Second Grade Transition to Reading Workshop

1. Second Grade Transition to Reading Workshop BLC Continuing Contact January 15, 2009 Amy Enrriques Debra Murphy

2. Objectives • Review literacy environment and its management. • Read and discuss the “First 20 Lessons”. • Incorporate the use of Reading Response Journals. • Discuss transition to Reading Workshop as used in 3 – 6 grade.

3. Constructivism: Student-Centered Active Learning What it is: • Constructing knowledge • Thinking and analyzing • Understand and applying • Being active What it is NOT: • Receiving knowledge • Accumulating and memorizing • Repeating back information • Passive Creating the Constructivist Classroom, Marlowe and Page

4. Research says students learn more… • When they are actively engaged in their own learning • When they investigate and discover for themselves • When they create and recreate by interacting with the environment Creating the Constructivist Classroom, Marlowe and Page

5. Active Learning leads to… • The ability to think critically • The ability to solve problems • Students learning content and process at the same time Creating the Constructivist Classroom, Marlowe and Page

6. What Constructivism is NOT: • Students doing whatever they want • Classroom management left to fate • Merely sitting at tables • Teachers abandoning content, assessment, standards • Just a bunch of noise! Creating the Constructivist Classroom, Marlowe and Page

7. Differentiation • Differentiation is a way of thinking about teaching and learning that seeks to recognize, learn about and address the particular learning needs of each student. To that end, teachers use varied approaches to curriculum, instruction, and assessment

8. Differentiated Instruction • Examples: • Using assessment data to plan instruction • Teaching targeted small groups • Using flexible grouping patterns • Matching text levels to student ability • Tailoring independent projects to student ability • Non-Examples: • Using only whole-class instructions • Using small groups that never change • Using the same reading text with all students • Using the same independent seatwork assignments for the entire class

9. Components of Reading Workshop • Reader’s Workshop • Interactive Read Aloud • Shared Reading • Guided Reading • Independent Reading

10. Gradual Release of Responsibility... Student More Student Control Teacher More Teacher Control Modeling Hand Holding Independent

11. Reading As Comprehending • Reading is the construction of meaning • Comprehension is not a product of reading; it is the process! • Comprehension has a central role in constructing the network of strategies that are the foundation for the self-extending system

12. Researchers Have Found • Readers have high expectations of text • They expect text to have meaning for them • Readers want – in fact are driven – to make sense of the process • Readers’ understanding is influenced by their prior knowledge • Comprehension begins before reading and continues after reading

13. Indications of Comprehension • Accuracy rate • The use of cues • Behavior that indicates a search for meaning • Fluency and phrasing • Conversation

14. Literacy Environment Objectives • Use time effectively so that students expand their reading and writing capabilities. • Organize your classroom in a way that promotes a community of learning. • Provide opportunities for high levels of productivity and engagement.

15. Evidence • When you approach the intermediate reading and writing curriculum in a highly organized way, your students understand how the classroom functions, know what is expected of them, and accomplish more in the short school day. Fountas & Pinnell – “Guiding Readers and Writers”, 2001

16. Organizing and ManagingTime, Space, and Resources • Students learn best if they are part of a community in which all members take responsibility for their own learning and also for one another’s learning. • If the system is built with your students around the way they need to work together, it will be sustainable.

17. Physical Environment • Should convey a warm, welcoming ambiance. • Should accommodate both large- and small-group activities. • Should accommodate individual’s need for quiet, solitary activity. • Space and materials must be organized for optimal student independence.

19. Rich, Varied Classroom Collection

22. Work Areas • Organize the materials and activities essential for instruction and student work. • Think about how organization of space and materials contribute to a feeling of calm and confidence. • Consider the movement patterns in the classroom. Predict where conflict will arise and plan ahead! • Supply areas should be situated so that several students can use them at the same time.

23. Whole Group Area • Establish a meeting place where you can work comfortably with the entire class. • Students can sit on the floor in a semicircle on cushions or carpet or in chairs. • Should have one or two easels and/or whiteboard for charts or visuals during mini-lessons. • Explicitly teach students procedures for organizing and using group meeting area.

24. Whole Group Area

25. Small Group Area • Create one or two areas where you can meet with small groups of 4 – 8 students for literature study, guided reading, guided writing, or other purposes. • Choose a central location so that you can scan the room at the same time you are working with groups.

26. Small Group Area

27. Conference Areas • Choose potential conference areas where you can work with individuals and students can work with one another. • Designated spaces for partner or small group conferring or book clubs. • Students understand that if they need to talk to another student during silent working times, they go to the conference area and speak in a soft voice as they work together.

