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Reading workshop structure crull 2013


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Reading workshop structure crull 2013

  1. 1. Jennifer Evans Assistant Director ELA St. Clair County RESA
  2. 2.  In order to create a literacy environment within your classroom, what things must be considered?
  3. 3.  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
  4. 4.  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.
  5. 5. At your table, take turns sharing examples of meaningful activities for students to do. 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.
  6. 6. Collaboration and independence are promoted Students are actively engaged Concepts and strategies are reinforced
  7. 7. Literacy develops best through social interaction and dialogue with others. Guided reading is essentially a carefully managed “social occurrence”.
  8. 8. 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!
  9. 9. 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, All About Me Board, etc.) Check In/Paper Work Area for Students Computers Materials/Supplies Set Up Desks/Tables
  10. 10.  The sisters – setting up your classroom: Classroom set-up: m-set-up.html 
  11. 11. The Reading Workshop Resource page: _workshop.html    What effective classroom libraries look like: mbooks/pdfs/research/What_Effective_Libraries. pdf Daily 5 Literacy Block:
  12. 12. Amount of Time Grouping Types of Activities 15 minutes Whole group Spelling Basal story Comprehension strategies/skills Vocabulary Phonics Cooperative learning 15 minutes Individual Self-selected reading/journaling 30 minutes Small groups Guided reading Leveled readers Mini-lessons Word work 30 minutes Literacy Centers or Literature Circles Fluency Comprehension Vocabulary Phonics Spelling Read and response
  13. 13. Amount of Time Grouping Types of Activities 10-15 minutes Whole group Mini-Lesson 15 minutes Individual Self-selected reading/journaling 10-15 minutes Whole group Mini-lesson 30 minutes Small groups Guided reading Read to Self Word work Read to Partner Write about Reading 10-15 minutes Whole group Mini-lesson 30 minutes Literacy Centers or Literature Circles or Guided Reading Conferring Read to Self Read to Partner Word Work Listen to Reading Discussions Guided Reading
  14. 14. Time 8:40 – 9:00 9:00 – 10:00 10:00 – 11:30 11:30 – 12:15 Subject Morning Procedures Balanced Literacy Element Independent Writing – Journaling Independent Reading Book Selection Writer’s Workshop Modeled Writing, Interactive Writing, Independent Writing, Guided Writing, & Read Aloud Reading Block Shared Reading, Guided Reading, Literature Circles, Work Stations, Independent Reading, Read Aloud & Word Study Lunch/Recess 12:15 – 12:45 Word Study Spelling & Word Study 12:45 – 1:05 Independent Reading Self-Selected Reading & Reading Conferences 1:05 – 1:35 Special Area Class Shared Reading, Read Aloud & Word Study 1:20 – 1:50 Intervention Groups Reading Interventions & Enrichment
  15. 15.  The way teachers structure the learning environment and the way students spend their time influences the level of reading proficiency the students have attained at the end of the academic year. (p. 7)
  16. 16. We wanted to change the atmosphere in our classroom to create routines and procedures that fostered independent literacy behaviors that were ingrained to the point of being habits. Our goal was for all students to have internalized these expectations and shared experiences in a way that allowed for every child to become engrossed in their reading. (p. 9)
  17. 17.         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 routines Explicitly explain why Build Stamina Good-fit books Anchor Charts Correct Modeling
  18. 18.   W6zM (Calkins – Structures of a Reading Workshop– 5min) Rick’s Reading Workshop Overview: ding-workshop-overview
  19. 19. Mini-Lesson (10-15 minutes): explicit instruction of skills and strategies Read Aloud Think-Aloud Shared Reading Independent and Small Groups (4560 minutes): Independent Reading Collaboration Discussions Guided Reading Modeled Reading Assessment Review Conferences Assessment Reinforce/Extend/Re -teach skills Centers/Menus Shared Learning (10-15 minutes): time to share and talk about reading Sharing Projects Author’s Chair Assessment Status check Review
  20. 20.  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
  21. 21.   Five Finger Rule
  22. 22. Independent Level 96%- 100% Accuracy with good comprehension and fluency “Just Right” Instructional Level 90-95% Accuracy Students can read with teacher support and instruction Frustration Level < 90% Accuracy “Too Hard”
  23. 23. Phonemic Awareness Interactive Edit Phonics Instructions Vocabulary Current Events Vocabulary Instruction Spelling Instruction Handwriting Test Reading/Writing Modeled or Shared Reading/Writing Interactive Read Aloud
  24. 24.  ites/myers_jennifer/workshopapproach.htm
  25. 25. 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
  26. 26. Work by yourself or with a partner to develop: 1. What your classroom will look like (sketch it out) 2. What your schedule will look like (write it out) 3. List your routines and procedures to explicitly teach