Reading workshop series day 1


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  • I will use different groupings throughout the day in order to meet the students’ needs.
  • Traffic flow, rich language environment, rule/procedures, management of materials, good lighting, preferred seating, interests levels, leveled library, have at least 7 books per child, noise level, relevant activities, file folder games at their level, trust, comfort, safety, vision, work to keep engaged, goal setting
  • “Reading aloud to students is another way to demonstrate how much you value reading, and it also becomes an opportunity to teach students about the rewards that reading brings” (Graves, 59). Readalouds occur throughout the day within a balanced literacy program. During read aloud time, the students gather on the whole group carpet area while a text is read aloud. Read alouds provide time for new genres, cultures, themes, and social issues to be introduced. If read alouds are thoughtfully selected, they can be used to teach reading strategies and vocabulary. According to Teaching Reading in the 21st Century, “What you choose to read aloud can serve to entice students to broaden the scope of their reading interests” (Graves, 59). During read alouds, the students are granted a glimpse inside the teacher’s head when think alouds are used. During the reading, the teacher may pause and share what she is thinking. This serves as a model for the students so that they are aware that real readers have a constant conversation running in their heads. Read alouds are also beneficial in providing a model of quality writing. During writer’s workshop, we often refer to mentor texts to help us improve our writing. By having some trusty texts, students will be able to model their writing after their favorite authors. Lastly, read alouds create a sense of community. “The social nature of reading in the company of others can become a powerful motivating force, encouraging students to read, to read with understanding, and to share their ideas with others. When students have the opportunity to talk with one another about what they read, they come to realize that there are many ways to understand and respond to a text, and they also have the opportunity to enlarge their understanding and repertoire of responses by listening to the responses of others.” (Graves, 60)
  • We rely heavily on this instructional approach in kdg and first grade, when students are emergent readers and are learning how texts work and stories go.
  • Having time to actually read for pleasure is essential if a child is to become a real reader. During independent reading time, students read texts of their own choosing. The teacher should be knowledgeable about current literature and should be able to assist the students in selecting “good fit” books. At the beginning of the school year, and as needed throughout the year), students need to be taught how to select “good fit” books. During independent reading, the classroom teacher may conference with individual readers. During a reading conference, the teacher checks in to see how the student is doing, teaches a strategy, and a praise point. The teacher may listen to the student’s reading and then give one strategy that the student may use. Or perhaps the teacher will help the student select a “good fit” book. After the teacher shares a strategy, she should give a praise point and then move on to another student. These conferences allow for the teacher to assess the students reading progress and to see which students need help with what. By providing time for the students to actually read, the teacher is showing the student that she values reading. “Anderson, Wilson, and Fielding (1998) discovered that among the fifth-grade students they studies, 50 percent read 4 minutes a day or less; 30 percent, 2 minutes a day or less, and 10 percent not at all” (Graves, 59). If students are to become better readers, they need to be given time to actually read!
  • The Fountas and Pinnell word study is a collection of minilessons that enable teachers to help children attend to and learn about how words work. The lessons are to be connected with word solving in reading and writing across the curriculum. Children learn to solve words on the run, while reading for meaning and writing to communicate. This is a comprehensive word study program that focuses on letter/sound relationships, spelling patterns, High frequency words, word meaning, word structure, and word solving actions.
  • Skip unless necessary to show more – resource for teachers to look back at ontheir own
  • Students are often informally assessed on their reading and writing development. The informal assessments allow for the teacher to quickly decide which students need remediation, more practice or enrichment with specific skills and strategies. Teachers may informally assess their students by simply listening in as the students are talking with their peers. High level questioning should be used to guide student conversations. Teachers may informally assess the students reading and writing development by utilizing journals. The journals allow a quick peek into the students’ heads and show the students’ strengths and weaknesses. Formal assessment are also used within the classroom. Many of the formal assessments are mandated by the school district or state. The formal assessments are used to guide my instruction. Students will earn their grades by earning points. Many of the scores will come from rubrics. Rubrics are sent home on a biweekly basis so you know how your child is doing in the classroom. Students will be evaluated on the quality and quality of reading journals, reading logs, written responses, active participation during discussions, published pieces of writing, comprehension tests, and quantity of writing produced during Writer’s Workshop.
