Imagining Reading Workshop - nesacenter.org · Imagining Reading Workshop: Teach Children to Read With Power, Intention, and Joy NESA Spring 2014 Bangkok, Thailand ... Dispositions

Imagining Reading Workshop: Teach Children to Read With

Power, Intention, and Joy

NESA Spring 2014 Bangkok, Thailand

April 4-6, 2014

Presented by Kathy Collins

Kathy Collins Growing Readers (2004) Reading For Real (2008)

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LET’S IMAGINE.

Our children will be strong readers who love to read, choose to read, and share their reading.

Our children will have wide-ranging reading appetites and highly

functional reading habits.

Our children will believe that when they give something to texts, they will get something from texts.

Strong Readers

I can understand the text. (comp.) I can read the words. (print) I can read smoothly. (fluency)

Well-Rounded Readers

I can understand the text. (comp.) I can read the words. (print) I can read smoothly. (fluency) I have functional reading habits. I respond to my reading. I have a social network.

“Every child, every day…” by Richard Allington and Rachael Gabriel • Reads something he or she chooses • Reads accurately • Reads something she or he understands • Writes about something personally meaningful • Talks with peers about his or her reading and writing • Listens to a fluent reader read aloud http://www.ascd.org/publications/educational-leadership/mar12/vol69/num06/Every-Child,-

Every-Day.aspx


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How Does Reading Workshop Support Our Children to Become Strong, Well-Rounded Readers?

• Reads something he or she chooses

• book choice, shopping, classroom libraries, interest books, etc.

• Reads accurately

• Just right books, book sense, partially leveled library

• Reads something she or he understands

• emphasis on meaning-making in conferences, conferring for understanding

• Writes about something personally meaningful

• expansive reader response, finding significance in text

• Talks with peers about her reading and writing

• reading partners, reading clubs, book clubs, read aloud talks

• Listens to a fluent reader read aloud

• interactive read aloud, shared reading


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The Relationship Among Reading, Learning Dispositions and Character-Building

My Reading Powers Learning Dispositions and

Character-Building I can read the words. I’m conscientious, careful, attentive,

strategic… I can understand the text. I’m curious, empathetic, engaged,

strategic… I can read smoothly. I’m expressive, engaged, and I attend to

aesthetics… I can fix the hard parts. I’m resourceful, tenacious, resilient and

brave… I use my reading in my life. I’m open, and I find significance. I

share, I create, I integrate, and I innovate…


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Components of a Balanced Literacy Framework

DAILY AS OFTEN AS POSSIBLE Reading Workshop

Writing Workshop

Read Aloud with Accountable Talk

Word Study

(phonics, spelling, vocabulary, grammar, etc)

Small Group Instruction (guided reading/strategy

lessons/interventions)

Shared Reading*

Interactive Writing

Shared Writing

Story Time

Inquiry/Choice Time

Arts

* shared reading is most likely a daily component in all kindergarten and many first grade classrooms

For your consideration: ! Which components of balanced literacy are your strongest? Why? ! Which components of balanced literacy are your most vulnerable? Why? ! As I plan, how might I align the components of balanced literacy so that they support/and or

complement each other? (Instructional Synergy) ! How do I kid-watch and assess during the components of balanced literacy so that they are

useful in helping me plan instruction for reading and writing workshop? (Assessment-Based Instruction)

! Is the work my students do in the various components evident in their independent reading

and writing work? (Accountability and Standards) ! As I look at my instructional plans across a week, a month, is there balance among the

components? (Curricular Planning)


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Components in a Balanced Literacy Framework

Component Notes

Reading Workshop

• Daily • 30-‐75 minutes, depending on grade, time of year, unit of study, etc.

Writing Workshop

• Daily • 30-‐75 minutes, depending on grade, time of year, unit of study, etc.

Interactive Read Aloud

• Daily • 15-‐25 minutes, depending on text, talk, etc.

Word Study

• Daily • 15-‐20 minutes, depending on grade, need, etc.

Shared Reading

• Daily for K; daily, early in the year, for grades 1, 2 • As needed for grades 3-‐5 • Whole class or small group • 10-‐20 minutes

Interactive Writing

• As needed • 10-‐15 minutes • Whole class or small group

Story Time

• As often as possible • Includes oral story telling • Includes text across genres


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Balance Within the Classroom Environment and Across the Day

Independence and collaboration

Whole group, small group, partner, and individual instruction

Teacher talk and student talk

Informal conversations and prompted/structured discourse

Student choice and teacher mandate

Consistency and variety

Teacher plans and responsiveness to students For your consideration: ! How does the rest of my day support the work and reinforce the expectations of independent

reading workshop? ! Are there any areas in which I could work to strike more of a balance?


