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?

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

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

Change Talk about/around text

Expand definition of Comprehension

Develop Novice toward Expertise

Mini Lesson Reading Application Sharing Workshop Framework

Mini Lesson

Reading Application

Sharing

Schedule

Mini Lesson( 10-15 min) Reading Application Sharing “ Private Practice” Conferencing “ Small Group” Guidance

Mini Lesson( 10-15 min)

Reading Application

Sharing

Mini Lesson( 10-15 min) Skills and Strategies (competencies) Genre (extensive and intensive) Sustainable Habits and Behaviors (life long learning)

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

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

“ 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

Code Breaker

Meaning Maker

Text User

Text Critic

"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

Elements of

Fantasy

-plot

-character

traits

-types of

characters:

-static /

dynamic

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 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

Full Disclosure : Clarify Expectations

Explicitness : Describe the Practice

Demonstrate : Make it Visible

Practice w/ Guidance : Scaffolding

Private Practice : Student Application

Share and Reflect