students applying the strategy independently are the steps needed to effectively teach any comprehension strategy.
Comprehension is what it’s all about! Reading comprehension – and how to teach it
– is probably the area of literacy about which we have the most knowledge and the most consensus.
It is also probably the area that gets the least attention in the classroom.
“Effective classroom teachers are the only absolutely essential
element of an effective school.”
Allington & Cunningham, 1997
Background
m.socrative.comJoin room 980994Discuss: When you are observing reading in K-2 classrooms, what do you consistently see?
Discuss: When you are observing reading in 3-5 classrooms, what do you consistently see?
Record: Differences in K-2 and 3-5 reading instruction.
Traditional Reading Groups◦ Groups remain stable in
composition.◦ Students progress through a
specific sequence of stories and skills.
◦ Introductions focus on new vocabulary.
◦ Skills practice follows reading. ◦ Focus is on the lesson, not the
student. ◦ Teacher follows prepared "script"
from the teacher's guide. ◦ Questions are generally limited to
factual recall. ◦ Teacher is interpreter and checker
of meaning. ◦ Students take turn reading orally. ◦ Focus is on decoding words. ◦ Students respond to story in
workbooks or on prepared worksheets.
◦ Readers are dependent on teacher direction and support.
◦ Students are tested on skills and literal recall at the end of each story/unit.
Guided Reading Groups ◦ Groups are dynamic, flexible, and
change on a regular basis. ◦ Stories are chosen at appropriate
level for each group; there is no prescribed sequence.
◦ Introductions focus on meaning with some attention to new and interesting vocabulary.
◦ Skills practice is embedded in shared reading.
◦ Focus is on the student, not the lesson.
◦ Teacher and students actively interact with text.
◦ Questions develop higher order thinking skills and strategic reading. Teacher and students interact with text to construct meaning.
◦ Students read entire text silently or with a partner.
◦ Focus is on understanding meaning.
◦ Students respond to story through personal and authentic activities. Students read independently and confidently.
◦ Assessment is ongoing and embedded in instruction
Comparison of Traditional and Guided Reading Groups
Round 1: Discuss what you currently see in classrooms during reading instruction.
Round 2: Discuss what you would like to see in classrooms during reading instruction.
Round 3: How will you implement this change?
Chips In
How?
teacher modeling and explanation
guided practice during which teachers "guide" students to assume greater responsibility for task
completion
independent practice accompanied by feedback
application of the strategies in real reading situations
Dr. Pearson emphasizes that comprehension instruction must be embedded in texts rather than taught in
isolation through workbook pages.
Such instruction involves four phases:
After reading through the Teacher Self-Reflection, think of the teachers in your building:◦ Where will you find most teachers?◦ Where will you start to support your teachers to
achieve Reading Workshop with fidelity?◦ Where will you focus your resources?◦ What do you need to help support your teachers
in this process?
Reading Workshop Teacher Self-Reflection
AssessmentsInformal Assessments
Listening In
Turn and Talk
Teacher/Student Conference notes
Running Records
Notes From Small Group Instruction
Observations
Hand Signals
Rubrics
Journals
Self-Evaluations
On Demand Writing
Formal Assessments
DIBELS
Pre/Post Assessments
MEAP/NWEA/STAR Reading-Math
DRA
Comprehension Tests
Published Writing
Presentations
Students who do not meet benchmark should be receiving intervention. These services include:
Intervention
Reading Recovery
Intervention Specialist
Reading Coach Support
Other pull-out programs
Classroom intervention
groups
Students who qualify for
intervention should not receive
intervention during CORE
reading instruction (90 minute block).
These students need additional
reading instruction.
Intervention Schedule
School Wide Programs
Yearly, time should be spent supporting teachers to achieve:
Program Consistency
throughout the building
Assessment Fidelity
Reading DevelopmentStage Name The Learner
Birth to grade 1 Emergent Literacy Phonological Awareness – gains control of oral language; relies heavily on pictures in text; pretends to read; recognizes rhyme
Beginning grade 1 Decoding Phonics – grows aware of sound/symbol relationships; focuses on printed symbols;
Grade 1 to Grade 3 Confirmation and Fluency
Develops fluency in reading; recognizes patterns in words; checks for meaning;
Grade 4 to 8 Learning the New (Single Viewpoint)
Uses reading as a tool for learning; applies reading strategies; expands vocabulary;
Secondary Multiple Viewpoints Analyzes what is read; reacts critically to texts; deals with layers of facts and concepts
Higher Education A Worldview Develops a well-rounded view of the world through reading
The Reading Workshop format
is the “How”
Daily Routine
Rick’s Reading Workshop Overview
https://www.teachingchannel.org/videos/reading-workshop-overview (5:22)
Mini-Lesson (10-15 minutes): explicit
instruction of skills and strategies
Read Aloud
Think-Aloud
Shared Reading
Modeled Reading
Review
Assessment
Independent and Small Groups (45-
60 minutes):
Independent Reading
Collaboration
Discussions
Guided Reading
Assessment
Conferences
Reinforce/Extend/ Re-teach skills
Centers/Menus
Shared Learning (10-15 minutes): time to share and talk about reading
Sharing Projects
Author’s Chair
Assessment
Status check
Review
Essential Components of a Reading Workshop
Students have a high accuracy rate in
reading when the appropriate level text is chosen for them.
Students are provided with the necessary
strategies to overcome “reading
road blocks.”
The focus of reading shifts to meaning
rather than decoding; the
construction of meaning is imperative.
Students have the opportunity to apply independent reading strategies with the
guidance and support of their teacher and observe proper reading strategies,
as modeled by their teacher and peers.
