Building an Effective Readers Workshop

1. Building an Effective Readers Workshop Red Apple Class Amber Blume

2. Class Information

3. Who are you as a reader? • Quick Write- 1 minute What book has changed your life? • Questions to ponder… Why did you go into teaching? What are you attitudes and beliefs about teaching reading?

4. Tree of Literate Lives • What has rooted you to a literate life? Who are you as a reader? • Draw a tree and create a Tree of your Literate Life

5. Who are your students as readers? • Take a piece of paper and separate it into 4 columns. Column 1- write names of your students Column 2- write what you know about the student- what is something they are interested in or passionate about? What are they reading? Column 3- write what help the student needs Column 4- write how you can help meet the needs of this student

6. Test your Reading Instruction Knowledge. You can work in small groups or independently. An example of phonemic awareness is… A A child rereading a story to help foster his/her fluency. B Categorizing pictures that begin with the same sound. C A child retelling a story. D A child writing his own name.

7. Test your Reading Instruction Knowledge Phonics instruction teaches… A Awareness that print carries meaning. B The relationship between letters and sounds in written words. C That speech is made up of individual sounds. D None of the above

8. Test your Reading Instruction Knowledge Phonemic awareness differs from phonics in that phonemic awareness… A Is the learning of sound spelling relationships B Is understanding that spoken words are made up of sounds C Is understanding that words have meaning D All of the above

9. Test your Reading Instruction Knowledge Fluent readers are able to ________ while they read… A Focus on meaning B Connect ideas C Recognize words D All of the above

10. Test your Reading Instruction Knowledge What instructional approach is most effective for improving fluency? A Taking turns reading short passages of text aloud B Rereading a passage aloud while receiving guidance C Silently reading a passage D All of the above

11. Test your Reading Instruction Knowledge Direct vocabulary instruction should focus on teaching… A All the unknown words in a text B All the important, useful, and particularly difficult words C All the words with multiple meanings D All the derivatives of commonly used words

12. Test your Reading Instruction Knowledge Comprehension is… A The reason we read. B Developed through strategies. C Active D All of the above

13. Test your Reading Instruction Knowledge Students who read words but can’t comprehend… A Are not really reading B Are in need of comprehension strategies C Are word calling D All of the above

14. National Reading Panel Report (2000) Teaching Children to Read • Five Essential Components of an Effective Reading Instruction- Five Pillars of Effective Reading Instruction

15. Are all 5 Pillars Equal? What do you think?

16. Sharon Taberski- author of “On Solid Ground” and “Comprehension from the Ground Up” • “I remember when I first saw the five listed I almost fell off my chair. Imagine a doctor reading a report from the Surgeon General declaring the body’s vital organs are: the brain, the heart, the collar bone, the kidneys, and the femur. The five pillars of reading forgot the lungs, so to speak—some of the essential experiences and skills children need in order to breathe as readers, including oral language development, writing, and background knowledge.” (Comprehension from the Ground Up, p 4)

18. Taberski’s Pillars of Reading • Comprehension isn’t a pillar at all—it’s the overarching pediment, supported atop the pillars. • Everything leads to the pinnacle—understanding what we read—and plays a part in children’s comprehension development. • We can no longer think of reading comprehension as a series of discrete skills that can be summed to achieve comprehension ability. Instead, we see comprehension as a complex process involving interactions between readers and texts in various contexts for various purposes. - P.David Pearson et al. CIERA Report #512 (1990).

19. Comprehension Strategies • Monitor • Activate Background Knowledge/Connect • Questioning • Visualizing • Predicting • Inferring • Determining Importance • Summarizing/Synthesizing

20. Reading Instruction- Taberski • We need to understand ALL that’s involved in helping children make sense of text. • We need to consider how our BALANCED LITERACY FRAMEWORK & OUR READING WORKSHOP can support our efforts. • We need to adopt a DEVELOPMENTALLY APPROPRIATE approach to comprehension strategy instruction across all the grades.

