Refining Your Reading Workshop Session 4 Slide 2 Mini-Lessons
Sharing Journals Agenda Slide 3 People who do not trust children to
learn, or teachers to teach, will always expect a method (or
program) to do the job. Frank Smith Slide 4 Mini-Lessons Whole
Group Instruction Slide 5 5 15 minutes Mini-lessons - introduce a
comprehension strategy, skill, or concept - think aloud - apply
strategies to text - students share/participate - based on student
NEED & curriculum Book Talks (optional) Mini-Lesson Refresher
Slide 6 ** Skills and Strategies that ALL students at your grade
level should know or learn. 1.Procedures and Organization
2.Strategic Reading Behaviors 3.Comprehension Strategies 4.Literary
Elements and Techniques 5.Vocabulary **Kids who struggle with these
skills then get more supported practice during small group
instruction so they can practice these skills with text at their
reading level. training wheels 5 Types of Mini- Lessons Slide 7 TDC
Mini-Lesson (Angel for Solomon Singer) What did you notice about
the level of thinking from the students? Video Clip Slide 8 Make
your thinking visible to kids. Demonstrate the thoughts that might
come to your mind while reading. How would this help you? Think
Aloud as a model Slide 9 Share ideas of great mentor text ideas for
the comprehension strategies. Give one idea and get one idea from
as many people as you can. Give One Get One Slide 10
http://reading.ecb.org/teacher/strategies.html
http://reading.ecb.org/teacher/strategies.html
http://www.mauryk12.org/Literacy/reading%20mentor%20text s.htm
http://www.mauryk12.org/Literacy/reading%20mentor%20text s.htm
http://www.thelearningpad.net/readers_mini_lessons.html
http://www.thelearningpad.net/readers_mini_lessons.html Website
links Slide 11 Sharing Optimal time for informal assessment. Slide
12 Make share time purposeful Not all students will get to share
every day Share time is a form of assessment Sharing options Whole
class Turn and talk In small group Sharing Slide 13 Teaching for
Deep Comprehension Clip on Authors Study Share time Video Slide 14
Share ideas about how you structure share time in your workshop.
What ways could you take informal assessment information during the
share time? Sharing Discussion Slide 15 Independent Reading and
Journals Our understanding is enhanced when we communicate with
others about our thinking. It is a way for readers to construct
knowledge, generate new ideas, clarify their own thinking -Fountas
and Pinnell Teaching for Comprehending and Fluency p. 438 Slide 16
Learning to write about reading Writing makes thinking visible and
more tangible, thus promoting conscious awareness and deeper
comprehension. - Dorn Slide 17 The evidence is clear: writing can
be a vehicle for improving reading. In particular, having students
write about a text they are reading enhances how well they
comprehend it. The same result occurs when students write about a
text from different content areas, such as science and social
studies. Important Points Carnegie Report 2010 Slide 18 What should
they be reading? How often do they read? What if they arent
choosing the right books? What do they write about? How often do
they write? Differentiation through Independent Reading and
Journals Slide 19 Purpose of the journal Writing about reading
improves comprehension. Moving beyond just retelling what is
happening. Use writing to develop ideas about the story or the
characters. Connect the story to their own lives and make
predictions. Slide 20 Gradual Release From Demonstration to
Informed Choice Teaching these forms using interactive read aloud
as a common text experience. Writing for students writing with
students supporting students with writing writing independently
Slide 21 Good beginnings.. Teach students to hold their thinking
Informal notes, phrases on sticky notes or notebooks Younger
students take less formal approaches Slide 22 What to expect
Primary (K-2) Begin with shared and interactive writing. Group
compositions to independent drawings and letters or words.
Intermediate (3-5) Some shared writing with overheads and charts.
Graphic organizers begin to support. Increasing sophistication of
independent writing. Slide 23 Responding options Look at some
samples Mark ideas that are interesting and discuss with a friend.
Slide 24 Strategy entries ideas P. 37 38 (primary) P. 45 56 (2+)
Deeper comprehension entries P. 36, 44 (primary) P. 39 43 (2 nd 3
rd ) 57 - 58 How often do they respond in their journal? Journal
Discussion Slide 25 Reflect and discuss. Look through p. 36 58
Write a --- ! -- ? VIP. Share with neighbor. Slide 26 Sections in
the notebooks - ideas Reading Log lists of books My Thinking
student responses Genres and Strategies mini-lesson topics Powerful
Language word study Goal Setting Less is Best! Slide 27 Strategy
entries Deeper comprehension entries How often do they respond in
their journal? Journal Discussion Slide 28 Get into grade level
teams. Share ideas for structuring your students reading response
journals. Keep in mindless is more in terms of sections. J0urnals
Slide 29 http://www.wblrd.sk.ca/~bestpractice/response/index.html
http://www.wblrd.sk.ca/~bestpractice/response/index.html
http://www.middleweb.com/MWLresources/dbova1.html
http://www.middleweb.com/MWLresources/dbova1.html
http://www.justreadnow.com/strategies/response.htm
http://www.justreadnow.com/strategies/response.htm Website