When Using Guided Reading
Independent Level 96%- 100% Accuracy with good comprehension and fluency
“Just Right”
Instructional Level 90-95% Accuracy Students can read with teacher support and instruction
Frustration Level < 90% Accuracy “Too Hard”
“Just Right” Books
Using the basal…
If Harcourt is the foundation
Works best for on-level students
Struggling readers and advanced
readers need more or different
All readers need real literature
Key
Look at needs of students
Other options
Book rooms
School library
Classroom libraries
Leveled Readers
Cover the same skills covered with the leveled readers
Question: What do I do about worksheets and workbook pages?
Three criteria for a good worksheet…
1. Must involve some reading and/or writing
2. Majority of my class (75-80%) must be able to
do it independently
3. Students must need work on
that skill
Grouping Questions
How big can the groups be?
Struggling readers/below-
level groups (3-4)
Proficient/on-level groups (5-6)
Advanced/above-level groups (7-8)
How often do we meet?
Struggling readers/below-
level groups (every day)
Proficient/on-level groups (4 days)
Advanced/above level groups
(every other day)
Who meets with groups?
Classroom teacher meets with EVERY
group.
Future consideration-Guided reading
training for paraprofessionals
What can the paraprofessionals
be doing now?
Work with groups of students reviewing
skills/strategies already covered
Conference with students as they
read independently
Help students as they work
at centers
Teacher’s RoleBefore:
-Selects appropriate text.-Prepares an introduction to the story.-Previews some challenging word patterns, vocabulary, and concepts that are present in the story.-Focuses on a particular skill or strategy.-Occasionally creates extension activities to improve fluency, decoding, and comprehension.
During:- “Listens in” to what students are reading.-Interacts with individual students to address specific challenges.-Observes student strategy use and takes anecdotal notes.-Confirms student’s problem-solving attempts and their success using a particular strategy.
After:- Facilitates a discussion on the book.-Assess student’s response to what they read.-Returns to the text to point out one or two teaching points that reflect the main purpose of the lesson.-Points out strategies used by students during their independent reading.
See Essential Elements of Guided Reading Handout
Goal: Reading Process for the Strategic Reader
◦ Picture walk ◦ Text Structure◦ Genre◦ Share response from previous day◦ Set purpose for reading◦ Preview/ Review Vocabulary◦ Discussion◦ Book introduction◦ Prediction Chart◦ Reread previous guided reading book (k-2)◦ Build sentences from a previous guided
reading book(k-2)◦ KWL Chart , Thinking Map etc. to activate
schema
Before Reading:
During Reading:
Focus on Comprehension Strategy While…
◦ Students read text through: Choral Echo Partner Independent Paraphrase Summarize
NOT ROUND ROBIN!
The comprehension strategy used during guided reading should have been taught to students, whole group; during guided reading students are able to practice the strategy with teacher support and in instructional level text.
The primary purpose of reading is to obtain meaning from text. Even at the K-2 level students need to be reading to make meaning from text.
After Reading:
◦Independent reading◦Graphic organizer◦Questioning◦Response journals◦Summarize◦Book share◦Discussion◦Graphic Organizer◦Sort ◦Redo the ending of the story◦Act out the story◦Rebuilding/rereading sentences from text◦Draw or write a response to the story
Exemplary classrooms provide:
Conversation about the texts students read
Literate conversations mimic the conversations real readers in the real world have about real
books they really want to talk about!
Conduct discussions with readers as conversations
– not interrogations.
Model types of connections readers
make (T-S, T-T, T-W).
Arrange for students to have literate
conversations in small groups.
At your table, take turns sharing examples of
meaningful activities for students to do. Be sure to
explain how you know it’s a meaningful activity.
Each time you share, place your chip in the center.
Everyone must share before you share again.
Take notes of meaningful activities you would like to
see when you observe reading.
Chips in:
Students are actively
engaged in activities
based on need
Concepts and strategies are
reinforced
Collaboration and
independence are promoted
Meaningful literacy activities are ones in which:
What are the other children doing?
Independent Reading
Word Study/Making Words
Big BookWritingPoetryComputer/iPadListeningExtension activity
HandwritingStrategy workVocabularyReading LogsSkill ActivityChallengesFun Folder ActivityContent AreasWriting WorkshopNewspaper ActivityBook Response
Guided Reading Videos
http://www.youtube.com/watch?v=NBy6Bgo7lvg (8 min. 3rd grade lesson)
Example guided reading lesson plan
Group: A Book: The Hungry Giant Level: 10
Comprehension Strategy : Making predictions
Essential Question: How do I make predictions as I read?
Before: Create a prediction chart. Have students look at the cover of the book and make predictions for the story.
During:1. Introduce vocabulary words: bommy-knocker and roared.2. Choral read with students
1. On page 13 stop and have students revisit their predictions. Check to see if they still think their predictions will be true.
3. Partner read with students4. Independent read
After: Revisit the prediction chart and have students compare the story ending to their predictions.
At your tables identify if this was a good or bad lesson.
Work together to identify the good and bad components of
the lesson.
Analyze Lesson
See additional plans
At your table, revisit what components you would like to see in every reading lesson.
Develop a list of necessary components.
Develop a list of things you do not want to see.
Develop a plan to implement necessary components into every classroom lesson.
The Perfect Plan
Strategies
ELA Look-Fors: (3 day PD)
◦ Day 1 – introduce◦ Day 2 – model lesson◦ Day 3 - classroom walkthrough and support
This year – academic vocabulary Next year – see suggested PD plan
PD Plan
Questions?