21. What is Balanced Literacy?- a Menu not a Checklist! Whole Class Read Aloud Shared Reading Modeled Writing Shared Writing Interactive Writing Spelling and Conventions Word Study

22. What is Balanced Literacy?- a Menu not a Checklist! One-to-One Reading Conferences Writing Conferences Independent Reading Independent Writing

23. What is Balanced Literacy?- a Menu not a Checklist! Small Group Guided Reading Skill and Strategy Groups Writing Groups Partner Reading Literature Circles

24. Reflection- How varied is your menu in your classroom? Are you and your students eating primarily the same items each day or do you have a varied diet? One-to-One Reading Conferences Writing Conferences Independent Reading Independent Writing Small Group Guided Reading Skill & Strategy Groups Writing Groups Partner Reading Literature Circles Whole Class Read Aloud Shared Reading Modeled Writing Shared Writing Interactive Writing Spelling and Conventions Word Study

25. Read Aloud & Shared Reading SHARED READING Students read with the teacher. Teach strategies Support language Primarily used in primary classrooms Fluency work http://www.youtube.com/watch?v=jfGjgOc-rJw READ ALOUD/THINK ALOUD Text is read by the teacher. Teacher models fluent reading strategies. Teacher motivates students to read. Students must see a model of a proficient reader to be able to do it themselves. https://www.teachingchannel.org/videos/ricks-reading-workshop-mini-lesson?fd=0

26. Spelling & Conventions/Word Study SPELLING & CONVENTIONS WORD STUDY Purpose to build students’ knowledge of high-frequency words and word features to help children become efficient problem solvers in words in their reading & writing.

27. Reading Conferences • Conferences offer the opportunity to meet individually with a student to assess progress. • Allow the teacher to provide guidance as needed. • Teach also assists with goal setting. • Short 1-2 minute session. https://www.teachingchannel.org/videos/ricks-reading-workshop-one-on-one?fd=0

28. Independent Reading • Independent self-selected • Enjoyment/fluency • Practice strategies that have been internalized • Students are deeply engaged in text and stopping and jotting down their thinking as they read. • A large chunk of the reading time. https://www.teachingchannel.org/videos/ricks-reading-workshop-silent-reading?fd=0

29. Guided Reading • Students read independently while teacher coaches in small groups • Practice strategies with teacher support • Differentiated based on need • Traditionally level based- kids all read same text • Before, During, After reading activities/discussions https://www.teachingchannel.org/videos/guided-reading-with-jenna-small-group-guided-reading?fd=0

30. Skill and Strategy Groups • Small groups • Groups tend to vary in reading levels, but share a same strategy need • Ongoing assessment is used to put groups together- they remain flexible • Teacher usually introduces and demonstrates the strategy for students and then observes/guides students while using the strategy in their reading • Texts usually come from a “bag of books”, not a preselected leveled book.

31. Partner Reading Examples of Partner Reading • Read to Someone- Daily 5 • Reading Partnerships- Calkins Reader’s Wksp Kids need to talk about what they are reading- essential for fluency and comprehension!

32. Literature Circles • Sometimes called Book Clubs • Small groups gather to discuss a piece of literature in depth. • Guided by students’ response to what they have read. • Formed by book choice Video- Lucy Calkins DVD 2 Tackling Complex Texts portion, U4-4

33. Qualities of Best Practice in Teaching Reading In small groups take sections from the selection “Qualities of Best Practice in Teaching Reading.” Read the your sections and create a visual representation explaining your sections.

34. What do your reading instruction look like now? • Create charts representing the big ideas of the current structures that you use now for reading instruction • Be ready to share

35. Daily 5/Café Structure Daily 5- student chooses between different literacy activities during independent time • Read to Self • Read to Someone • Listen to Reading • Work on Writing • Word Work Café is the small group work and conferences the teach is doing with the students. Café is also the mini-lesson focuses for each work session.

36. Lucy Calkin’s Reader’s Workshop • Mini-lesson • Independent Reading while teacher works with small groups and conferences with students. • Mid-workshop teaching point • Continued Independent Reading • Share out at conclusion of workshop (Show videos of Calkin’s Reader’s Workshop introduction DVD)

37. Lucy Calkin’s Reader’s Workshop • Let’s pull the Calkin’s Reader’s Workshop apart • Read first section of your Reader’s Workshop curricular plan and discuss in grade level groups • Make a chart with the big ideas for the Reader’s Workshop • Come together for whole group discussion