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  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>