The Readers' Workshop Overview

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Michelle Klee's August 2011 Workshop

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The Readers' Workshop Overview

  1. 2. Our Agenda
  2. 3. Welcome Back
  3. 4. “ The Norms” <ul><li>Be respectful of all ideas shared. </li></ul><ul><li>No side conversations. </li></ul><ul><li>Please turn cell phones to vibrate or silent mode. </li></ul><ul><li>Have fun and try to apply any new learning to what you already do in your classroom  ! </li></ul>
  4. 5. What is Reader’s Workshop? <ul><li>A Whole – Part – Whole format, that allows for all students to be successful in reading. </li></ul><ul><li>A model where the focus of the instruction is the application of a concept or strategy to the students independent reading. </li></ul><ul><li>Daily Mini Lessons that are connected to previous learning and are specific teaching points. </li></ul><ul><li>Instruction that is organized into units of study. </li></ul>
  5. 6. Reader’s Workshop is also… <ul><li>A time for the teacher to confer with students individually, in small groups, or partnerships every day. </li></ul><ul><li>A block of time where the students spend a majority of the period reading independently in a book at their independent reading level. </li></ul><ul><li>Instruction that ends with a share or tie up, either in small groups, partnerships, or whole class. </li></ul>
  6. 7. The Six Components of the Reader’s Workshop Model <ul><li>The Mini Lesson </li></ul><ul><li>Conferencing with Students </li></ul><ul><li>Small Group Instruction/Guided Reading </li></ul><ul><li>The Interactive Read Aloud </li></ul><ul><li>Book Buddies / Literature Partnerships </li></ul><ul><li>Classroom Library Set up </li></ul>
  7. 8. Why Reader’s Workshop? <ul><li>The research… </li></ul><ul><li>“ Volume of reading is a powerful predictor of vocabulary and knowledge differences…and is not simply an indirect indicator of ability”. Allington et al. </li></ul><ul><li>Reading workshop provides the time necessary to increase volume and stamina for reading continuous text. </li></ul>
  8. 9. <ul><li>The research… </li></ul><ul><li>“ The most basic goal of any literacy program should be the development of readers who can read and who choose to read. Teachers can provide the most essential literacy skills, but if our students are not motivated to read, they will never reach their full literacy potential.” Linda Gambrell, Michael Pressley and Lesley Mandell Morrow, editors of the 3 rd edition of Best Practices in Literacy Instruction (2007) </li></ul><ul><li>Reading workshop provides choice and encourages reading identity- both keys to motivating readers. </li></ul>
  9. 10. Why? <ul><li>The research… </li></ul><ul><li>According to the criteria for Effective Teachers of Reading (Allington, Presley, and Guthrie)… </li></ul><ul><ul><li>Effective teachers of reading understand the critical relationship between access to books and reading achievement </li></ul></ul><ul><ul><li>Effective teachers of reading recognize that availability of reading material is related to how much time is spent reading in school. </li></ul></ul><ul><ul><li>Reading workshop provides students with access to books they want to read and many opportunities to choose what to read from a variety of reading materials. </li></ul></ul>
  10. 11. Rigor and Remediation <ul><li>Using this model will allow you, the teacher, to meet the needs of all students within your reading class. It is imperative for children to be reading at their independent reading level, a whole class book does not allow for this to happen. Matching a student to appropriate text creates an environment where they are engaged and eager to read. All while applying the skills being taught during the mini lesson! </li></ul>
  11. 12. The Mini Lesson <ul><li>Is instruction focused around a single teaching point. </li></ul><ul><li>Specific instruction that students can take back to their independent reading. </li></ul><ul><li>Aligns with unit goals and curriculum. </li></ul><ul><li>Is linked to ongoing work within the classroom. </li></ul><ul><li>Usually lasts for 10 minutes, sometimes lasts longer when introducing a new unit or concept. </li></ul>
  12. 13. What would your mini lesson look like? <ul><li>If you were going to teach a mini lesson about putting on and tying your shoes what would that look like? </li></ul><ul><li>Grab a partner and share your idea for a mini lesson… </li></ul><ul><ul><li>Can you come up with another way to teach the same lesson? What would that look like? </li></ul></ul><ul><li>Share your mini lesson with another partnership. Did you use the same methods of instruction? </li></ul>