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A Well-Rounded, Inviting Classroom Library Might Contain… ! Baskets of books representing various genre

(i.e. Nonfiction, Poetry, Mysteries, Biographies, Wordless Picturebooks, Graphic Novels…) ! Baskets of books gathered around topics

(i.e. sharks, dinosaurs, Halloween, Books about School, Baby Siblings…) ! Baskets of books featuring individual authors

(i.e. Ezra Jack Keats, Mem Fox, Donald Crews, Dav Pilkey, Cynthia Rylant, Arnold Lobel…) ! Baskets of books arranged by series

(i.e. Horrible Harry, Frog and Toad, Poppleton, Judy Moody, Cam Jansen…) ! Baskets of books that support the work of the current unit of study

(i.e. during a poetry study: Poetry by Arnold Adoff, Poems about Nature, Silly Poems, Shape Poems…) ! Leveled book baskets that represent the range of learners and their projected growth

(i.e. depends on your particular leveling system and the text needs of your students…) ! Baskets that contain texts other than books

(i.e. Sunday comics, Maps, Cards, Internet Material, etc…) ! Baskets that contain “kids’ picks” (i.e. Books We Love From Home, Favorite Books from Kindergarten, Top 10 Funniest Stories…)

! Shared reading texts and multiple copies

(i.e. Mrs. Wishy-Washy, Hungry Giant, poems from shared reading time…)

! A basket containing texts the teacher has read aloud (i.e. picture books, chapter books, nonfiction, poetry books…)

! Baskets containing readers’ tools

(i.e. sticky notes, book marks, graphic organizers, if necessary…) Other classroom library considerations: Location: Where is the library in the classroom? Changes: How does it change to reflect the work, time of year, etc.? Design: Is it visually appealing and organized so that young readers can find books? Access: How do students borrow and return books? Responsibility: Are there library monitors and whole class expectations for taking care

of books?


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Guiding Principles for Reading Workshop

" Readers read independently every day. " Readers select their own appropriate (just right) books. " Readers have opportunities to talk about their books in authentic, self-initiated ways. " Readers take care of their books and their reading friends. " The work for readers is not only reading the words but also understanding the story. " What we expect children to do during independent reading time is replicable outside of the

classroom.

A Typical Structure for Reading Workshop

Minilesson (10-15 minutes) Connection Teaching Demonstration Active Engagement Link to Work Independent Reading Time (time frame depends on grade/stamina/time of year) Private Reading Time (Mid Workshop Teaching) Partner Reading Time (Teacher confers with individual readers and may work with small groups of readers during reading time.) Teaching Share Time (5-10 minutes) Minilesson Reinforcement or Minilesson Preview or Minilesson Add-On Partner work Problem Solving Inquiry

Some Possible Differences Across the Grades

PreK-K 1-2 3-5 • Reading workshop might take

place in several shorter segments across the day.

• Children will begin the year doing a few different ‘kinds’ of reading.

• Formal reading partnerships tend to be implemented if/when the class is transitioned to conventional reading.

• AND SO MUCH MORE!

• Partners tend to meet during partner time.

• Reading clubs may be in place during certain units of study.

• Book shopping might be structured and appointment-based.

• Partners may meet at share time instead of ‘partner time’

• Book clubs may be in place • There is likely more writing

about reading taking place • Book shopping is ‘as-

needed.’ •


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Suggested Time Frames for Reading Workshop Across the Year

Disclaimers:

This is anecdotal and approximate. Your times may vary. The times listed do not include the minilesson and share time. This chart presumes a school year that begins in mid-August.

The italicized times represent partner reading time.

Early September December May K

5-10 minutes* (10-15 min.)

15 minutes (10-15 min.)

20-25 minutes (10-15 min.)

1st


25-30 minutes (10-15 min.)

30-35 minutes (10-15 min.)

2nd



40-45 minutes (10-15 min.)

3rd



55-60 minutes (10-15 min.)

4-5th




* could be a couple of segments of 5-10 minutes; not necessarily ‘just right reading’ at this time

Shopping for Books For Independent Reading Time Reading Level

(Fountas & Pinnell) How many just right books shall the

student choose each week? (recommended)

A – G(ish)

8-10 books/week

H - L

5 books/week

L - higher

1-2 books at first

Any Levels*

1-2 books of interest

(may or may not be ‘just-right’ texts) *there are issues to consider about this point



Align Instruction Across Grades: Teaching for breadth and depth

Comprehension Skills Activating schema

Making connections

Making predictions

Making mental images/ envisioning

Inferring

Summarizing/Retelling

Questioning

Determining Importance

Synthesizing

Formulating take-aways, big ideas, message

Responding to texts (write, sketch, talk, dramatize, etc.)

Evaluating

Critiquing

Interpreting




Skill and Strategy Instruction

Strategy Example for Envisionment

How-to Strategies

• see/hear the character • imagine facial expression/gestures • put yourself in the scene –what do you

see? Hear? Feel? Smell? Etc.? • use five senses • imagine a movie, not a photograph •

Fix-it Strategies

• substitutions • sketch/map • reread




SKILL: ________________________________________

What are characteristics of high level use of this skill? What does it look

like/sound like?

