This document summarizes a workshop on teaching reading using a workshop model. It discusses the goals of implementing a reading workshop, including using a balanced approach with both overt instruction and situated practice. Key elements of the reading workshop model are explored, such as modeling, coaching, scaffolding, articulation, reflection and exploration. Structures to support reading development, such as read alouds, guided reading, conferring and strategy groups are also outlined.
6. The Laborers There once was a traveler who journeyed all over the globe in search of wisdom and enlightenment. In the midst of one village, he came upon a great deal of noise, dust and commotion. He approached the nearest laborer and asked, “Excuse me, I’m not from this village. May I ask what’s going on here? The laborer replied curtly, “Can’t you see? I’m busting rocks.”
27. Is the arrangement of your classroom and the accessibility of books and other resources conducive to instruction that promotes thinking and exploration in reading?
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42. Does a person walk in your classroom and know immediately that this is a community that celebrates literacy?
Comfort Level on the following: How to physically set up the classroom to support a reading workshop How to conference with children in reading How to plan effective focused instruction (aka mini-lessons) in reading The daily schedule for reading workshop How to manage independent reading The role and place of small group instruction How to organize a classroom library Teaching reading in units of study How to assess children in reading workshop What to teach in a reading worksop
Review results, Ask group what elements are really important to them
Reflect on what connections you made during this reading
Small groups draft--10 minutes
Think of something that you are good at. How did you learn? Did someone teach you? Are you self-taught? What was the learning process? What kept you at it?
Immersion -- Infant and young children need to be surrounded by an environment that is rich in spoken and written language. Demonstration --Children need opportunities to observe models of the way written language is used in daily life. Engagement --Young children need opportunities to try reading and writing activates on their own. Expectation --Children need to be in an environment where adults believe that they will acquire literacy skills. Use--Children must use reading and writing skills throughout their daily lives. Approximation--Young children should be free to make attempts at written language that move closer and closer to conventional reading and writing. Response--Children need to receive feedback from knowledgeable people on their attempts a reading and writing.
During scaffolded instruction, teachers provide students with varying degrees of support that enable them to complete a specific task. As students become more competent, the scaffolding is removed and the students assume responsibility for the task.
Consider word walls and high frequency word lists— Red-lining papers is an way that scaffolding never gets removed
instruction is differentiated for all students the Complete 4 Model creates balance and integrity in yearlong planning for the teaching of reading and writing content area learning is deeply integrated so that the teaching of reading and writing and the content area work mutually empower each other and stimulate student learning and growth students have access to a variety of genre and levels of literature in their independent reading lives students read and write independently during school hours, with teacher support and supervision there is a balance of both the opportunity to practice safely what students are newly learning, and also to try out skills in high stakes formats (assessments, celebrations) learning is framed inside organized units of study which relate to the real experiences of their reading and writing lives students receive regular opportunities to read and write inside a variety of genres, and for a variety of purposes teachers assess students both formally and informally: assessments which both compare one’s students to the wider student world, and also help to understand students individually, and are utilized in ways which to guide instruction celebration and play are key ingredients in the teaching of reading and writing, and should be incorporated at all grade levels
instruction is differentiated for all students the Complete 4 Model creates balance and integrity in yearlong planning for the teaching of reading and writing content area learning is deeply integrated so that the teaching of reading and writing and the content area work mutually empower each other and stimulate student learning and growth students have access to a variety of genre and levels of literature in their independent reading lives students read and write independently during school hours, with teacher support and supervision there is a balance of both the opportunity to practice safely what students are newly learning, and also to try out skills in high stakes formats (assessments, celebrations) learning is framed inside organized units of study which relate to the real experiences of their reading and writing lives students receive regular opportunities to read and write inside a variety of genres, and for a variety of purposes teachers assess students both formally and informally: assessments which both compare one’s students to the wider student world, and also help to understand students individually, and are utilized in ways which to guide instruction celebration and play are key ingredients in the teaching of reading and writing, and should be incorporated at all grade levels
Why is it important for children to choose their own books? How could you support self-selection of books in your classroom? How do you manage many children in different books?
LitLife’s Beliefs- ways to organize teaching and thinking that makes sense and marks time- anecdote of classroom and staff development experience.
Process:
Activity- What do you want your readers to be able to do by end of year? Add to complete 4 These traits inform you to the kinds of assessments you want to give Formal- DRA, NJASK, Any other standardized tests administered by district Informal- conferences, rubrics, reflections, performance tasks, commitment stage of units
Activity- What do you want your readers to be able to do by end of year? Add to complete 4 These traits inform you to the kinds of assessments you want to give Formal- DRA, NJASK, Any other standardized tests administered by district Informal- conferences, rubrics, reflections, performance tasks, commitment stage of units
Activity- What do you want your readers to be able to do by end of year? Add to complete 4 These traits inform you to the kinds of assessments you want to give Formal- DRA, NJASK, Any other standardized tests administered by district Informal- conferences, rubrics, reflections, performance tasks, commitment stage of units
Activity- What do you want your readers to be able to do by end of year? Add to complete 4 These traits inform you to the kinds of assessments you want to give Formal- DRA, NJASK, Any other standardized tests administered by district Informal- conferences, rubrics, reflections, performance tasks, commitment stage of units
Activity- What do you want your readers to be able to do by end of year? Add to complete 4 These traits inform you to the kinds of assessments you want to give Formal- DRA, NJASK, Any other standardized tests administered by district Informal- conferences, rubrics, reflections, performance tasks, commitment stage of units
LitLink Days include topics such as Boys and Reading, Conferring, Book Clubs, Learning to Write, Writing to Learn We have flyer!
