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the-teaching-reading-workshop2461

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  • 1. Presented by Angela Maiers, 2007
  • 2. What is the best way to TEACH reading? What kind of readers do we want our TEACHING to develop?
  • 3.
      • Passionate
      • Inquisitive
      • Strategic
      • Confident
      • Flexible
      • Efficient
      • Enduring
      • Open Minded
      • Thoughtful
    T ime T ext T alk T ask T each
  • 4.
      • Change Talk about/around text
      • Expand definition of Comprehension
      • Develop Novice toward Expertise
  • 5.
      • Mini Lesson
      • Reading Application
      • Sharing
  • 6.  
  • 7.  
  • 8.  
  • 9.  
  • 10.  
  • 11.  
  • 12.  
  • 13.  
  • 14.  
  • 15.  
  • 16.  
  • 17.  
  • 18.  
  • 19.  
  • 20.  
  • 21.
      • Mini Lesson( 10-15 min)
      • Reading Application
      • Sharing
    “ Private Practice” Conferencing “ Small Group” Guidance
  • 22. Mini Lesson( 10-15 min)
      • Skills and Strategies (competencies)
      • Genre (extensive and intensive)
      • Sustainable Habits and Behaviors
    • (life long learning)
  • 23.  
  • 24.  
  • 25. Establish Routines
      •    where to sit during reading time
      • giving a book talk
      •    how to be a good listener in a share session
      •    what is an appropriate noise level during reading time
      •    what to do when you finish a book
      •    what kinds of questions to ask during a share session
      •    running a small group share session
      •    self-evaluation
      •    getting ready for a conference
      •    how to have a peer conference
      •    where to sit during mini-lessons
      •    taking care of books
      •    keeping track of books read
      •    rules of the workshop
  • 26. Posters by Beth Newingham
  • 27. Posters by Beth Newingham
  • 28. Posters by Beth Newingham
  • 29.  
  • 30.  
  • 31. Choose Your Path
      • “ One Text at a Time”
      • Broad Units of Study
      • Long Term
    • Systematic Framework
  • 32. Genre: Format: Task/Purpose: “ ONE TEXT AT A TIME” TEXT Behaviors/Actions Strategies/Tools Attitude/Stance
  • 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
      • Code Breaker
      • Meaning Maker
      • Text User
      • Text Critic
  • 34.  
  • 35. Posters by Beth Newingham
  • 36.  
  • 37.  
  • 38.  
  • 39.  
  • 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
  • 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
      • Elements of
    • Fantasy
    • -plot
    • -character
    • traits
    • -types of
    • characters:
    • -static /
    • dynamic
    -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
  • 42. Planning for Daily Intentional Teaching
      • What do my students need to know?
      • What strategies/knowledge help them as readers?
      • In what way does this “strategy” look different across genre?
      • How will I make this strategy or understanding clear to them?
      • What language will I use?
      • What texts/materials will best support this instruction?
      • How can/will I connect this work to writing?
      • How will I collect evidence that can help me determine how
    • well students have grasped this new understanding?
  • 43.  
  • 44. Read to Self
  • 45. Read to Someone
  • 46. Work on Writing
  • 47. Work on Words
  • 48. Listen to Reading
  • 49.
      • Full Disclosure : Clarify Expectations
      • Explicitness : Describe the Practice
      • Demonstrate : Make it Visible
      • Practice w/ Guidance : Scaffolding
      • Private Practice : Student Application
      • Share and Reflect

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