What does it look like/sound like when a reader isn’t using this skill? What

reading problems might arise?

What are the tips/tricks/secret strategies that help a reader acquire this skill?

What are some fix-it strategies to help a reader use this skill to understand more

deeply?

EXAMPLE SKILL: ENVISIONMENT/MAKING A MENTAL IMAGE

What are characteristics of high level use of this skill? What does it look

like/sound like? • R can ‘see’ character/setting and use descriptive text-

based language • R can activate senses off of the words (i.e. the scent of

bacon cooking; the sound of the city block; the feel of the steamy heat)

• R envisions a continuous and vivid image of story • R can recall the story by using mental image

What does it look like/sound like when a reader isn’t using this skill? What

reading problems might arise? • R may see snapshots more than contiguous scenes • R may miss important implicit information that helps

create image • R may struggle to talk with detail or specific

information about the characters/events • R may carry misconceptions or incomplete ideas about

character/story

What are the tips/tricks/secret strategies that help a reader acquire this skill?

• pause and picture • carry a movie, not a snapshot • ask questions; what does character look like/sound

like? What do my senses pick up? • Use schema/prior knowledge to create mental image • use illustrations on/in the text to help • sketch, notetake, etc.

What are some fix-it strategies to help a reader use this skill to understand more

deeply? • notice when you lose the image/movie in your mind • reread • use a dictionary/on-line resource to help you understand

and envision • revise your mental image because it might not fit with

the story anymore



Whole Class Instruction:

Minilessons

Research Basis for Minilesson Architecture

Notes

Connection ⇒ Coherence Teaching ⇒ Demonstration Active Engagement ⇒ Guided Practice Link to Work ⇒ Transfer

Things to Consider

When Planning Instruction: Notes

Efficiency and/or Effectiveness? Time Constraints Acquisition/Maintenance/Exposure Differentiation



Sample Minilesson Connection: Readers, for the last week or so, we’ve been learning about lots of things readers can do to help themselves figure out the words. Sometimes, thought we get to a tricky word, and we try something but it just doesn’t work. It would be so easy to give up and say, “Aww, it’s too hard.” But we don’t give up in this class, do we? We are the kind of readers who are brave and who try really hard to figure out words and to understand stories. Today, I want to teach you that brave readers try really hard to figure out hard words by using a variety of strategies. Teaching Demonstration: Watch me as I read this book. I’m going to get to a hard part, and I want you to watch me as I try lots of different things to figure out the words. You’ll notice that I don’t just give up. (Teacher uses a big book, such as My Teacher so everyone can see. She gets stuck on a word, and then in an exaggerated way, she demonstrates how to try different things to figure out the word. In this example, the line of text is ‘My teacher helps me count.’and the tricky word is ‘count.’) My teacher helps me, hmmm, let’s see. That’s a new word for me. I’ll check the picture. She’s doing math and writing numbers. My teacher helps me do math, nope that doesn’t work. My teacher helps me /c/c/c. My teacher helps me coat. No, that doesn’t make sense. My teacher helps me /c/c/c/ count, count! It’s count. Now I’ll read it smoothly. My teacher helps me count. Did you guys notice how I checked the picture? When that didn’t really help, I didn’t give up. Did you notice how I tried something else? I used the beginning of the word and said the sound, and at first I guessed ‘coat’ but that didn’t make sense, right? Then I just figured it out. I didn’t give up. All that work was helpful for me and I could figure out the word because I tried really hard. Active Engagement: Now I want you to try this. We’re going to another page, and this time, you’ll be stuck on the word. I’ve covered it up so at first you’ll use the picture. Then we’ll look at the beginning of the word as I move the post-it. Then we can look at the whole word. This is a pretend time when we’re just going to practice what it feels like to try different things, okay? (Teacher runs through this procedure, and the children are calling out guesses for the word. After they try a couple of things, the teacher asks them to make meaning.) Okay guys, we tried a few things. Turn to your neighbor and tell him or her what would make sense in this place. (The teacher gives them several seconds to do this and listens in.) I love how you guys just didn’t give up. You tried a few things, and then you thought about what would make sense. That’s just what you can do in your own books. Now you know what it feels like to try a few things. Link to Ongoing Work: Readers, anytime you’re reading, I want you to be really brave and use all you know about figuring out words to help you when you get to a hard part. Do you guys feel brave? I know you’re not the kind of kids to give up easily. Today I’ll be looking for examples of brave reading.



A Minilesson That Needs a Make-Over Teacher: Boys and girls, we’ve been learning strategies for ways that readers check to make sure they

understand what they’ve been reading. What are some things you guys know how to do? Mirabel: Stop and check yourself. Paul: Ask yourself, “What’s going on?” Chelsea: Stop and check when you’re reading. Teacher: Those are some things we do when we are making sure we understand what we’re reading.