  • Reading workshop series day 1

    1. 1. Jennifer Evans Assistant Director ELA St. Clair County RESA
    2. 2. Agenda Initial Reading Survey Introduction Background Objectives Essential Components of a Reading Workshop Assessment Overview Small Group Profile Homework
    3. 3. Reading Survey
    4. 4. Initial Reading Survey p. 2
    5. 5. Why Workshop? Research based Best Practices Motivation
    6. 6. Research Based  Research has suggested that addressing students’ individual needs is an important aspect of effective reading instruction (Fielding & Pearson, 1994). Although this may challenge teachers’ traditional notions of reading instruction, forcing them to work in guided reading groups and individually with readers, the research is overwhelmingly in favor of individualizing instruction to meet the needs of all learners (Allington & Walmsley, 1995). Teachers need to put aside instructional practices that have been shown to be ineffective.
    7. 7. Attachment A Research Base for Readers and Writers Workshop Article Big Five from the Reading First Panel of the Federal Government 7 Habits of Good Readers
    8. 8. Motivation  Learning in general is indeed an intentional act. Students make the conscience decision to learn or not to learn immediately upon entrance into the classroom each day. The teachers and learning environments which the student encounters certainly influence his decision to learn. Implementing Reading and Writing Workshop into elementary, middle, and secondary classrooms can lead to increased levels of motivation in readers and writers.  Research has found that high levels of motivation and engagement in elementary classrooms leads to high levels of achievement (Pressley, M., Allington, R.L., Wharton-McDonald, R., Black, C.C., & Morrow, L.M., 2001
    9. 9. Best Practices In workshop approaches, the teacher is seen as a decision maker, conducting lessons and creating learning experiences based on the needs of the readers in their class. Having all students working in the same book at the same time is about control and comfort, not effective teaching. Instructional decisions are made by teachers to address the needs of the students in their classrooms, rather than coming from a commercial program. In the hands of a quality teacher, basals and instructional materials become resources to use, rather than a series of lessons to be read aloud.
    10. 10. One of the most important things we can do as educators is to provide students with ample time for reading and writing. It is necessary to have a classroom structure in place that supports the other students in their literacy learning. Management and routines are key!
    11. 11. The Reality  Professor Pearson finds that in many classrooms, students spend little time actually reading texts. Much of their instructional time is spent on workbook-type assignments. The skill/time ratio is typically the highest for children of the lowest reading ability (Allington, 1983). Furthermore, the research indicates that teachers are spending inadequate amounts of time on direct comprehension instruction. A study completed in 1979 (Durkin) concluded that teachers used either workbooks or textbook questions to determine a student's understanding of content, but rarely taught students "how to comprehend." In 1987, Dr. Pearson (and Dole) described the importance of "explicit instruction" for teaching comprehension
    12. 12. How? Such instruction involves four phases: teacher modeling and explanation guided practice during which teachers "guide" students to assume greater responsibility for task completion independent practice accompanied by feedback application of the strategies in real reading situations Dr. Pearson emphasizes that comprehension instruction must be embedded in texts rather than taught in isolation through workbook pages.
