Transcript
Page 1: Building an Effective  Readers Workshop

Building an Effective Readers Workshop

Red Apple ClassAmber Blume

Page 2: Building an Effective  Readers Workshop

Class Information

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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?

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Tree of Literate Lives• What has rooted you to a literate life? Who are

you as a reader?

• Draw a tree and create a Tree of your Literate Life

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Who are your students as readers?

• Take a piece of paper and separate it into 4 columns.

Column 1- write names of your students

Column 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 needs

Column 4- write how you can help meet the needs of this student

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Test your Reading Instruction Knowledge. You can work in small groups or independently.

An example of phonemic awareness is…

A A child rereading a story to help foster his/her fluency.

B Categorizing pictures that begin with the same sound.

C A child retelling a story.

D A child writing his own name.

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Test your Reading Instruction Knowledge

Phonics instruction teaches…

A Awareness that print carries meaning.

B The relationship between letters and sounds in written words.

C That speech is made up of individual sounds.

D None of the above

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Test your Reading Instruction Knowledge

Phonemic awareness differs from phonics in that phonemic awareness…

A Is the learning of sound spelling relationships

B Is understanding that spoken words are made up of sounds

C Is understanding that words have meaning

D All of the above

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Test your Reading Instruction Knowledge

Fluent readers are able to ________ while they read…

A Focus on meaning

B Connect ideas

C Recognize words

D All of the above

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Test your Reading Instruction Knowledge

What instructional approach is most effective for improving fluency?

A Taking turns reading short passages of text aloud

B Rereading a passage aloud while receiving guidance

C Silently reading a passage

D All of the above

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Test your Reading Instruction Knowledge

Direct vocabulary instruction should focus on teaching…

A All the unknown words in a text

B All the important, useful, and particularly difficult words

C All the words with multiple meanings

D All the derivatives of commonly used words

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Test your Reading Instruction Knowledge

Comprehension is…

A The reason we read.

B Developed through strategies.

C Active

D All of the above

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Test your Reading Instruction Knowledge

Students who read words but can’t comprehend…

A Are not really reading

B Are in need of comprehension strategies

C Are word calling

D All of the above

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National Reading Panel Report (2000) Teaching Children to Read• Five Essential Components of an Effective

Reading Instruction- Five Pillars of Effective Reading Instruction

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Are all 5 Pillars Equal? What do you think?

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Sharon Taberski- author of “On Solid Ground” and “Comprehension from the Ground Up”• “I 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 body’s 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 speak—some 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)

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Taberski’s Pillars of Reading

• Comprehension isn’t a pillar at all—it’s the overarching pediment, supported atop the pillars.

• Everything leads to the pinnacle—understanding what we read—and plays a part in children’s 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).

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Comprehension Strategies

• Monitor

• Activate Background Knowledge/Connect

• Questioning

• Visualizing

• Predicting

• Inferring

• Determining Importance

• Summarizing/Synthesizing

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Reading Instruction- Taberski

• We need to understand ALL that’s 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.

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What is Balanced Literacy?- a Menu not a Checklist!

Whole Class

Read Aloud

Shared Reading

Modeled Writing

Shared Writing

Interactive Writing

Spelling and Conventions

Word Study

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What is Balanced Literacy?- a Menu not a Checklist!

One-to-One

Reading Conferences

Writing Conferences

Independent Reading

Independent Writing

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What is Balanced Literacy?- a Menu not a Checklist!

Small Group

Guided Reading

Skill and Strategy Groups

Writing Groups

Partner Reading

Literature Circles

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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 Class

Read Aloud

Shared Reading

Modeled Writing

Shared Writing

Interactive Writing

Spelling and Conventions

Word Study

One-to-One

Reading Conferences

Writing Conferences

Independent Reading

Independent Writing

Small Group

Guided Reading

Skill & Strategy Groups

Writing Groups

Partner Reading

Literature Circles

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Read Aloud & Shared ReadingREAD ALOUD/THINK

ALOUD

Text 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.

https://www.teachingchannel.org/videos/ricks-reading-workshop-mini-lesson?fd=0

SHARED READING

Students read with the teacher.

Teach strategies

Support language

Primarily used in primary classrooms

Fluency work

http://www.youtube.com/watch?v=jfGjgOc-rJw

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Spelling & Conventions/Word Study

SPELLING & CONVENTIONS

WORD STUDY

Purpose to build students’ knowledge of high-frequency words and word features to help children become efficient problem solvers in words in their reading & writing.

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Reading Conferences

• Conferences 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.

https://www.teachingchannel.org/videos/ricks-reading-workshop-one-on-one?fd

=0

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Independent Reading

• Independent self-selected

• Enjoyment/fluency

• Practice strategies that have been internalized

• Students are deeply engaged in text and stopping and jotting down their thinking as they read.

• A large chunk of the reading time.

https://www.teachingchannel.org/videos/ricks-reading-workshop-silent-reading?fd=0

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Guided Reading

• Students read independently while teacher coaches in small groups

• Practice strategies with teacher support

• Differentiated based on need

• Traditionally level based- kids all read same text

• Before, During, After reading activities/discussions

https://www.teachingchannel.org/videos/guided-reading-with-jenna-small-group-guided-reading?fd

=0

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Skill and Strategy Groups

• Small groups

• Groups tend to vary in reading levels, but share a same strategy need

• Ongoing assessment is used to put groups together- they remain flexible

• Teacher usually introduces and demonstrates the strategy for students and then observes/guides students while using the strategy in their reading

• Texts usually come from a “bag of books”, not a preselected leveled book.

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Partner Reading

Examples of Partner Reading

• Read to Someone- Daily 5

• Reading Partnerships- Calkins Reader’s Wksp

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

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Literature Circles

• Sometimes called Book Clubs

• Small 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

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Qualities of Best Practice in Teaching Reading

In small groups take sections from

the selection “Qualities of Best

Practice in Teaching Reading.”

Read the your sections and create

a visual representation explaining your sections.

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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

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Daily 5/Café Structure

Daily 5- student chooses between different literacy activities during independent time

• Read to Self

• Read to Someone

• Listen to Reading

• Work on Writing

• Word Work

Café is the small group work and conferences the teach is doing with the students.

Café is also the mini-lesson focuses for each work session.

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Lucy Calkin’s Reader’s Workshop

• Mini-lesson

• Independent Reading while teacher works with small groups and conferences with students.

• Mid-workshop teaching point

• Continued Independent Reading

• Share out at conclusion of workshop

(Show videos of Calkin’s Reader’s Workshop introduction DVD)

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Lucy Calkin’s Reader’s Workshop

• Let’s pull the Calkin’s Reader’s Workshop apart

• Read first section of your Reader’s Workshop curricular plan and discuss in grade level groups

• Make a chart with the big ideas for the Reader’s Workshop

• Come together for whole group discussion