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Jennifer Evans
Assistant Director ELA
St. Clair County RESA
Evans.jennifer@sccresa.org
http://www.protopage.com/evans.jenn...
Agenda

Initial Reading
Survey

Introduction
Background
Objectives

Essential
Components of
a Reading
Workshop

Assessment...
Reading Survey
Initial Reading Survey p. 2
Why Workshop?
Research
based

Best
Practices

Motivation
Research Based


Research has suggested that addressing
students’ individual needs is an important aspect
of effective re...
Attachment A

Research Base
for Readers and
Writers
Workshop Article

Big Five from the
Reading First
Panel of the
Federal...
Motivation


Learning in general is indeed an intentional act. Students
make the conscience decision to learn or not to l...
Best Practices
In workshop approaches, the teacher is seen as a
decision maker, conducting lessons and creating
learning e...
One of the most important things we can do
as educators is to provide students with
ample time for reading and writing.

I...
The Reality


Professor Pearson finds that in many classrooms,
students spend little time actually reading texts.
Much of...
How?
Such instruction involves four phases:

teacher modeling and explanation

guided practice during which teachers "guid...
Reading/Writing Workshop Comparison
Comparison of Traditional and Guided Reading
Groups


Traditional Reading Groups
 Groups remain stable in composition.
...
Types of Groups
Small Groups
Guided Reading
Ability grouping
Literacy centers

Whole Group
Read-alouds
Modeled reading and...
Think – Pair - Share


In order to create a literacy environment
within your classroom, what things must be
considered?
*...
Plan Your Space
Whole-Class Meeting Area
(This includes my easel,
rug, directors chair, etc.)

Book Shelves for My
Classro...
Setting Up Your Classroom


The sisters – setting up your classroom:
(6 min. )

http://www.choiceliteracy.com/booksdvds-d...
Why is structure important?


In order for a guided reading group to be
successful, the rest of the students in the
class...
Chips in:
At your table, take turns
sharing examples of
meaningful activities for
students to do. Be sure
to explain how y...
Meaningful literacy activities are
ones in which:

Collaboration
and
independence
are promoted

Students are
actively
enga...
Research tells us that:

Literacy develops
best through social
interaction and
dialogue with
others.

Guided reading is
es...
The Components of Balanced
Literacy


http://www.youtube.com/watch?v=8nhZ7g0955Q
(6.42)
Essential Components of a Reading
Workshop
Mini-Lesson (10-15
minutes): explicit
instruction of skills and
strategies

Ind...
Goal: Reading Process for the Strategic
Reader
Components of a Reading Workshop


http://www.youtube.com/watch?v=cgN2WUM
W6zM (Calkins – Structures of a Reading
Worksho...
Read Aloud
Teacher reads selections
aloud to students.
Benefits:
•Students are introduced to a
variety of texts
•Students ...
Shared Reading
What it Looks Like:
 All Eyes on One Text
Reading Together
 Repeated Readings of
New, Familiar and
Favori...
Guided Reading
Teacher works with small, flexible groups of
children who have similar reading strengths &
needs.

Guided R...
Independent Reading



Students read texts that
they have chosen.
Books should be “Good
Fits”
 Meet their need (to info...
Conferring
Individual Instruction for Readers and
Writers
 Take place between the teacher and
student
 Differentiation a...
Word Study


Mini-lesson : Teacher explicitly teaches a skill in
phonics, spelling, vocabulary, reading, or writing



P...
Components of Language/Word
Study
Phonemic
Awareness

Phonics
Instructions

Vocabulary
Instruction

Spelling
Instruction

...
Literacy Centers

Rules and Procedures are Clearly Established

Relevant tasks are prepared at each center
Key to success:










When trust is combined with explicit instruction,
our students acquire the skills necess...
Reading Workshop Videos


http://insideteaching.org/quest/collection
s/sites/myers_jennifer/workshopapproac
h.htm (multip...
Assessments
Informal Assessments
Listening In
Turn and Talk

Formal Assessments

Teacher/Student Conference
notes

DIBELS
...
NWEA Example

STARS Reading Assessment
CORE Reading Sourcebook

MLPP
Dibels/DRA

Teachers College Assessment
Tool
Informal Reading Inventories
Flynt & Cooter (2007)
 Applegate
 Bader (2005)
 Burns & Roe (2005)
 Johns (2005)
 Leslie...
Small Group Profile
Using assessment data (NWEA
example), group your students into
guided reading groups.
 Confer with a ...
The Reading and Writing
Project
Read the
first page of
the article
until the last
paragraph,
noting key
points.