Today, I want to teach you something else careful readers do to make sure they understand what they are reading. They make pictures in their mind of what they’re reading so that they can be sure they understand.

If you make a picture in your mind, it helps you see what’s going on in the story, like when

you’re remembering something…you get a picture in your mind and it helps you to remember. Let me show you what I mean. I’m going to read a part from our read aloud book and I’m going to show you how I make a picture in my mind as I’m reading. That helps me to make sure I’m understanding the story.

(Teacher reads aloud for a minute or so and stops at a particular part.) Hmmm, let me

picture what’s going on right now. (She thinks aloud and shares what she’s envisioned.) Readers, did you hear how I was making a picture in my mind as I read? Did you see how it helped me to understand what was going on in the story. It was like I was reading the words and watching the movie at the same time!

Now it’s your turn to try it. I’m going to read on in this chapter, and as I read I want you to

make a picture in your mind. (Teacher reads on for a little bit and then stops.) So what are you guys thinking? Turn and talk to your partner right now. (Children turn and

talk about a variety of things.) Teacher: So, what were you guys thinking? Shane: We were thinking that Junie B. is going to get into big trouble when her parents find out what

she did. Teacher: Anyone else? Christina: We were thinking that she’s going to fix it before her mom and dad find out. Teacher: Did anyone make pictures in their minds as I was reading? Students nod. Teacher: That’s what great readers do…they make pictures in their minds to help them understand

what they are reading. Whenever you’re reading, make sure you’re getting a picture in your mind because that will help you understand.



Reading Conferences

Research Decide Teach

Coaching Conference

Proficient Partner Conference

Table Conference

Adapted from The Art of Teaching Reading, by Lucy Calkins For your consideration: • What kinds of conferences do you tend to have? • What are some of the purposes for the various kinds of conferences? • What kinds of notetaking system will be most helpful?

“But what can I say?” To get things started:

• “How’s it going?”

• “What’s up with your reading lately?”

• “Last time we talked about…how’s that been going for you?”

• “What new work have you been doing lately as a reader?”

• “What’s been on your mind as a reader?”

• “What are you thinking about as you read this?” Questions based on observation of the reader:

• “I saw you stop and do some work on this page. Tell me about it”

• “How’d you like this book/this part?”

• “You paused for a bit at this part. Tell me about what you were thinking…”

• “I was just watching you, and I noticed you were… Can you tell me more about that?” Questions that provide more opportunities for observation:

• “Show me how and why you chose the book you’re reading…”

• “Show me how you get started with a book…”

• “Show me how you get started reading when you’re in the middle of a book…”

• “Tell/Show me what you do when you finish a book…”

• “Show me how you two talk about books together…” Sources: The Art of Teaching Reading, by Lucy Calkins and How’s it Going? By Carl Anderson



Issues in Reading Conferences: “But how do I decide what to teach?”

! What would help most at this time?

! What would bring quick success for this student?

! What could I teach that would be a stretch or a challenge?

! What is not likely to come up in whole class instruction?

! Do I need to reteach or extend something I’ve covered already?

! What is the balance of curriculum I’ve offered this student lately?

! What kind of teaching does the child want me to offer right now? Adapted from The Writing Workshop: Working Through the Hard Parts (And they’re all hard parts), by Katie Wood Ray (NCTE)

Typical Conferring Challenges

Challenge Possible Solutions Trying to figure out just what to teach?

Trying to keep conferences brief?

Trying to get to as many kids as possible?

Trying to confer about a text that you haven’t read?

Trying to confer with a super strong reader?

Trying to confer and take notes simultaneously? \



Issues in reading conferences: “But what can I say?”

To get things started:

• “How’s it going?” • “What’s up with your reading lately?” • “Last time we talked about…how’s that been going for you?” • “What new work have you been doing lately as a reader?” • “What’s been on your mind as a reader?” • “What are you thinking about as you read this?”

Questions based on observation of the reader:

• “I saw you stop and do some work on this page. Tell me about it” • “How’d you like this book/this part?” • “You paused for a bit at this part. Tell me about what you were thinking…” • “I was just watching you, and I noticed you were… Can you tell me more about that?”

