Building an Effective Readers Workshop
Red Apple ClassAmber 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?
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
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
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.
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
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
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
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
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
Test your Reading Instruction Knowledge
Comprehension is…
A The reason we read.
B Developed through strategies.
C Active
D All of the above
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
National Reading Panel Report (2000) Teaching Children to Read• Five 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 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)
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).
Comprehension Strategies
• Monitor
• Activate Background Knowledge/Connect
• Questioning
• Visualizing
• Predicting
• Inferring
• Determining Importance
• Summarizing/Synthesizing
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.
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
What is Balanced Literacy?- a Menu not a Checklist!
One-to-One
Reading Conferences
Writing Conferences
Independent Reading
Independent Writing
What is Balanced Literacy?- a Menu not a Checklist!
Small Group
Guided Reading
Skill and Strategy Groups
Writing Groups
Partner Reading
Literature 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 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
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
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.
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
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
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
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.
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!
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
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.
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/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.
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)
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