Lit Circles
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Lit Circles

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This presentation is one that I presented at the January OCPS reading coaches meeting. It is an overview of how we differentiate with students by implementing literature circles..

This presentation is one that I presented at the January OCPS reading coaches meeting. It is an overview of how we differentiate with students by implementing literature circles..

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Transcript

  • 1. Lit Circle Implementation: Prime Time for Differentiation Dr. Beth Scanlon, NBCT Reading Coach Cypress Creek High School
  • 2. Think-Pair-Share
    • Differentiation:
    • What’s on your mind?
  • 3. Seven Characteristics of Highly Effective Comprehension Teachers (Allington, R., 2007, 279)
    • Take time to understand their use of strategies while reading.
    • Incorporate comprehension into daily, weekly, & monthly plans & lessons
    • Ask students to apply strategies in a wide variety of texts---genres, topics, & levels
  • 4.
    • 4. Vary the size of instructional groups
    • Gradually transfer responsibility for strategy application to students
    • Ask students to demonstrate strategy use in a variety of ways---2 column notes, Venn diagrams, skits, sketches, timelines
    • 7. Understand why they teach strategies and how strategy instruction fits into the overall goals for teaching reading and content
  • 5. Large Group Instruction
    • Introduce a new strategy
    • Introduce an old strategy with a new genre
    • Demonstrate a proficient use of a strategy with a think-aloud
  • 6. Small Group Instruction
    • Provide more intensive practice for students who need it
    • Challenge students who have quickly picked up a strategy using more difficult texts
    • Discuss the books
    • Focus on strategy use
  • 7. One-to-One Conferences
    • Review individual student data & set goals
    • Check student understanding & application of a strategy
    • Provide intensive strategy instruction for students who need it
    • Push a student to use a
    • specific strategy more
    • deeply
  • 8. Guided Reading
    • Reinforce strategies
    • Introduce new strategies
    • Help students make connections between texts and the work of readers
    • Allows the teacher to carefully observe students as readers
    • Allen, J. (2000). Yellow Brick Roads. York, ME. Stenhouse Publishers.
  • 9. Effective Readers
    • Activate Background Knowledge
    • Question Text
    • Draw Conclusions
    • Make Inferences
    • Monitor Comprehension
    • Make Connections
    • Set a purpose for reading
    • Use text features
  • 10. Planning for Differentiation
    • Identify your students’ needs as individuals, small groups, or the collective
    • Determine how to introduce or reinforce the strategy
    • Plan small group work or literature circles in which students can work or read independently
    • Find appropriate texts
  • 11. Word Attack Practice
    • Objective: To help students practice what to do when they come to a word they don’t know.
    • Steps: 1. Silently read your text.
    • 2. Annotate or chunk the text
    • whileafter you are reading
    • 3. Highlight any unknown words
    • Exit Slip: What did you learn about how to strategically figure out an unknown word’s meaning while reading today?
  • 12. Let’s Do: Fishbowl What do you notice?
  • 13. What are my other students doing?
  • 14. Your Turn
    • Divide into groups of four
    • Read your assignment card
    • Read your text
    • Practice the strategy
    • Debrief as a whole class
  • 15. Supports for Teachers
    • Service Learning Students
      • Lit Leaders
    • Volunteers (College Students Needing Observation HoursService Learning)
    • Audio Support
    • Reading Coach
    • Reading Portal Material
    • Edge Re-teach Material
    • Mini-Lessons for Literature Circles by Harvey Daniels
  • 16. Exit Slip
    • What questions do you still have?
  • 17. References
    • Allen, J. (2000). Yellow Brick Roads. Stenhouse Publishers: York.
    • Allington, R. (2007). Effective teachers, effective instruction. In K. Beers, R. Probst, & L. Rief (Eds.), Adolescent literacy: Turning practice into promise (pp. 273-288). Portsmouth, NH: Heinemann.