Discuss
w...
Lesson Plan
Starting with your skill groups, determine
what lesson you will teach them.
 Confer with a partner

Reading Workshop Sites
The Reading Workshop Resource page:
http://www.busyteacherscafe.com/literacy/readin
g_workshop.html...
Recap
1. Plan and
Organize Your
Classroom

4. Use Data to
Group Students

2. Develop Your
Schedule

3. Establish
Clear Rou...
Homework:

Read “Classroom
Reading Assessments“
and be prepared to
discuss.

Next time you come bring
a sheet showing how ...
Reading workshop series day 1
Reading workshop series day 1
Reading workshop series day 1
Reading workshop series day 1
Reading workshop series day 1
Reading workshop series day 1
Reading workshop series day 1
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Reading workshop series day 1

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Reading workshop series day 1

  1. 1. Jennifer Evans Assistant Director ELA St. Clair County RESA Evans.jennifer@sccresa.org http://www.protopage.com/evans.jennifer
  2. 2. Agenda Initial Reading Survey Introduction Background Objectives Essential Components of a Reading Workshop Assessment Overview Small Group Profile Homework
  3. 3. Reading Survey
  4. 4. Initial Reading Survey p. 2
  5. 5. Why Workshop? Research based Best Practices Motivation
  6. 6. Research Based  Research has suggested that addressing students’ individual needs is an important aspect of effective reading instruction (Fielding & Pearson, 1994). Although this may challenge teachers’ traditional notions of reading instruction, forcing them to work in guided reading groups and individually with readers, the research is overwhelmingly in favor of individualizing instruction to meet the needs of all learners (Allington & Walmsley, 1995). Teachers need to put aside instructional practices that have been shown to be ineffective.
  7. 7. Attachment A Research Base for Readers and Writers Workshop Article Big Five from the Reading First Panel of the Federal Government 7 Habits of Good Readers
  8. 8. Motivation  Learning in general is indeed an intentional act. Students make the conscience decision to learn or not to learn immediately upon entrance into the classroom each day. The teachers and learning environments which the student encounters certainly influence his decision to learn. Implementing Reading and Writing Workshop into elementary, middle, and secondary classrooms can lead to increased levels of motivation in readers and writers.  Research has found that high levels of motivation and engagement in elementary classrooms leads to high levels of achievement (Pressley, M., Allington, R.L., Wharton-McDonald, R., Black, C.C., & Morrow, L.M., 2001
  9. 9. Best Practices In workshop approaches, the teacher is seen as a decision maker, conducting lessons and creating learning experiences based on the needs of the readers in their class. Having all students working in the same book at the same time is about control and comfort, not effective teaching. Instructional decisions are made by teachers to address the needs of the students in their classrooms, rather than coming from a commercial program. In the hands of a quality teacher, basals and instructional materials become resources to use, rather than a series of lessons to be read aloud.
  10. 10. One of the most important things we can do as educators is to provide students with ample time for reading and writing. It is necessary to have a classroom structure in place that supports the other students in their literacy learning. Management and routines are key!
  11. 11. The Reality  Professor Pearson finds that in many classrooms, students spend little time actually reading texts. Much of their instructional time is spent on workbook-type assignments. The skill/time ratio is typically the highest for children of the lowest reading ability (Allington, 1983). Furthermore, the research indicates that teachers are spending inadequate amounts of time on direct comprehension instruction. A study completed in 1979 (Durkin) concluded that teachers used either workbooks or textbook questions to determine a student's understanding of content, but rarely taught students "how to comprehend." In 1987, Dr. Pearson (and Dole) described the importance of "explicit instruction" for teaching comprehension
  12. 12. How? Such instruction involves four phases: teacher modeling and explanation guided practice during which teachers "guide" students to assume greater responsibility for task completion independent practice accompanied by feedback application of the strategies in real reading situations Dr. Pearson emphasizes that comprehension instruction must be embedded in texts rather than taught in isolation through workbook pages.
  13. 13. Reading/Writing Workshop Comparison
