Readers’ Workshop andSummer Reading Strategies PRESENTED BY STEFANIE RYDER, JUSTINE LANG, AMY THIBAULT, CELESTE LYNCH, MICHAEL DILTZ AND DAVID PRYOR
Learning Targets Overview of reading instruction in kindergarten through fifth grade. Strategies for supporting reading development at home after school and during the summer.
What strategies do you use to read and understand?
Reading StructuresSurface Structure Deep Structure Reading Fluently Comprehending Text Identifying and Probing Ideas and Pronouncing Words Extending Meaning Strategies for Solving Reading Deeply Word Problems
Surface StructureSystems Strategies Letter/Sound Using context Knowledge Letter/word recognition Decoding Noticing prefixes, suffixes, compound Visual Word words Recognition Rereading, reading Memory for Word ahead, deep reading, skimming Meaning Chunking, point & slide, Word, Sentence and looking for known words Text Structures inside words
Deep StructureSystems Strategies Word Meanings & Monitor for Meaning Associations Determine Importance Meaning at Whole Text Create Mental Images Level Synthesizing Prior Knowledge Connecting New to Social Construction of Known Meaning Questioning Inferring Reading for a Purpose
As Readers Grow… In K-2 Classrooms, 50% Surface Structure Systems and 50% on Deep Structure Systems In 3-6 Classrooms, 20% Surface Structure Systems and 80% on Deep Structure Systems
Redundancy Model of Reading Processes
Reader’s Workshop Purpose Supportive environment Authentic reading experiences Differentiate for strengths and needs of each individual Provide extended amount of time every day for reading interesting texts Inspire opportunities to think and talk about literature. Develop competent, life-long, passionate readers. Learn and practice productive reading strategies.
Reader’s Workshop Components Mini-lessons Read-alouds Shared Reading Guided Reading Sustained Reading Individual/Small Group Conferences Literature Groups Inquiry Writing Reflection
Gradual Release of Responsibility
Reading in Kindergarten & First Grade Here are a few things you can do to help your child develop as a reader: Introduce your child to a variety of literature. Read aloud to your child everyday to model fluency and expression. Talk about your thinking while reading. Make connections to the text. Discuss new and interesting vocabulary words as they come up in the story.
Questions for Younger Readers Here are some good questions to ask when a story is complete: Who were the characters in the story? The main character? What was the setting of the story? What was the problem in the story? The solution? Why did the author write the story?
Reading Instruction in Grades 2/3 Workshop model= mini-lesson then time to practice Individual conferences and goal setting Interactive read alouds to provide modeling of fluency Explicit instruction in reading strategies and skills through think alouds/CAFÉ menu Book clubs - conversations about text Reading instruction integrated throughout all content area instruction Responses to reading Buddy reading Read to Us Week- reading in lives of adults
Top 3 Focus Areas in Grade 2/3 Reading Instruction Knowing yourself as a reader Becoming an active and engaged reader Becoming a voracious reader
CAFÉ Menu Comprehension Accuracy Fluency Expand vocabulary Menu of strategies that good readers use Makes skills/strategies explicit Declares goals publicly
#1 Knowing Yourself as a Reader Ability to identify and locate Just Right reading books- 98-99% accuracy rate Match your reading purpose with the author’s purpose Match your reading pace with your purpose Familiarize yourself with authors, books and genres you enjoy Become metacognitive about reading- aware of the thinking you do before, during and after reading
#2 Becoming an Active & Engaged Reader Monitoring comprehension and accuracy Employing fix-up strategies Reacting/responding to text beyond predictions, questions and surface connections- show deep understanding Reading fluently to show comprehension Expanding vocabulary by noticing & using good words from text
#3 Becoming a Voracious Reader Reading every day Building reading stamina-ability to read for sustained period of time and also stamina to complete books Entering the “reading zone” Reading a variety of genres and authors- understanding different text structures Engaging in conversations about reading
Reading In 4th/5th Grade Conferences and Goal Setting- What is my current reading level? What am I working on as a reader? Reading workshop- Setting a purpose, post its/notes, sharing. Building stamina- Getting lost in books. Book clubs- Conversations and written responses to text. Forming opinions/questions/reactions Noticing author’s craft Using evidence from the text Teacher and student read alouds- Using expression and improving fluency.
Begin With a Good Book Reader’s choice – Motivation is key. Change is good. 3 word rule- Independent reading should be easy and enjoyable. Non-fiction text should be even easier. Ask them to read a page or two aloud. Reading should sound fluid- much like talking. High motivation/High reading level books as read alouds or audiobooks.
Check InAsk your child what is happening in their story. Is the pictureclear or fuzzy?Rereading is huge.Reread to get back on track.Reread for to improve fluency and comprehension.Reread to check facts.Reread for enjoyment.Working with unfamiliar words.What clues are given in the text? What word would also makesense?That’s what the internet’s for.
Reading Wide AwakeGood books make our heart race. Reading wide awakeor on autopilot?Ask your child to choose a favorite excerpt to readaloud.Reader sets the scene for the listener.Reader uses character’s voice and body language.
Making Connections- FictionReaders bring experience and background knowledgeto the page.We fill in details not explicitly stated.We form questions and opinions.Talk about a character as if they were real.Use precise language to describe them.What advice would you give them?What do you think they’ll do?
Making Connections – Non- FictionReaders bring experience and background knowledgeto the page.We fill in details not explicitly stated.We form questions and opinions.Ask your child to paraphrase what they’ve read.Get a discussion going.What questions do they have?What reactions/opinions develop?Does new information change their thinking?
Developing TheoriesWe read characters like we read people in real life.Words, actions, and objects in text are clues thatdevelop into theories. What does this character really want/need? What events/issues come up again and again? How did the character change over time? Does new information support your theory or modify it?
Breaking OutReaders tend to fall into comfort zones when thinkingabout books.PredictingAsking questionsThinking about the main characterComparing books to his/her life or another bookNoticing the author’s craftEncourage your child to break out of their pattern andexercise their brain.