Questions that provide more opportunities for observation:

• “Show me how and why you chose the book you’re reading…” • “Show me how you get started with a book…” • “Show me how you get started reading when you’re in the middle of a book…” • “Tell/Show me what you do when you finish a book…” • “Show me how you two talk about books together…”

Sources: The Art of Teaching Reading, by Lucy Calkins and How’s it Going? By Carl Anderson



Sample Reading Conference S: Student; T: Teacher

Text: Because of Winn-Dixie, by Kate DiCamillo

Conference Teaching Moves? The teacher approaches Charice, and pauses to observe for several seconds. Charice is about a quarter of the way through her book. She’s writing something on a sticky note. There are several sticky notes jutting out of the pages of her book. The class has been learning strategies to help them understand characters, so the teacher expects that the sticky notes contain mostly Charice’s thinking about the characters of the book. T: Ooh, Charice, you’re reading Because of Winn-Dixie. I love

that book! What are you writing on your post-it? S: I just read the part where Opal makes friends with the library

lady, so I wrote, “Opal made another friend with the library lady.”

T: Oh, I remember that part when Opal and the librarian became friends…what is her name? I can’t seem to remember…

S: (glances at the book for a second.) Miss Franny. I should put it on my post-it (she writes ‘Miss Franny’ on the post-it.)

T: So what are you thinking about Opal right now? S: She has some friends in her new town. T: Charice, it’s so wise for you to have thoughts about your

character as you read, and as I flip through these other post-its, I can tell you’ve been paying close attention to Opal. Great work. I think you’re ready for the next step. Here it is: one of the things that readers do when they notice something about their character is they think, “Hmm, how does this fit in with what I already know about my character?” It’s like you’re trying to put together a character puzzle and you lie this new piece of information alongside the other information you’ve gathered already. You think about how to connect them. Let’s try it. So you just noticed that Opal made another friend, Miss Franny. Let’s put this information alongside what you’ve already learned about Opal to see how it fits together. Ask yourself, “How does this fit in with what I already know…and then think back on things you’ve learned about Opal.”

S: Okay… How does this fit in with what I already know about Opal? (Student looks at teacher…)

T: What do I already know about Opal? (Teacher says this as if she’s thinking about it too…”

S: Umm, Opal has another friend, Winn-Dixie… T: Hmmm, let’s put that information alongside the new

information…Opal has a friend Winn-Dixie and now she has another friend, Miss Franny the librarian. How do these pieces go together to tell us something about our character,



Opal? S: Opal makes friends… T: Say more. Stretch your thought by adding some detail. S: Opal makes friends with a dog and a lady. T: What’s that make you think? S: I don’t know. T: Let me say back what you just said. You said, “Opal made

friends with Winn-Dixie, a dog and Miss Franny, a lady. What are you thinking about this?

S: I guess it’s kinda different because she doesn’t seem to have any kid friends yet in the book. She made friends with a dog and a lady but not with kids.

T: Say more. S: Maybe Opal is shy with kids or something because she’s

new. Maybe she’s scared the kids won’t like her or something or maybe she’s more comfortable with grown-ups and animals.

T: Wow, Charice. Look at the work you’ve just done…first you learned something about Opal, that she made friends with the librarian. Then you thought about how this information about Opal connects with other stuff you learned about the character. It’s like you put two bits of information side-by-side and came up with some new thinking about Opal, that she seems to make friends with unexpected people, oh, and animals, but not kids. Then, you did a really big thing. You thought, “What does this make me think about Opal?” That is huge, hard reading work, Charice. I’m going to write it down on this post-it that you can stick in the beginning of your book to remind you to take these steps as a strong reader. Now read on, and when you have a thought about your character, consider how it connects to other things you know. I’ll check back to see how it’s going.

For your consideration: • What might you have done differently in this conference? • What did you notice about the teacher’s tone and stance in this conference?



Notetaking During Reading Conferences Important Considerations for Notetaking Systems:

• Is my system portable?

• Does my system allow me to easily track an individual’s progress across time? • Does my system give me an overview of my class so that I’m able to plan small group instruction?

• Does my system quickly indicate those children with whom I’ve conferred recently as well as those I need to see?

• When and how do I reflect on and use my conference notes to plan instruction? • What are the details I include in my conference notes?

What details might I include in my conference notes? Pre-conference Observations • When I take a moment to observe a child before beginning a conference, what do I notice?

• How does she get started? • What does he look like as he reads (comfortable, natural, focused, distracted, finger-pointing, audible reading,

silent reading, etc.)?

• Is he able to focus among distractions? Does he interact with others?

• Based on what I know about this reader already, what might I look for as I observe? • Is the book one he has read before, or is it a fresh read? Is it a just-right book? Text and Other Materials • What is the title and level of the book she is reading? What is the genre?

• Is there any compelling information about this reader and this book?

• Is the reader using sticky notes or any other tool as he reads? Research As I sit alongside the child, what do I see and hear? • Print work (strategies used consistently/automatically; strategies not yet automatic; strategies not used but

needed…)

• Fluency – (phrasing, pace, intonation, expression, prosody, attention to tone, punctuation, etc.)

• Comprehension (evidence of understanding or confusion; strategies used automatically, etc.) • Reading habits/eccentricities

• Talk (ability to talk about the book, about her own reading process, etc.) Teaching – What and how did I teach this reader? • What compliment did I offer? What was the student doing well?