28. Library • Classroom library houses the bulk of the classroom collection. • Display the books attractively, and have several comfortable chairs and cushions where students can read. • Reading lamps and plants add to the atmosphere. • Make sure books are labeled and organized for easy and informed access.

29. Individual Work and Storage Space • Students need a “home” space where they sit and work. • Create an individual storage system: • Individual desks with storage area • Plastic magazine files labeled with student’s name • Students will store: • Reading journals • Writing folders • Writer’s notebook • Books they are reading

30. Individual Student Storage

32. The First 20 Lessons • During the first month of reading workshop, you have two critical goals: • Help your students think of themselves as readers by reading books that they enjoy and have them participate in all the choices and decisions readers make • Establish the roles and routines of the reading workshop Fountas and Pinnell, Guiding Readers and Writers, 2001 pg. 142

33. Mini-Lessons • Each of the first 20 mini-lesson has: • An opening statement • A demonstration or example • Learning outcomes • Anchor charts

34. Establishing Classroom Goals • Help students think through the use of space and materials in the classroom and determine the kinds of goals/rules necessary for everyone to accomplish good work. • Write goals/rules in a clear way on chart paper. • Students will test vague rules like “behave properly” in order to create an operational definition to their liking.

35. Remember … • Enforce the goal/rule every time it is challenged until your students have learned the expected behavior and it has become habitual. • Remind the students of the goal/rule with explicit re-teaching if necessary. • Consistency is absolutely essential. Refer to Figure 6-14

36. Some routines may take longer to teach than others. • Re-teach routines as often as necessary to establish them. • Go slowly, relinquishing control only when you are sure students can succeed in their independent work. Refer to Figures 6-12

37. Reading Response Journal What Is It? How Do You Use It?

38. Description • A reading response journal is a notebook that students use expressly for "talking" – thinking and writing – about what they read.

39. Description • In their journals, students share feelings, reactions, and ask questions about elements – including characters, the setting, symbols, the plot, and themes – of the books they are reading. • Response journals can help teachers assess students' comprehension and critical thinking abilities.

40. You will be setting up the Reading Response Journal as you are teaching the “First 20 Lessons”. • Here is what a second grade Journal should look like

41. Process • The student should consider the following: • Retells or summarizes the story • Connects own experiences in the story • States opinion and provides support • Interprets the author's meaning • Makes some predictions or hypotheses • Asks questions • Makes some personal reflections Student handout

42. Prompts • What does the story make you think about? • What feelings do you experience? • What questions occur to you as you read or listen? • What predictions do you make? • What pictures occur in your head? • Does this book remind you of anything else? • How did the author get you to think? • How did the author get you to feel happy, scared, confused, excited, etc. • What did you really like about this book? • How do you feel about the characters in this book? • How did you feel after you finished reading your story compared to the earlier feelings you had as you were reading? • What aspects of the writer's craft especially appealed to you? • Quote the sentence or sentences that brought the book alive for you. Can you tell why it worked? • Who do you know who would like this book? Why? • In what ways can you identify with the main character? • What phrases, expressions, vocabulary or points of writing style did you learn from the author that you plan to use in your own writing? • How much did you personally agree or disagree with he way the characters thought or acted or the kinds of beliefs or values they held? • Were there any real life issues that made you think? Discuss them. • How would you have revised the story to make it better? Student handout

43. Example

44. Anecdotal Noting

45. Purpose Of Anecdotal Notes • Anecdotal notes provide ongoing records about an individual student's performance in listening, speaking, reading, writing, viewing and representing activities, as well as their needs and language development over a period of time.

46. What Are Anecdotal Notes • Written records based upon direct observation that provide specific details about a behavior and its occurrence. • Example: • Toby reread and repeated to confirm and/or check. • Toby does not seek help at difficulties.

47. Methods Of Recording Anecdotal Notes Some teachers like to use sticky notes. Note cards taped in a staircase fashion to a clipboard or in a folder so you can just flip to the correct student’s card. • Spiral notebook • Tabbed every 5 pages to create a section for each student.

48. To Make the Transition … • We need to train kids in new routines that include: • Sustained Independent Reading / Guided reading • Making the most of the Reading Response Journal • Reorganize the work board by reducing the number of choices and including a Reading Response Journal Icon

49. How long is it going to take us?Really – • The rest of the year. • Implementation plan • Begin “First 20” mini lessons • Post anchor charts produced in mini lessons • Set up Reading Response Journals by inserting guidelines pages with mini lessons • Continue to model expectations through mini lessons