Incorporating Student Reading and Writing using the R5 Framework

1. Incorporating Student Reading and Writing using the R5 Framework J.L. Koehler Benavides Elementary School August 15, 2014

2. Objective • By the end of the session, you will have participated in an independent reading workshop using the R5 Framework, for the purpose of learning how to use the framework to engage students in deeper thinking, discussion of, and writing about literature.

3. Agenda • Introduction to R5 • Practicing the framework • Read • Relax • Reflect • Respond • Rap • Reflection and Closure

4. Research to support R5 Independent Reading • Increases vocabulary acquisition • Enhances performance on standardized tests • Promotes comprehension Clausen-Grace & Kelley, (p. 7). Connecting Reading and Writing The Alliance for Excellent Education recommends that students respond to texts in writing through… • Personal connections • Analysis • Interpretation • Summary • Note taking • Questioning Graham & Hebert, (p.5)

5. Overview of R5

6. Read and Relax (12 minutes) • Pick a book you would like to read. • Get comfortable. • We’ll read for ten minutes. • As you read, think about some of the strategies you are using to understand, such as predicting, clarifying, questioning, commenting, visualizing, or connecting. • The teacher will be taking the status of the class as you read.

7. Reflect and Respond(5 minutes) • Take some time to think about what you have read and complete your response log.

8. Rap I Partner Rap(1 minute) • Take turns talking about what you read. I’ll tell you when to switch. • Be an active listener. When we work in whole group, you will share what your partner said.

9. Rap II Whole Class Rap (5 minutes) • If you are called on, share what your partner said. • Everyone needs to listen. Someone else in the class will need to say what strategy they heard your partner using.

10. Reflection and Closure • How did it feel to engage in this framework? What felt comfortable to you? What felt awkward? How can you apply your own feelings about the process to what your students might feel? • Here’s my two bits. Start slowly. Remember, with a framework like this, slowing down is a way to speed up. Whatever time you devote to building automaticity and procedural understanding at the beginning of the year will be repaid quickly once students understand expectations. • Contact me at koehler.joni@gmail.com

11. References • Graham, S. & Hebert, M. (2010). Writing to Read: Evidence for how writing can improve reading. Carnegie Corporation, New York. • Kelley, M. & Clausen-Grace, N.(2008). R5 in your classroom: a guide to differentiating independent reading and developing avid readers. International Reading Association, Newark Delaware.