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Dublin Leadership Academy 2015: The Power of Series Books and Wordless Picture Books

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The Power of Series Books and Wordless Picture Books in the Reading Workshop--Gretchen Taylor and Franki Sibberson

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Dublin Leadership Academy 2015: The Power of Series Books and Wordless Picture Books

  1. 1. The Power of Series Books and Wordless Picture Books in Reading Workshop Gretchen Taylor and Franki Sibberson
  2. 2. Welcome! 5 minutes Text Complexity + Close Reading 15 minutes Series Books 15 minutes Wordless Books 15 minutes Browse + Think
  3. 3. District Goals ● Establish and communicate relevant learning goals ● Create differentiated experiences to maximize the learning for all students
  4. 4. How can series and wordless books support readers in reading more complex texts? ● Qualitative: structure, language, knowledge demands ● Quantitative: readability ● Reader: motivation, knowledge, experiences ● Task: complexity generated by the task assigned, questions posed
  5. 5. What Does Text Complexity Mean in Grades 3-8 Reading across an entire, longer story Struggling through meaning Author’s meaning-text evidence Longer intro to story/action Inferring events in a plot Understanding beyond what is written on the page Keeping track of characters, change in setting, dialogue Internal and external conflict Follow a characters’ changes over time/Really knowing characters Metaphor and symbolism Understanding big message and theme of a book Settings that are unfamiliar and settings that are more important Reading about topics/issues unrelated or uninterested in Beyond pulling facts More complex vocabulary and text features Text Structure-flashbacks, elapsed time, different chapters focus on different character, etc.
  6. 6. “Students deserve instruction that moves them forward as readers and thinkers and values their unique experiences and needs. Finding the balance is not impossible. We can teach students how to read closely and fall in love with reading.” Chris Lehman and Kate Roberts Text Complexity + Close Reading
  7. 7. Supporting Independent Reading
  8. 8. Text Complexity + Close Reading Close reading is when a reader independently stops at moments in a text (or media or life) to reread and observe the choices an author has made. He or she reflects on those observations to reach for new understandings that can color the way the rest of the book is read (or song heard or life lived) and thought about.
  9. 9. Curators, Not Collectors “We should be curators of our libraries, not just collectors. Offering students an engaging, diverse classroom library requires more than buying books and putting them on bookshelves….Managing a classroom library requires curation- selecting the best most current materials for both curriculum needs and student interests.” Donalyn Miller, Reading in the Wild p. 80
  10. 10. The Power of Series Books
  11. 11. Series Books... “After a couple of books, the central character becomes familiar, predictable. It is easier to predict how DW will respond after having read several Arthur books, which means that you have read a lot about DW and her brother” Richard Allington
  12. 12. Moving Readers Forward by Valuing Series Books
  13. 13. Identity and Agency
  14. 14. Wordless and Series Books Reader Identity
  15. 15. Agency What do you bring to the text as a reader?
  16. 16. What can you expect as a reader?
  17. 17. “The goal of reading ladders, is to slowly move students from where they are to where we would like them to be. With reading ladders you start with the authors, genres, or subjects your readers like then connect them to book after book—each a little more complex or challenging than the last.” Teri Lesesne Text Complexity + Close Reading
  18. 18. A Year of Read Aloud-3rd Grade
  19. 19. Rump by Liesl Shurtliff How can this book expand the conversation? How can this book help students meet the standards? How can this book meet the needs of students at different levels of reading? What have we read that they can build on? What charts might support good talk? Why is this the best “next read”?
  20. 20. Wordless Picture Books
  21. 21. Teaching the Reader, Not the Book... “We need to teach each student the way readers think as they read, not what to think, helping them to experience texts as readers, rather that putting specific thoughts about texts into their heads.”
  22. 22. Instructional Considerations Teacher modeling Reading with intention ● Details that make us wonder ● Details that repeat ● Consider message as we read Experience/practice
  23. 23. Fueling Inferential Thinking When I predict… ● I unpack the story one bit at a time ● I slow down and notice details ● I keep my mind in the text -- use evidence to put my ideas together ● I notice patterns in the text ● I ask myself, is this reasonable? What’s probable? *Brainstormed with Donna Eltringham, RSE
  24. 24. Unpacking the Standards Reading Anchor Standard 3 Key Ideas and Details CCSS.ELA-LITERACY.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
  25. 25. Unpacking the Standards Grade 3 Grade 4 Grade 5 RL. 3.3. Describe characters in a story (e.g., traits, motivations, or feelings) and describe how their actions contribute to the sequence of events RL 4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., character’s words, thoughts, or actions). RL. 5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
  26. 26. Unpacking the Standards Grade 6 Grade 7 Grade 8 RL. 6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RL. 7.3. Analyze how particular elements of a story or drama interact (e.g. how setting shapes the characters or plot). RL. 8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
  27. 27. Sidewalk Flowers: Complex Thinking First read: What does it say? (Notice/Wonder/Enjoy)
  28. 28. Sidewalk Flowers: Complex Thinking Second read: What do you notice about how each of the two characters interact with the setting and with each other? RL. 5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
  29. 29. Thinking About Characters
  30. 30. Scaffolding Instruction: Problem and Solution
  31. 31. Evaluating Wordless Books ● A Good First Look at Title ● Significance of word “circle” ● Accessible theme

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