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The "Teaching" Reading Workshop
 

The "Teaching" Reading Workshop

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The Reading Workshop is a powerful instructional framework that can be used to support readers across multiple grades and content areas. The following presentation gives you an 'inside look" at ...

The Reading Workshop is a powerful instructional framework that can be used to support readers across multiple grades and content areas. The following presentation gives you an 'inside look" at organizing your time, space, and materials for this critical reading block.

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  • wow, its great.. thanks..
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  • Thanks for sharing.
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  • Thanks lots for sharing.
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  • Hi I am an English teacher from Mexico. We are going through a change of methodology teaching. I would like to ask you a favor. Can you share a lesson plan and the evidence in action? It is a bit confusing to understand, teaching reading through competencies in order to achieve the competence of reading. I will be greatful to you.
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  • You did an excellent job. It takes planning to be an effective teacher.
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    The "Teaching" Reading Workshop The "Teaching" Reading Workshop Presentation Transcript

    • Creating Powerful Instructional Frameworks to Support ALL Readers Presented by Angela Maiers, 2007
      • What is the best way to TEACH reading?
      • What kind of readers do we want our TEACHING to develop?
    • If... Then 5 T’s T ime T ext T alk T ask T each
      • Passionate
      • Inquisitive
      • Strategic
      • Confident
      • Flexible
      • Efficient
      • Enduring
      • Open Minded
      • Thoughtful
      • Change Talk about/around text
      • Expand definition of Comprehension
      • Develop Novice toward Expertise
      "Teaching" Reading
      • Mini Lesson
      • Reading Application
      • Sharing
      Workshop Framework
    • Schedule
      • Mini Lesson( 10-15 min)
      • Reading Application
      • Sharing
      “ Private Practice” Conferencing “ Small Group” Guidance
    • Mini Lesson( 10-15 min)
      • Skills and Strategies (competencies)
      • Genre (extensive and intensive)
      • Sustainable Habits and Behaviors
      • (life long learning)
    • Planning for Instruction
    • Where Do I Begin???
    • Establish Routines
      •    where to sit during reading time
      • giving a book talk
      •    how to be a good listener in a share session
      •    what is an appropriate noise level during reading time
      •    what to do when you finish a book
      •    what kinds of questions to ask during a share session
      •    running a small group share session
      •    self-evaluation
      •    getting ready for a conference
      •    how to have a peer conference
      •    where to sit during mini-lessons
      •    taking care of books
      •    keeping track of books read
      •    rules of the workshop
      •  
    • Posters by Beth Newingham
    • Posters by Beth Newingham
    • Posters by Beth Newingham
    •  
    •  
    • Choose Your Path
      • “ One Text at a Time”
      • Broad Units of Study
      • Long Term
      • Systematic Framework
    • Genre: Format: Task/Purpose: “ ONE TEXT AT A TIME” Attitude/Stance Strategies/Tools Behaviors/Actions TEXT
    • Literature Example Q: What have I taught students today that will make them a stronger, more competent R/W/T the next time they pick up a text like this?
      • Code Breaker
      • Meaning Maker
      • Text User
      • Text Critic
      REFLECT Friday Thursday Wednesday Tuesday Monday
    • "Units of Study" vs. Scope and Sequence
    • Posters by Beth Newingham
    • Long Term Systematic Plannning
    •  
    •  
    •  
    • Genre Fiction Genre Fiction Genre Non-Fiction Genre Non-Fiction Genre Fiction Genre Fiction Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Week 6 Week 5 Week 4 Week 3 Week 2 Week 1
    • Prefixes Prefixes Base Word Base Word Context clue Context clues Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary -Elements of Fantasy -compare to Realism -Review Plot -main idea
      • Elements of
      • Fantasy
      • -plot
      • -character
      • traits
      • -types of
      • characters:
      • -static /
      • dynamic
      -non-fiction -photo/ captions -bold print -glossary -main idea -Problem and Solution -non-fiction -headings / subheadings -table of contents -index -Cause and Effect -historical fiction -critical features -punctuation “ “ -dialogue -plot -character feelings -historical fiction -Schema Activation-historical event -connect life to real event in history -punctuation . ? ! -plot (introduction, problem, conclusion) Genre Fantasy Genre Fantasy Genre Non-Fiction Genre Non-Fiction Genre Historical F Genre Historical F Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Week 6 Week 5 Week 4 Week 3 Week 2 Week 1
    • Planning for Daily Intentional Teaching
      • What do my students need to know?
      • What strategies/knowledge help them as readers?
      • In what way does this “strategy” look different across genre?
      • How will I make this strategy or understanding clear to them?
      • What language will I use?
      • What texts/materials will best support this instruction?
      • How can/will I connect this work to writing?
      • How will I collect evidence that can help me determine how
      • well students have grasped this new understanding?
    • What are the other kids doing?
    • Read to Self
    • Read to Someone
    • Work on Writing
    • Work on Words
    • Listen to Reading
      • Full Disclosure : Clarify Expectations
      • Explicitness : Describe the Practice
      • Demonstrate : Make it Visible
      • Practice w/ Guidance : Scaffolding
      • Private Practice : Student Application
      • Share and Reflect
      SUCCESS Guaranteed