Strategies For Reading Workshops.Ppt
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Strategies For Reading Workshops.Ppt Strategies For Reading Workshops.Ppt Presentation Transcript

  • By: Sydney Deal
    Elizabeth Parks
    Betsy Lisenby
    Strategies for Reading Workshops
  • Reading Workshop
    Mini Lesson
    Read Aloud
    Independent reading & conferencing
    Guided reading
    Response and reflection
    Sharing
  • Read Aloud
    The read-aloud is an activity in which the teacher reads a book aloud to the whole group.
    The purpose of the read-aloud is to model appropriate reading behaviors and reading strategies.
    Allow the teacher to show students the joys of reading and to teach them how to think and discuss text.
    Teachers should have a set purpose for each read-aloud and should read with the proper fluency, rhythm, and intonation.
    Successful read-alouds rely on active engagement in the reading by both adults and children.
    View slide
  • Choosing Books
    Select books that children find engaging and that have educational potential.
    Look for books with powerful illustrations so that it will make students want to read the book again.
    Choose books that reflect the diversity, values, and interests of the children in the classroom.
    Select a variety of types of books (genres).
    Use books that periodically that help develop specific literacy skills.
    Select books with high-quality writing.
    Select books that offer opportunities for learning.
    Prior to reading, check the book for vocabulary that can be taught during the reading.
    Select a book that provides something to talk about.
    Use appropriate books for the grade level.
    View slide
  • Choosing Books
    We chose the book, “Juliette Low: Founder of the Girl Scouts of America.” It is a biography written by June Behrens. This would be a good book if you were wanting to emphasize to your students the importance of women during the late 1800’s and the early 1900’s. This biography is most likely appropriate for 3rd or 4th grade.
  • Setting the Stage
    Make sure that your read-aloud books will be appropriate for the audience (whole class, small group, etc.)
    Have the children sit close to you.
  • What is the teachers role?
    Make sure you sit where all children can see the book clearly and hear you as well.
    Minimize distractions.
    Plan ways to alter your tone of voice to engage your students.
  • Types of Questions
    Factual
    Inferential
    Opinion
    Text-to-self
    Text-to-text
    Text-to-world
    Prediction
    Authorship
    Vocabulary
  • Examples of Questions from Chosen Text
    Factual: What name did Juliette Gordon Low go by?
    Factual: Why did Juliette become deaf in one ear?
    Opinion: Why do you think Juliette was such a good candidate to start the “Girl Guides”?
    Prediction: Do you think that Girl Scouts of America, created by Juliette Low, will remain a successful extracurricular activity over the next 20 years?
    Text-to-Self: Juliette Low learned how to do so many different things, like paint, sculpt, and play tennis. Are there any specific activities you would like to learn how to do?
  • After Reading
    When bringing the reading to a close, include a variety of activities and discussions.
    Examples:
    What do the students think about the book?
    Ask if they would like the book to be available to them (classroom library).
  • Extension
    After reading, students should participate in a class discussion about the book. Then they could have a choice of how to apply what they learned during the read-aloud:
    Write a letter to Juliette Low. You may ask her questions, tell her your ideas about an organization you would like to start, etc.
    Create a timeline of Juliette Low’s life.
    Read another book about a famous woman from the same time period. Make a Venn Diagram to compare and Contrast the two.
  • Conclusion
    The read-aloud is very important because it helps the development of children’s literacy skills.
    Children love to capture the power of the read-aloud and most likely you will see them recreating the experience, conversations, and learning to conduct their own read-aloud.
  • Bibliography
    Article: The Power of Planning: Developing Effective Read-Alouds
    By: Megan K. Shedd and Neil K. Duke
    https://unccmail.uncc.edu/exchange/sedeal/Inbox/Article.EML/1_multipart_xF8FF_2_EJ819337.pdf/C58EA28C-18C0-4a97-9AF2-036E93DDAFB3/EJ819337.pdf?attach=1
    Book: Juliette Low: Founder of the Girl Scouts of America
    By: June Behrens
    Website:
    http://www.busyteacherscafe.com/teacher_resources/literacy_pages/reading_workshop.htm