  14. 14. Comparison of Traditional and Guided Reading Groups  Traditional Reading Groups  Groups remain stable in composition.  Students progress through a specific sequence of stories and skills.  Introductions focus on new vocabulary.  Skills practice follows reading.  Focus is on the lesson, not the student.  Teacher follows prepared "script" from the teacher's guide.  Questions are generally limited to factual recall.  Teacher is interpreter and checker of meaning.  Students take turn reading orally.  Focus is on decoding words.  Students respond to story in workbooks or on prepared worksheets.  Readers are dependent on teacher direction and support.  Students are tested on skills and literal recall at the end of each story/unit.  Guided Reading Groups  Groups are dynamic, flexible, and change on a regular basis.  Stories are chosen at appropriate level for each group; there is no prescribed sequence.  Introductions focus on meaning with some attention to new and interesting vocabulary.  Skills practice is embedded in shared reading.  Focus is on the student, not the lesson.  Teacher and students actively interact with text.  Questions develop higher order thinking skills and strategic reading. Teacher and students interact with text to construct meaning.  Students read entire text silently or with a partner.  Focus is on understanding meaning.  Students respond to story through personal and authentic activities. Students read independently and confidently.  Assessment is ongoing and embedded in instruction
  15. 15. Types of Groups Small Groups Guided Reading Ability grouping Literacy centers Whole Group Read-alouds Modeled reading and writing Mini-lessons Shared reading/writing Independent Independent reading and writing activities Teacher-Student Reading/Writing workshop Reading/Writing conferences
  16. 16. Think – Pair - Share  In order to create a literacy environment within your classroom, what things must be considered? * traffic flow * rich language environment *rule/procedures * management of materials *good lighting * preferred seating *interests levels * leveled library * noise level *relevant activities * file folder games at level *trust * comfort * safety *vision * work to keep engaged *goal setting
  17. 17. Plan Your Space Whole-Class Meeting Area (This includes my easel, rug, directors chair, etc.) Book Shelves for My Classroom Library My Bulletin Boards (My CAFE board, Homeworkopoly, 6 Traits Board, Writer's & Reader's Workshop, Anchor Charts, All About Me Board, etc.) Check In/Paper Work Area for Students Computers Materials/Supplies Set Up Desks/Tables
  18. 18. Setting Up Your Classroom  The sisters – setting up your classroom: (6 min. ) http://www.choiceliteracy.com/booksdvds-detail.php?id=57 Classroom set-up: (pictures) http://workshopteaching.weebly.com/classr oom-set-up.html 
  19. 19. Why is structure important?  In order for a guided reading group to be successful, the rest of the students in the class need to be involved in meaningful literacy activities.
  20. 20. Chips in: At your table, take turns sharing examples of meaningful activities for students to do. Be sure to explain how you know it’s a meaningful activity. Each time you share, place your chip in the center. Take notes of meaningful activities you would like to use. Everyone must share before you share again.
  21. 21. Meaningful literacy activities are ones in which: Collaboration and independence are promoted Students are actively engaged Concepts and strategies are reinforced
  22. 22. Research tells us that: Literacy develops best through social interaction and dialogue with others. Guided reading is essentially a carefully managed “social occurrence”.
  23. 23. The Components of Balanced Literacy  http://www.youtube.com/watch?v=8nhZ7g0955Q (6.42)
  24. 24. Essential Components of a Reading Workshop Mini-Lesson (10-15 minutes): explicit instruction of skills and strategies Independent and Small Groups (45-60 minutes): Shared Learning (10-15 minutes): time to share and talk about reading Independent Reading Read Aloud Think-Aloud Shared Reading Sharing Projects Collaboration Author’s Chair Discussions Assessment Guided Reading Status check Modeled Reading Assessment Review Conferences Assessment Review Reinforce/Extend/Reteach skills Centers/Menus
  25. 25. Goal: Reading Process for the Strategic Reader
  26. 26. Components of a Reading Workshop  http://www.youtube.com/watch?v=cgN2WUM W6zM (Calkins – Structures of a Reading Workshop– 5min)  Rick’s Reading Workshop Overview: https://www.teachingchannel.org/videos/read ing-workshop-overview Handout of Components
  27. 27. Read Aloud Teacher reads selections aloud to students. Benefits: •Students are introduced to a variety of texts •Students hear fluent reading •Teacher shares her thinking (Think Alouds) •Students are provided with quality writing models •Creates a sense of community