  13. 14. Four Methods of the Mini Lesson <ul><li>Demonstration </li></ul><ul><li>Guided Practice </li></ul><ul><li>Explain and Give an Example </li></ul><ul><li>Inquiry </li></ul><ul><li>The method of instruction chosen for a particular mini lesson should match the needs of your students. A variation of methods should be used to match the needs of your students. </li></ul>
  14. 15. Demonstration… <ul><li>Demonstration is explicitly showing the students how to do something. This is not just telling them how to do it, but modeling how it is done. This is often the “go to” mini lesson that we are all most comfortable with. </li></ul>
  15. 16. Guided Practice… <ul><li>During the Guided Practice method you guide your students through the process. This is when both the teacher and the students go through the process or use the strategy together. </li></ul>
  16. 17. Explain and Give an Example… <ul><li>The Explain and Give an Example method requires explicit instructions of a strategy and expectations, but is supported by specific examples that students can use to guide their independent work. The examples can include charts, Powerpoints, pictures, or diagrams. </li></ul>
  17. 18. Inquiry… <ul><li>This method allows students to explore and learn while answering questions that guide their learning. These are deep questions that require thought and background knowledge to answer. Students must also demonstrate their learning. </li></ul>
  18. 19. Conferencing with Students <ul><li>A conference with a student should be… </li></ul><ul><ul><li>Planned </li></ul></ul><ul><ul><li>Have an explicit focused goal of instruction </li></ul></ul><ul><ul><li>Clear and concise </li></ul></ul><ul><ul><li>Have only ONE teaching point </li></ul></ul><ul><ul><li>Recorded by both the teacher and the student. </li></ul></ul><ul><ul><li>Research – Decide – Teach </li></ul></ul>
  19. 20. A Conference… <ul><li>Does NOT have to have the same teaching point as the mini lesson! </li></ul><ul><li>The teaching point must match the student needs!! </li></ul><ul><ul><li>http://www.youtube.comwatchv=AqqsZRA503o&feature=email </li></ul></ul>
  20. 21. Small Group Instruction <ul><li>What does this look like in your classroom? </li></ul><ul><ul><li>Is there always a clear focus? </li></ul></ul><ul><ul><li>Do all students need the same teaching point or lesson? </li></ul></ul><ul><ul><li>Are students actively engaged in a text? </li></ul></ul>
  21. 22. The Interactive Read Aloud! <ul><li>When preparing for a Read Aloud make sure you consider… </li></ul><ul><ul><li>The text you are selecting? </li></ul></ul><ul><ul><ul><li>What are the interests and/or needs of the students within your class? </li></ul></ul></ul><ul><ul><li>The purpose of the read aloud? </li></ul></ul><ul><ul><li>The text must be previewed and read prior to presenting to the class. </li></ul></ul>
  22. 23. When Reading… <ul><li>Model fluent reading, as well as “think alouds” to support teaching points previously taught. </li></ul><ul><li>Give students an opportunity to “turn and talk” about the text with partners and/or small groups. </li></ul><ul><li>Allow students to respond through conversations or even by illustrating scenes while they listen. </li></ul><ul><li>Provide an opportunity for students to connect the read aloud to their independent reading. </li></ul>
  23. 24. Book Buddies & Literature Partnerships <ul><li>Two Philosophies About Book Buddies… </li></ul><ul><ul><li>As an instructional tool. </li></ul></ul><ul><ul><li>A time for students to discuss what they are reading. </li></ul></ul><ul><li>Our focus to start should be on the small group instruction and can move to using Book Buddies! </li></ul>
  24. 25. The Classroom Library Items to consider… <ul><li>Is your library accessible to your students? </li></ul><ul><li>Are you able to locate books when needed? </li></ul><ul><li>Are your students able to locate books they are looking for? </li></ul><ul><li>Are all readers within your classroom represented in the books available? </li></ul>
  25. 26. Unpacking a Unit <ul><li>Work in partnerships in your grade level unit. Identify the teaching point(s) and decide how you would plan your mini lesson. </li></ul><ul><li>Items to consider… </li></ul><ul><ul><li>What method will you use? </li></ul></ul><ul><ul><li>What do you expect your students to take away from the lesson? </li></ul></ul><ul><ul><li>Can this be accomplished in the allotted time? (10-15 minutes) </li></ul></ul><ul><li>Share your ideas with another small group or partnership to help plan your first Reader’s Workshop Unit! </li></ul>
  26. 27. Wrapping it up… <ul><li>Review of the Self Assessment </li></ul><ul><ul><li>Your Professional Priority. </li></ul></ul><ul><ul><li>Use throughout the year. </li></ul></ul><ul><li>Administrative Behavior Reference Sheet </li></ul><ul><li>Needs Assessment and Working with Karen Hartle </li></ul><ul><ul><li>Book Talks </li></ul></ul><ul><ul><li>Workshops </li></ul></ul>
  27. 28. Thank you for a great afternoon!

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