the-teaching-reading-workshop2461

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the-teaching-reading-workshop2461

  1. 1. Presented by Angela Maiers, 2007
  2. 2. What is the best way to TEACH reading? What kind of readers do we want our TEACHING to develop?
  3. 3. <ul><ul><li>Passionate </li></ul></ul><ul><ul><li>Inquisitive </li></ul></ul><ul><ul><li>Strategic </li></ul></ul><ul><ul><li>Confident </li></ul></ul><ul><ul><li>Flexible </li></ul></ul><ul><ul><li>Efficient </li></ul></ul><ul><ul><li>Enduring </li></ul></ul><ul><ul><li>Open Minded </li></ul></ul><ul><ul><li>Thoughtful </li></ul></ul>T ime T ext T alk T ask T each
  4. 4. <ul><ul><li>Change Talk about/around text </li></ul></ul><ul><ul><li>Expand definition of Comprehension </li></ul></ul><ul><ul><li>Develop Novice toward Expertise </li></ul></ul>
  5. 5. <ul><ul><li>Mini Lesson </li></ul></ul><ul><ul><li>Reading Application </li></ul></ul><ul><ul><li>Sharing </li></ul></ul>
  6. 21. <ul><ul><li>Mini Lesson( 10-15 min) </li></ul></ul><ul><ul><li>Reading Application </li></ul></ul><ul><ul><li>Sharing </li></ul></ul>“ Private Practice” Conferencing “ Small Group” Guidance
  7. 22. Mini Lesson( 10-15 min) <ul><ul><li>Skills and Strategies (competencies) </li></ul></ul><ul><ul><li>Genre (extensive and intensive) </li></ul></ul><ul><ul><li>Sustainable Habits and Behaviors </li></ul></ul><ul><li>(life long learning) </li></ul>
  8. 25. Establish Routines <ul><ul><li>   where to sit during reading time </li></ul></ul><ul><ul><li>giving a book talk </li></ul></ul><ul><ul><li>   how to be a good listener in a share session </li></ul></ul><ul><ul><li>   what is an appropriate noise level during reading time </li></ul></ul><ul><ul><li>   what to do when you finish a book </li></ul></ul><ul><ul><li>   what kinds of questions to ask during a share session </li></ul></ul><ul><ul><li>   running a small group share session </li></ul></ul><ul><ul><li>   self-evaluation </li></ul></ul><ul><ul><li>   getting ready for a conference </li></ul></ul><ul><ul><li>   how to have a peer conference </li></ul></ul><ul><ul><li>   where to sit during mini-lessons </li></ul></ul><ul><ul><li>   taking care of books </li></ul></ul><ul><ul><li>   keeping track of books read </li></ul></ul><ul><ul><li>   rules of the workshop </li></ul></ul>
  9. 26. Posters by Beth Newingham
  10. 27. Posters by Beth Newingham
  11. 28. Posters by Beth Newingham
  12. 31. Choose Your Path <ul><ul><li>“ One Text at a Time” </li></ul></ul><ul><ul><li>Broad Units of Study </li></ul></ul><ul><ul><li>Long Term </li></ul></ul><ul><li>Systematic Framework </li></ul>
  13. 32. Genre: Format: Task/Purpose: “ ONE TEXT AT A TIME” TEXT Behaviors/Actions Strategies/Tools Attitude/Stance
  14. 33. 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? Monday Tuesday Wednesday Thursday Friday REFLECT <ul><ul><li>Code Breaker </li></ul></ul><ul><ul><li>Meaning Maker </li></ul></ul><ul><ul><li>Text User </li></ul></ul><ul><ul><li>Text Critic </li></ul></ul>
  15. 35. Posters by Beth Newingham
  16. 40. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Genre Fiction Genre Fiction Genre Non-Fiction Genre Non-Fiction Genre Fiction Genre Fiction
  17. 41. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Genre Historical F Genre Historical F Genre Non-Fiction Genre Non-Fiction Genre Fantasy Genre Fantasy -historical fiction -Schema Activation-historical event -connect life to real event in history -punctuation . ? ! -plot (introduction, problem, conclusion) -historical fiction -critical features -punctuation “ “ -dialogue -plot -character feelings -non-fiction -headings / subheadings -table of contents -index -Cause and Effect -non-fiction -photo/ captions -bold print -glossary -main idea -Problem and Solution <ul><ul><li>Elements of </li></ul></ul><ul><li>Fantasy </li></ul><ul><li>-plot </li></ul><ul><li>-character </li></ul><ul><li>traits </li></ul><ul><li>-types of </li></ul><ul><li>characters: </li></ul><ul><li>-static / </li></ul><ul><li>dynamic </li></ul>-Elements of Fantasy -compare to Realism -Review Plot -main idea Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary Context clues Context clue Base Word Base Word Prefixes Prefixes
  18. 42. Planning for Daily Intentional Teaching <ul><ul><li>What do my students need to know? </li></ul></ul><ul><ul><li>What strategies/knowledge help them as readers? </li></ul></ul><ul><ul><li>In what way does this “strategy” look different across genre? </li></ul></ul><ul><ul><li>How will I make this strategy or understanding clear to them? </li></ul></ul><ul><ul><li>What language will I use? </li></ul></ul><ul><ul><li>What texts/materials will best support this instruction? </li></ul></ul><ul><ul><li>How can/will I connect this work to writing? </li></ul></ul><ul><ul><li>How will I collect evidence that can help me determine how </li></ul></ul><ul><li>well students have grasped this new understanding? </li></ul>
  19. 44. Read to Self
  20. 45. Read to Someone
  21. 46. Work on Writing
  22. 47. Work on Words
  23. 48. Listen to Reading
  24. 49. <ul><ul><li>Full Disclosure : Clarify Expectations </li></ul></ul><ul><ul><li>Explicitness : Describe the Practice </li></ul></ul><ul><ul><li>Demonstrate : Make it Visible </li></ul></ul><ul><ul><li>Practice w/ Guidance : Scaffolding </li></ul></ul><ul><ul><li>Private Practice : Student Application </li></ul></ul><ul><ul><li>Share and Reflect </li></ul></ul>

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