• What was the strategy I taught? • What words/analogies/metaphors did I use? (It’s helpful to jot this down so the words can stay consistent.) Parting Thoughts • What might I have taught but didn’t? What am I wondering about? • What might be the next move to make? What might I do with this reader in small group instruction?



Small Group Instruction Enables Us To:

• teach efficiently

• provide reinforcement

• provide extra support

• provide challenges

• make new in-roads

• observe and assess

• build community

• create connections among readers

Different Kinds of

Small Group Instruction guided reading strategy lessons

interventions balanced literacy components

table conferences



A Closer Look at Guided Reading and Strategy Lessons

Guided Reading Strategy Lessons Groups

Texts

Format of Instruction

Which one?



When Can We Fit In Small Group Instruction?

Outside the Reading Workshop Teacher Students

Meets with several groups within a session; usually guided reading groups; often designated small group work time is scheduled daily

Work in literacy centers if not working with teacher

Inside the Reading Workshop Teacher Students

Private Time: confers with 2-3 students and then pulls small group Partner time: confers with a partnership and then pulls a small group

Private Time: read just right texts* Partner Time: read and talk about just right texts*

Hybrid/Mix/Hodge Podge

Teacher Students Reading Workshop: pulls small groups 2-3 days a week during RW SGW Block: twice a week for 20 minutes, teacher might meet two groups/session Other Components of BL: Pulls small groups once a week for each component

Reading Workshop: see above SGW Block: work in literacy centers, word study centers Other Components of BL: various work across the week during the components



Considering Our Practice: Balanced Literacy and the Independent Reading Workshop

What sounds familiar and already a part of

my practice? What new information am I willing to

integrate into my practice?



Why Do We Provide Time Every Day For Children to Work With

Similar Ability-Based Reading Partners?

Reading Partnerships: Build reading stamina Provide time for reading and talking about books with a peer Increase accountability during reading workshop Teach students to problem-solve independently Improve listening skills, expressive language skills Offer more time for children to read just right books Provide opportunities for rereading and rethinking texts Provide a cheerleader, coach, helper when the teacher is working with

other readers



Reading partners must have:

Time each day to read together and to talk about what they’ve read Strategies to solve problems and conflicts (with invitations to invent) A variety of ways to work together (with invitations to invent) A repertoire of things readers might talk about (with invitations to invent) A sense of purpose (with invitations to invent) Opportunities to reflect and set goals And more!

What might the listening partner be doing as the other partner reads?

√ Studying the pictures and thinking about the story

√ Helping with words and thinking about the story

√ Having thoughts about the book to get ready for the conversation

√ Getting the talk started after the partner is done reading.

√ Coaching, helping, cheering on, thinking aloud, etc.

√ And more!



Conferring To Support Book Talks in Partnerships What kind of talk?

How might it sound? What might we say?

Reading Process

• What’s that word? • I didn’t get that part. • Check the picture. (Offering strategy

support of some kind) • Can I help you with that one? • This book was hard/easy to read.”

• positively acknowledge the assistance, the strategy-work, and/or the recognition of difficulty/ease

• try to nudge the conversation to a more global or wide-angled talk about the book (move thinking beyond word level)

Partnering Process

• Let’s read mine first. • You read the page, then I’ll read the

page. • Don’t do that! • How would you like it to go?

• positively acknowledge the partners’ attention to partnership (planning, dispute resolution, etc.)

• try to nudge the partners toward book talk

Text Content • This is like the other part where she

falls off of the bike… • I like this page because… • This is what happened. First,… • Let’s get back to the story…

• positively acknowledge the conversation

• encourage balance and interaction between partners

• encourage talk that goes below surface level meaning making (“Why?” “What makes you think so?” “Say more about that.” “What does that make you think?” and so on.)

Ideas Grown From Text and Talk

• I’m thinking that the author was a bad kid and she’s telling us her own stories…

• This is like when me and my brother play fight. We don’t mean to hurt each other, just like these characters didn’t mean it…

• I’m just wondering whether she’ll ever learn her lesson. I think…

• positively acknowledge the depth of conversation

• help partners stay with an idea • help partners stay close to text • help balance the conversation

Random, Off-Task Sorts of Things

No examples necessary!

• hmmm…positively acknowledge that the partners have lots to talk about, but it’s time to talk about books now.

• encourage partners to make a plan for their reading and talking



Conferring Questions for Partnerships That Assume the Best

When partners seem unfocused:

• So what’s the plan that you two made for today? (assumes a plan) • It helps to take a minute to stop and think about what you want to accomplish today… • Jot down your plan for today.

When students are struggling in their partnership or conversation:

• What are you going to do to resolve the problem? • How can you move this conversation forward? • Remind each other of the plan for today. • Rewind the conversation for a bit to see if you can get it unstuck.

When a conversation has more parallel talk than connected comments:

• What are you thinking about what your partner just said? • What makes you think so? • Show me the part where… • And that makes you think?

Teacher Talk That Raises the Level of Talking and Thinking Across the Day

“The teacher has to make something of what children say and do. She makes sense for

herself, and offers a meaning for her students. She imputes intentions, and offers possible worlds, positions and identities.”

from Choice Words, by Peter Johnston, page 5. Language that’s appropriately explicit Language that models noticing and naming Language that’s constitutive Language that encourages agency and strategic thinking Language that encourages flexibility and transfer Language that shares knowing and co-constructs plans and direction from Choice Words, by Peter Johnston, page 5.



DRAFTISH Envisioning a Year-Long Reading Partnership

and Book Talk Curriculum

Part I: Getting Partnerships and Book Talk Off the Ground

Partnership Curriculum Cooperation – Partnerships 101

Conversation Curriculum Basics – Conversation 101

• Students will understand the expectations for partner reading time.

• Students will have a repertoire of ways to work together.

• Students will have a repertoire of ways to solve problems in their partnerships

• Students will begin to self-manage their partnerships. • Students will notice characteristics of positive

cooperation across the day and apply them to their reading partnerships.

• Students will understand how to be an active listener. • Students will understand how to be a helpful speaker. • Students will use courteous conversation behaviors. • Students will know a variety of things they could talk

about with partners. • Students will begin to pay attention to conversations

across the day and in their lives.

Part II: Having Successful Partner Time and Good Book Talks

Partnership Curriculum

Talking Well With a Partner Conversation Curriculum

Having Strong Conversations • Students will think toward partnerships as they read

independently. • Students will have something to say to their partners. • Partners will make plans for their work together. • Partners will have strategies to stay focused in their

book talks. • Partners will be able to resolve differences with

civility.

• Students will talk about their books with others. • Students will have a variety of things to talk about with

each other. • Students will nurture their conversations by speaking

clearly and listening intently. • Students will have a variety of ways to start

conversations. • Students will have a variety of ways to maintain

conversations. • Students will incorporate the qualities of great

conversations into their talks with partners. .

Part III: Moving Toward Collaboration in Partnerships and Book Talks

Partnership Curriculum

Working Toward New Ideas Conversation Curriculum

Growing New Ideas in Conversations • Students will stick with a topic of conversation. • Students will disagree with civility. • Students will make plans together for their reading, set

purposes for their reading, and make goals for their reading.

• Students will be more curious about and interested in each other’s thinking.

• Students may jot notes as they read to get ready for partner time..

• Students will read with their partner in mind and they’ll be able to imagine parts of texts which will be of interest to their partners.

•• Students will talk about their books and develop theories about stories, characters, genre, etc.

• Students will grow ideas. • Students will express opinions and support them with

evidence from the texts. • Students conversations will be characterized by longer

focus on individual topics or ideas. • Students will use a variety of comprehension strategies

and conversation moves. .

A Collection of Charts Used to Support Partnerships



What do great reading partnerships look like when they are working well?

What do great partnerships sound like when they are working well?

Different Ways Partners Can Read

Together

What Can the Listening Partner Do?

What are some things partners might talk

about with each other? What do we know about great book talks?

How can we keep a good talk going? Top Tips for Reading Partners



Helping Students to Dig In to Their Texts

Aunt Lavinia by Eloise Greenfield Aunt Lavinia is the one we never see. She keeps her address a mystery. She’s waiting for the right clothes and a house she’s proud of. I wish she understood about love.

Students’ Conversation What’s Underneath/Behind Their Words?

Abigail: That’s sad. Rohan: Yeah, I thought so, too. Abigail: The part that makes me really feel sad is

the part where it says she keeps her address a mystery. It’s like she doesn’t want anyone to know where she lives.

Rohan: Nobody can visit her if she doesn’t give

her address out. It says that Aunt Lavinia is the one we never see.

Abigail: Yeah, that’s what’s sad. I think Aunt

Lavinia is lonely, and I feel sad for her. Rohan: Yeah but if she’s lonely, why doesn’t she

give out her address? If she gave her address then people would visit her and she wouldn’t be lonely.

Abigail: Well, maybe she doesn’t like her house and

her clothes because it says she’s not proud of it. Like maybe they’re not pretty or nice and she’s embarrassed.

Rohan: That’s sad to me…



Helping Students to Grow Ideas About Their Texts

Students’ Conversation (Two girls reading Junie B. Jones books.)

What’s underneath and behind their

words?

How can I support and extend their

work? Jasmine: Junie B. Jones is sort of bratty a lot. Marissa: I think so too. Like in the part when

she ___________________ Jasmine: Yeah, that was so bratty to do that.

She’s such a brat. Really annoying.