  28. 28. Shared Reading What it Looks Like:  All Eyes on One Text Reading Together  Repeated Readings of New, Familiar and Favorite Texts Supported Skills  Fluency and Phrasing  Love for reading  Comprehension  Word familiarity  Phonemic awareness/phonics  Safe environment
  29. 29. Guided Reading Teacher works with small, flexible groups of children who have similar reading strengths & needs. Guided Reading Small Group Strategy Lessons Small groups at the same reading level  Prepares students for the next reading level  Teach the skills within their instructional level  Books match their instructional reading level   Small groups that are skill based  Students may or may not be at the same reading level  Differentiated Instruction  Books match their independent reading level
  30. 30. Independent Reading   Students read texts that they have chosen. Books should be “Good Fits”  Meet their need (to inform, entertain, or persuade them)  Match their interests  At an appropriate reading level Students are given time to actually read.  Students are encouraged to get comfortable. 
  31. 31. Conferring Individual Instruction for Readers and Writers  Take place between the teacher and student  Differentiation at its Best! 
  32. 32. Word Study  Mini-lesson : Teacher explicitly teaches a skill in phonics, spelling, vocabulary, reading, or writing  Practice: Students practice the skill independently or with a partner  Sharing: Students share what was learned and how it will help us in everyday reading and writing
  33. 33. Components of Language/Word Study Phonemic Awareness Phonics Instructions Vocabulary Instruction Spelling Instruction Interactive Edit Vocabulary Handwriting Test Reading/Writing Current Events Modeled or Shared Reading/Writing Interactive Read Aloud
  34. 34. Literacy Centers Rules and Procedures are Clearly Established Relevant tasks are prepared at each center
  35. 35. Key to success:         When trust is combined with explicit instruction, our students acquire the skills necessary to become independent learners. Students will continue their learning even when they are not being “managed” by the teacher. (p. 18) Providing choice Establish clear routines and procedures Explicitly explain why Build Stamina Good-fit books Anchor Charts Correct Modeling
  36. 36. Reading Workshop Videos  http://insideteaching.org/quest/collection s/sites/myers_jennifer/workshopapproac h.htm (multiple videos showing different components of a reading workshop)  http://www.scholastic.com/teachers/top_ teaching/2009/10/reading-workshop (5:49 Typical Reading Workshop Structure)
  37. 37. Assessments Informal Assessments Listening In Turn and Talk Formal Assessments Teacher/Student Conference notes DIBELS Running Records Pre/Post Assessments Notes From Small Group Instruction Observations Hand Signals Rubrics Journals MEAP/NWEA/STAR ReadingMath DRA Comprehension Tests Self-Evaluations Published Writing On Demand Writing Presentations
  38. 38. NWEA Example STARS Reading Assessment
  39. 39. CORE Reading Sourcebook MLPP
  40. 40. Dibels/DRA Teachers College Assessment Tool
  41. 41. Informal Reading Inventories Flynt & Cooter (2007)  Applegate  Bader (2005)  Burns & Roe (2005)  Johns (2005)  Leslie & Caldwell (2006)  Silvaroli & Wheelock (2004)  Woods & Moe (2007) 
  42. 42. Small Group Profile Using assessment data (NWEA example), group your students into guided reading groups.  Confer with a partner to share how you grouped your students. Be sure to defend your decisions.  Again using assessment data, group your students into skill groups. 
  43. 43. The Reading and Writing Project Read the first page of the article until the last paragraph, noting key points. Discuss with partner
  44. 44. Lesson Plan Starting with your skill groups, determine what lesson you will teach them.  Confer with a partner 
  45. 45. Reading Workshop Sites The Reading Workshop Resource page: http://www.busyteacherscafe.com/literacy/readin g_workshop.html   What effective classroom libraries look like: http://teacher.scholastic.com/products/classroo mbooks/pdfs/research/What_Effective_Librarie s.pdf  Daily 5 Literacy Block: http://pinterest.com/megandm/daily-5-literacyblock/
  46. 46. Recap 1. Plan and Organize Your Classroom 4. Use Data to Group Students 2. Develop Your Schedule 3. Establish Clear Routines and Expectations 5. Determine Instruction 6. Prepare Relevant Activities at Level 7. Progress Monitor 8. Readjust and Plan Instruction
  47. 47. Homework: Read “Classroom Reading Assessments“ and be prepared to discuss. Next time you come bring a sheet showing how you grouped your students for guided reading and skill groups and the assessment(s) used.

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