Slideshow Transcript

1. Slide 1: Presented by Angela Maiers, 2007
2. Slide 2: What is the best way to TEACH reading? What kind of readers do we want our TEACHING to develop?
3. Slide 3: oPassionate Time oInquisitive oStrategic Text oConfident Talk oFlexible oEfficient Task oEnduring oOpen Minded Teach oThoughtful
4. Slide 4: • Change Talk about/around text • Expand definition of Comprehension • Develop Novice toward Expertise
5. Slide 5: • Mini Lesson • Reading Application • Sharing
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12. Slide 12: 12
13. Slide 13: 13
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18. Slide 18: 18
19. Slide 19: 19
20. Slide 21: • Mini Lesson( 10-15 min) “Private Practice” Conferencing • Reading Application “Small Group” Guidance • Sharing
21. Slide 22: Mini Lesson( 10-15 min) • Skills and Strategies (competencies) • Genre (extensive and intensive) • Sustainable Habits and Behaviors (life long learning)
22. Slide 25: 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
23. Slide 26: Posters by Beth Newingham
24. Slide 27: Posters by Beth Newingham
25. Slide 28: Posters by Beth Newingham
26. Slide 31: Choose Your Path 1. “One Text at a Time” 3. Broad Units of Study 5. Long Term Systematic Framework
27. Slide 32: “ONE TEXT AT A TIM E” Behaviors/Actions Strategies/Tools Attitude/Stance TEXT Genre: Format: Task/Purpose:
28. Slide 33: Literature Example Monday Tuesday Wednesday Thursday Friday REFLECT Code Breaker Meanin g Maker Text User Text Critic 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?
29. Slide 35: Posters by Beth Newingham
30. Slide 40: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Shared Reading Shared Shared Reading Shared Shared Reading Shared Reading Reading Reading Genre Genre Genre Genre Genre Genre Fiction Fiction Non-Fiction Non-Fiction Fiction Fiction
31. Slide 41: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Shared Reading Shared Shared Reading Shared Shared Reading Shared Reading Reading Reading Genre Genre Genre Genre Genre Genre Historical F Historical F Non-Fiction Non-Fiction Fantasy Fantasy -historical -non-fiction -non-fiction -Elements of -Elements of -historical fiction fiction Fantasy Fantasy -critical -headings / -photo/ -Schema subheadings features captions -plot -compare to Activation- Realism historical event -table of -bold print -character contents -punctuation traits -Review Plot -connect life to ““ -glossary real event in -index -dialogue -types of -main idea history -main idea characters: -Cause and -plot -static / Effect -punctuation -Problem dynamic .?! -character and Solution feelings -plot (introduction, problem, conclusion) Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary
32. Slide 42: 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?
33. Slide 44: Read to Self
34. Slide 45: Read to Someone
35. Slide 46: Work on Writing
36. Slide 47: Work on Words
37. Slide 48: Listen to Reading
38. Slide 49: ☺Full Disclosure: Clarify Expectations ☺Explicitness: Describe the Practice ☺Demonstrate: Make it Visible ☺Practice w/ Guidance: Scaffolding ☺Private Practice: Student Application ☺Share and Reflect