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Lit Circles
Lit Circles
Lit Circles
Lit Circles
Lit Circles
Lit Circles
Lit Circles
Lit Circles
Lit Circles
Lit Circles
Lit Circles
Lit Circles
Lit Circles
Lit Circles
Lit Circles
Lit Circles
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.

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