    13. 13. Reading/Writing Workshop Comparison
    14. 14. Comparison of Traditional and Guided Reading Groups  Traditional Reading Groups  Groups remain stable in composition.  Students progress through a specific sequence of stories and skills.  Introductions focus on new vocabulary.  Skills practice follows reading.  Focus is on the lesson, not the student.  Teacher follows prepared "script" from the teacher's guide.  Questions are generally limited to factual recall.  Teacher is interpreter and checker of meaning.  Students take turn reading orally.  Focus is on decoding words.  Students respond to story in workbooks or on prepared worksheets.  Readers are dependent on teacher direction and support.  Students are tested on skills and literal recall at the end of each story/unit.  Guided Reading Groups  Groups are dynamic, flexible, and change on a regular basis.  Stories are chosen at appropriate level for each group; there is no prescribed sequence.  Introductions focus on meaning with some attention to new and interesting vocabulary.  Skills practice is embedded in shared reading.  Focus is on the student, not the lesson.  Teacher and students actively interact with text.  Questions develop higher order thinking skills and strategic reading. Teacher and students interact with text to construct meaning.  Students read entire text silently or with a partner.  Focus is on understanding meaning.  Students respond to story through personal and authentic activities. Students read independently and confidently.  Assessment is ongoing and embedded in instruction
    15. 15. Types of Groups Small Groups Guided Reading Ability grouping Literacy centers Whole Group Read-alouds Modeled reading and writing Mini-lessons Shared reading/writing Independent Independent reading and writing activities Teacher-Student Reading/Writing workshop Reading/Writing conferences
    16. 16. Think – Pair - Share  In order to create a literacy environment within your classroom, what things must be considered? * traffic flow * rich language environment *rule/procedures * management of materials *good lighting * preferred seating *interests levels * leveled library * noise level *relevant activities * file folder games at level *trust * comfort * safety *vision * work to keep engaged *goal setting
    17. 17. Plan Your Space Whole-Class Meeting Area (This includes my easel, rug, directors chair, etc.) Book Shelves for My Classroom Library My Bulletin Boards (My CAFE board, Homeworkopoly, 6 Traits Board, Writer's & Reader's Workshop, Anchor Charts, All About Me Board, etc.) Check In/Paper Work Area for Students Computers Materials/Supplies Set Up Desks/Tables
    18. 18. Setting Up Your Classroom  The sisters – setting up your classroom: (6 min. ) Classroom set-up: (pictures) oom-set-up.html 
    19. 19. Why is structure important?  In order for a guided reading group to be successful, the rest of the students in the class need to be involved in meaningful literacy activities.
    20. 20. Chips in: At your table, take turns sharing examples of meaningful activities for students to do. Be sure to explain how you know it’s a meaningful activity. Each time you share, place your chip in the center. Take notes of meaningful activities you would like to use. Everyone must share before you share again.
    21. 21. Meaningful literacy activities are ones in which: Collaboration and independence are promoted Students are actively engaged Concepts and strategies are reinforced
    22. 22. Research tells us that: Literacy develops best through social interaction and dialogue with others. Guided reading is essentially a carefully managed “social occurrence”.
    23. 23. The Components of Balanced Literacy  (6.42)
    24. 24. Essential Components of a Reading Workshop Mini-Lesson (10-15 minutes): explicit instruction of skills and strategies Independent and Small Groups (45-60 minutes): Shared Learning (10-15 minutes): time to share and talk about reading Independent Reading Read Aloud Think-Aloud Shared Reading Sharing Projects Collaboration Author’s Chair Discussions Assessment Guided Reading Status check Modeled Reading Assessment Review Conferences Assessment Review Reinforce/Extend/Reteach skills Centers/Menus
    25. 25. Goal: Reading Process for the Strategic Reader
    26. 26. Components of a Reading Workshop  W6zM (Calkins – Structures of a Reading Workshop– 5min)  Rick’s Reading Workshop Overview: ing-workshop-overview Handout of Components
    27. 27. Read Aloud Teacher reads selections aloud to students. Benefits: •Students are introduced to a variety of texts •Students hear fluent reading •Teacher shares her thinking (Think Alouds) •Students are provided with quality writing models •Creates a sense of community
    28. 28. Shared Reading What it Looks Like:  All Eyes on One Text Reading Together  Repeated Readings of New, Familiar and Favorite Texts Supported Skills  Fluency and Phrasing  Love for reading  Comprehension  Word familiarity  Phonemic awareness/phonics  Safe environment
    29. 29. Guided Reading Teacher works with small, flexible groups of children who have similar reading strengths & needs. Guided Reading Small Group Strategy Lessons Small groups at the same reading level  Prepares students for the next reading level  Teach the skills within their instructional level  Books match their instructional reading level   Small groups that are skill based  Students may or may not be at the same reading level  Differentiated Instruction  Books match their independent reading level
    30. 30. Independent Reading   Students read texts that they have chosen. Books should be “Good Fits”  Meet their need (to inform, entertain, or persuade them)  Match their interests  At an appropriate reading level Students are given time to actually read.  Students are encouraged to get comfortable. 