Students’ Conversation

(Two boys during turn and talk when teacher was reading aloud Hey, Presto!)


words?


work? Ryan B: I think Presto is so sad. Ryan D: He’s sad and mad. Ryan B: Yeah, and Monty is jealous.

Students’ Conversation

(Two boys reading shark books during nonfiction reading clubs)


words?


work? Percy: Look at the sharks’ teeth. Mikey: Yeah, they’re so big and sharp and

stuff. Percy: They could chew up a car, I bet. Mikey: I know. That’s bad.



Rereading = Rethinking

What is the thinking work we can do when we reread a text?

! Reread using a story teller’s voice.

! Reread to notice something new.

! Reread to be able to say, “This is a book about…”

! Reread to get ready for a book talk.

! Reread while paying closer attention to the illustrations to see how they match the story or whether they add more information to the story.

! Reread your favorite part.

! Reread to figure out something.

! Reread to get ideas about something (i.e. the character, the author, the topic, etc.)

! Reread to ___________________



Grandma’s Lap Come. Climb up on Grandma’s knee. Curl up in my lap. Bring a book to share with me before we take our nap. We’ll read and rock and rock and read until we start to doze. Then, with my arms held round you tight, we’ll let our eyelids softly close. By Joy N. Hulme Little Bird Little hurt bird in my hand your heart beats like the pound of the sea under the warmth of your soft feathers. Author unknown Night Rests on shadows. Kisses my eyes. Dips me in twilight. Covers me with dreams. By C. Drew Lamm

Racoon Racoon, with your black ringed eyes and tiny paws, startled at your work, to you my garbage can is full of treasure. By Charlotte Zolotow Picnic Table The hot dogs, the mustard, the paper plates, the ketchup, the napkins, potato chips, the lemonade, the chocolate cake and ice cream – All gone. But under the apple tree the table waits for next time. By James Stevenson Gentle Dog Gentle black dog. She stands stock still and lets the infant poke her in the eye. Then she walks away, saving herself for later when the child is old enough to need a gentle black dog. By James Stevenson Fireflies If you collect enough fireflies you could read secrets under your blanket all night long By Zaro Weil

Aunt Lavinia Aunt Lavinia is the one we never see. She keeps her address a mystery. She’s waiting for the right clothes and a house she’s proud of. I wish she understood about love. By Eloise Greenfield If I Were A Snail If I were a snail carrying my house on my back in the rain, I would move next door to you, so I could see you every day. By Kazue Mizamura Sweets Here is a list of likely words to taste: Peppermint Cinnamon, Strawberry, Licorice, Lime. Strange How they manage To flavor the paper page By Valerie Worth



The Way Things are in Franklin By Jane Kenyon Even the undertaker is going out of business. And since the dime store closed, we can’t get parakeets on Main Street anymore, or sleeveless gingham smocks for keeping Church Fair pie off the ample fronts of the strong, garrulous wives of pipefitters and road agents. The hardware’s done for too. Yesterday, a Sunday, I saw the proprietors breaking up shop. The woman struggling with half a dozen bicycle tires on each arm, like bangle bracelets, the man balancing boxes filled with Teflon pans. The windows had been soaped to frustrate curiosity or pity, or that cheerless satisfaction we sometimes feel when others fail. by Jane Kenyon

Tenderness and Rot By Kay Ryan Tenderness and rot share a border. And rot is an aggressive neighbor whose iridescence keeps creeping over. No lessons can be drawn from this however. One is not two countries. One is not meat corrupting. It is important to stay sweet and loving.

Why I Wake Early by Mary Oliver Hello, sun in my face. Hello, you who make the morning and spread it over the fields and into the faces of tulips and the nodding morning glories, and into the windows of, even, the miserable and the crotchety - Best preacher that ever was, dear star, that just happens to be where you are in the universe to keep us from ever-darkness, to ease us with warm touching, to hold us in the great hand of light - good morning, good morning, good morning. Watch, now, how I start the day in happiness, in kindness.

By Donald Hall Why were they not contented, four months ago, because Jane did not have leukemia? A year hence, would he question why he was not contented now? Therefore, he was contented.



Reader by Billy Collins Looker, gazer, skimmer, skipper, thumb-licking page turner, peruser, you getting your print-fix for the day, pencil-chewer, note-taker, marginalianist with your checks and X’s first timer or revisiter, browser, speedster, English major, flight-ready girl, melancholy boy, invisible companion, thief, blind date, perfect stranger – that is me rushing to the window to see if it’s you passing under the shade trees with a baby carriage or a dog on a leash, me picking up the phone to imagine your unimaginable number, me standing by a map of the world wondering where you are – alone on a bench in a train station or falling asleep, the book sliding to the floor.

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Imagining Reading Workshop - nesacenter.org · Imagining Reading Workshop: Teach Children to Read With Power, Intention, and Joy NESA Spring 2014 Bangkok, Thailand ... Dispositions