The document discusses effective instructional frameworks for teaching reading and developing competent readers through various strategies including teaching routines, guided mini-lessons, and sharing practices. It emphasizes the importance of creating a structured environment that fosters engagement and self-evaluation while addressing diverse reading genres. The framework aims to establish lifelong learning habits and encourages teachers to adapt their instruction according to student needs and genre differences.

1. Creating Powerful Instructional Frameworks to Support ALL Readers Presented by Angela Maiers, 2007

2. What is the best way to TEACH reading? What kind of readers do we want our TEACHING to develop?

3. If... Then 5 T’s T ime T ext T alk T ask T each Passionate Inquisitive Strategic Confident Flexible Efficient Enduring Open Minded Thoughtful

4. Change Talk about/around text Expand definition of Comprehension Develop Novice toward Expertise "Teaching" Reading

5. Mini Lesson Reading Application Sharing Workshop Framework

20. Schedule

21. Mini Lesson( 10-15 min) Reading Application Sharing “ Private Practice” Conferencing “ Small Group” Guidance

22. Mini Lesson( 10-15 min) Skills and Strategies (competencies) Genre (extensive and intensive) Sustainable Habits and Behaviors (life long learning)

23. Planning for Instruction

24. Where Do I Begin???

25. Establish Routines where to sit during reading time giving a book talk how to be a good listener in a share session what is an appropriate noise level during reading time what to do when you finish a book what kinds of questions to ask during a share session running a small group share session self-evaluation getting ready for a conference how to have a peer conference where to sit during mini-lessons taking care of books keeping track of books read rules of the workshop

26. Posters by Beth Newingham

27. Posters by Beth Newingham

28. Posters by Beth Newingham

31. Choose Your Path “ One Text at a Time” Broad Units of Study Long Term Systematic Framework

32. Genre: Format: Task/Purpose: “ ONE TEXT AT A TIME” Attitude/Stance Strategies/Tools Behaviors/Actions TEXT

33. Literature Example Q: What have I taught students today that will make them a stronger, more competent R/W/T the next time they pick up a text like this? Code Breaker Meaning Maker Text User Text Critic REFLECT Friday Thursday Wednesday Tuesday Monday

34. "Units of Study" vs. Scope and Sequence

35. Posters by Beth Newingham

36. Long Term Systematic Plannning

40. Genre Fiction Genre Fiction Genre Non-Fiction Genre Non-Fiction Genre Fiction Genre Fiction Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Week 6 Week 5 Week 4 Week 3 Week 2 Week 1

41. Prefixes Prefixes Base Word Base Word Context clue Context clues Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary -Elements of Fantasy -compare to Realism -Review Plot -main idea Elements of Fantasy -plot -character traits -types of characters: -static / dynamic -non-fiction -photo/ captions -bold print -glossary -main idea -Problem and Solution -non-fiction -headings / subheadings -table of contents -index -Cause and Effect -historical fiction -critical features -punctuation “ “ -dialogue -plot -character feelings -historical fiction -Schema Activation-historical event -connect life to real event in history -punctuation . ? ! -plot (introduction, problem, conclusion) Genre Fantasy Genre Fantasy Genre Non-Fiction Genre Non-Fiction Genre Historical F Genre Historical F Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Week 6 Week 5 Week 4 Week 3 Week 2 Week 1

42. Planning for Daily Intentional Teaching What do my students need to know? What strategies/knowledge help them as readers? In what way does this “strategy” look different across genre? How will I make this strategy or understanding clear to them? What language will I use? What texts/materials will best support this instruction? How can/will I connect this work to writing? How will I collect evidence that can help me determine how well students have grasped this new understanding?

43. What are the other kids doing?

44. Read to Self

45. Read to Someone

46. Work on Writing

47. Work on Words

48. Listen to Reading

49. Full Disclosure : Clarify Expectations Explicitness : Describe the Practice Demonstrate : Make it Visible Practice w/ Guidance : Scaffolding Private Practice : Student Application Share and Reflect SUCCESS Guaranteed