    31. 31. Conferring Individual Instruction for Readers and Writers  Take place between the teacher and student  Differentiation at its Best! 
    32. 32. Word Study  Mini-lesson : Teacher explicitly teaches a skill in phonics, spelling, vocabulary, reading, or writing  Practice: Students practice the skill independently or with a partner  Sharing: Students share what was learned and how it will help us in everyday reading and writing
    33. 33. Components of Language/Word Study Phonemic Awareness Phonics Instructions Vocabulary Instruction Spelling Instruction Interactive Edit Vocabulary Handwriting Test Reading/Writing Current Events Modeled or Shared Reading/Writing Interactive Read Aloud
    34. 34. Literacy Centers Rules and Procedures are Clearly Established Relevant tasks are prepared at each center
    35. 35. Key to success:         When trust is combined with explicit instruction, our students acquire the skills necessary to become independent learners. Students will continue their learning even when they are not being “managed” by the teacher. (p. 18) Providing choice Establish clear routines and procedures Explicitly explain why Build Stamina Good-fit books Anchor Charts Correct Modeling
    36. 36. Reading Workshop Videos  s/sites/myers_jennifer/workshopapproac h.htm (multiple videos showing different components of a reading workshop)  teaching/2009/10/reading-workshop (5:49 Typical Reading Workshop Structure)
    37. 37. Assessments Informal Assessments Listening In Turn and Talk Formal Assessments Teacher/Student Conference notes DIBELS Running Records Pre/Post Assessments Notes From Small Group Instruction Observations Hand Signals Rubrics Journals MEAP/NWEA/STAR ReadingMath DRA Comprehension Tests Self-Evaluations Published Writing On Demand Writing Presentations
    38. 38. NWEA Example STARS Reading Assessment
    39. 39. CORE Reading Sourcebook MLPP
    40. 40. Dibels/DRA Teachers College Assessment Tool
    41. 41. Informal Reading Inventories Flynt & Cooter (2007)  Applegate  Bader (2005)  Burns & Roe (2005)  Johns (2005)  Leslie & Caldwell (2006)  Silvaroli & Wheelock (2004)  Woods & Moe (2007) 
    42. 42. Small Group Profile Using assessment data (NWEA example), group your students into guided reading groups.  Confer with a partner to share how you grouped your students. Be sure to defend your decisions.  Again using assessment data, group your students into skill groups. 
    43. 43. The Reading and Writing Project Read the first page of the article until the last paragraph, noting key points. Discuss with partner
    44. 44. Lesson Plan Starting with your skill groups, determine what lesson you will teach them.  Confer with a partner 
    45. 45. Reading Workshop Sites The Reading Workshop Resource page: g_workshop.html   What effective classroom libraries look like: mbooks/pdfs/research/What_Effective_Librarie s.pdf  Daily 5 Literacy Block:
    46. 46. Recap 1. Plan and Organize Your Classroom 4. Use Data to Group Students 2. Develop Your Schedule 3. Establish Clear Routines and Expectations 5. Determine Instruction 6. Prepare Relevant Activities at Level 7. Progress Monitor 8. Readjust and Plan Instruction
    47. 47. Homework: Read “Classroom Reading Assessments“ and be prepared to discuss. Next time you come bring a sheet showing how you grouped your students for guided reading and skill groups and the assessment(s) used.