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Reading workshop structure

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  • 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
  • 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
  • This is just a model of what a normal day may look like. However, when doing a class novel, the timing may change.
  • This is just a model of what a normal day may look like. However, when doing a class novel, the timing may change.
  • Literacy development consumes a large portion of the school day. In order for students to grow into real readers and writers, they need to be provided with ample time to hone their skills. Reading and writing elements are employed in every subject area throughout the day. For example, while the students are in gym class, they may read the rules to a new game or match terms to the correct lines on the basketball court (Free Throw Line card would be placed on the actual free throw line).
  • Transcript

    • 1. Jennifer Evans Assistant Director ELA St. Clair County RESA Evans.jennifer@sccresa.org http://www.protopage.com/evans.jennifer
    • 2.  In order to create a literacy environment within your classroom, what things must be considered?
    • 3.  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
    • 4.  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.
    • 5. At your table, take turns sharing examples of meaningful activities for students to do. Each time you share, place your chip in the center. Everyone must share before you share again. Take notes of meaningful activities you would like to use.
    • 6. Students are actively engaged Concepts and strategies are reinforced Collaboration and independence are promoted
    • 7. Literacy develops best through social interaction and dialogue with others. Guided reading is essentially a carefully managed “social occurrence”.
    • 8. 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!
    • 9. 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, All About Me Board, etc.) Check In/Paper Work Area for Students Computers Materials/Supplies Set Up Desks/Tables
    • 10.  The sisters – setting up your classroom: http://www.choiceliteracy.com/books-dvds- detail.php?id=57  Classroom set-up: http://workshopteaching.weebly.com/classroo m-set-up.html
    • 11.  The Reading Workshop Resource page: http://www.busyteacherscafe.com/literacy/reading _workshop.html  What effective classroom libraries look like: http://teacher.scholastic.com/products/classroo mbooks/pdfs/research/What_Effective_Libraries. pdf  Daily 5 Literacy Block: http://pinterest.com/megandm/daily-5-literacy- block/
    • 12. Amount of Time Grouping Types of Activities 10-15 minutes Whole group Mini-Lesson 15 minutes Individual Self-selected reading/journaling 10-15 minutes Whole group Mini-lesson 30 minutes Small groups Guided reading Read to Self Word work Read to Partner Write about Reading 10-15 minutes Whole group Mini-lesson 30 minutes Literacy Centers or Literature Circles or Guided Reading Conferring Read to Self Read to Partner Word Work Listen to Reading Discussions Guided Reading
    • 13. Amount of Time Grouping Types of Activities 15 minutes Whole group Spelling Basal story Comprehension strategies/skills Vocabulary Phonics Cooperative learning 15 minutes Individual Self-selected reading/journaling 30 minutes Small groups Guided reading Leveled readers Mini-lessons Word work 30 minutes Literacy Centers or Literature Circles Fluency Comprehension Vocabulary Phonics Spelling Read and response
    • 14. Time Subject Balanced Literacy Element 8:40 – 9:00 Morning Procedures Independent Writing – Journaling Independent Reading Book Selection 9:00 – 10:00 Writer’s Workshop Modeled Writing, Interactive Writing, Independent Writing, Guided Writing, & Read Aloud 10:00 – 11:30 Reading Block Shared Reading, Guided Reading, Literature Circles, Work Stations, Independent Reading, Read Aloud & Word Study 11:30 – 12:15 Lunch/Recess 12:15 – 12:45 Word Study Spelling & Word Study 12:45 – 1:05 Independent Reading Self-Selected Reading & Reading Conferences 1:05 – 1:35 Special Area Class Shared Reading, Read Aloud & Word Study 1:20 – 1:50 Intervention Groups Reading Interventions & Enrichment 1:50 – 2:50 Math Shared Reading & Independent Writing 2:50 – 3:20 Content Area Dependent upon the lesson
    • 15.  The way teachers structure the learning environment and the way students spend their time influences the level of reading proficiency the students have attained at the end of the academic year. (p. 7)
    • 16. We wanted to change the atmosphere in our classroom to create routines and procedures that fostered independent literacy behaviors that were ingrained to the point of being habits. Our goal was for all students to have internalized these expectations and shared experiences in a way that allowed for every child to become engrossed in their reading. (p. 9)
    • 17.  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 routines  Explicitly explain why  Build Stamina  Good-fit books  Anchor Charts  Correct Modeling
    • 18.  http://www.youtube.com/watch?v=cgN2WUM W6zM (Calkins – Structures of a Reading Workshop– 5min)  Rick’s Reading Workshop Overview: https://www.teachingchannel.org/videos/rea ding-workshop-overview
    • 19. Mini-Lesson (10-15 minutes): explicit instruction of skills and strategies Read Aloud Think-Aloud Shared Reading Modeled Reading Review Assessment Independent and Small Groups (45- 60 minutes): Independent Reading Collaboration Discussions Guided Reading Assessment Conferences Reinforce/Extend/Re -teach skills Centers/Menus Shared Learning (10-15 minutes): time to share and talk about reading Sharing Projects Author’s Chair Assessment Status check Review
    • 20.  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
    • 21.  http://www.ourclassweb.com/center_activities/readers_workshop/rw_poster_goldilocks_rules.pdf  Five Finger Rule
    • 22. Independent Level 96%- 100% Accuracy with good comprehension and fluency “Just Right” Instructional Level 90-95% Accuracy Students can read with teacher support and instruction Frustration Level < 90% Accuracy “Too Hard”
    • 23. 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
    • 24.  http://insideteaching.org/quest/collections/s ites/myers_jennifer/workshopapproach.htm
    • 25. 1. Plan and Organize Your Classroom 2. Develop Your Schedule 3. Establish Clear Routines and Expectations 6. Prepare Relevant Activities at Level 4. Use Data to Group Students 5. Determine Instruction 7. Progress Monitor 8. Readjust and Plan Instruction
    • 26. 1. What your classroom will look like (sketch it out) 2. What your schedule will look like (write it out) 3. List your routines and procedures to explicitly teach Work by yourself or with a partner to develop: