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Simplify Your Reading Block

Simplify Your Reading Block. Krista Geffre. Agenda. Outline of my literacy block Independent Work (Daily 5) Instruction & Café Menu Small Group Reading Instruction Assessment/Individual Conferences Read Aloud and CCSS. Disclaimer.

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Simplify Your Reading Block

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  1. Simplify Your Reading Block Krista Geffre

  2. Agenda • Outline of my literacy block • Independent Work (Daily 5) • Instruction & Café Menu • Small Group Reading Instruction • Assessment/Individual Conferences • Read Aloud and CCSS

  3. Disclaimer I use many ideas from “The Sisters” who created the Daily 5 and Café Menu. The Daily 5: Fostering Literacy Independence in The Elementary Grades & The Café Book: Engaging all Students In Daily Literacy Assessment & Instruction By Gail Boushey & Joan Moser “The Sisters”

  4. How I have Simplified My Reading Block • Independent work is meaningful and student led • Independent work does not require daily planning • No stacks of papers to grade • Lessons are focused and short • 1 lesson for multiple book groups

  5. My literacy Block • Mini-lesson # 1 • Independent Work / Meet with book Groups or individuals • Mini-lesson # 2 / Refocus • Independent Work / Meet with book Groups or individuals • End reading block with review and/or sharing • Read aloud with a CCSS focus* *this is outside of my “literacy block” time this year

  6. Mini Lesson • Keep it short – 10 minutes • Café menu Put your objective or CCSS on the wall for reference

  7. Posting Objectives

  8. CAFÉ Menu • Comprehension • Accuracy • Fluency • Expand Vocabulary

  9. www.thedailycafe.com

  10. Café menu Objectives are printed or written on cards Put them on the wall as they are taught Students refer to them throughout the year

  11. Strategies and Standards are posted as they are taught Keep the café menu and strategies you haven’t used yet on the inside of a cabinet door

  12. Independent work simplified - Daily 5 • Read to Self • Read to Someone • Work on Writing – During writing time

  13. Keys to success • Give students choice • Explicitly teach how to do it • Teach students how to pick books • Build Stamina • Hold students accountable • Reteach if needed

  14. Read to SELF I-Chart

  15. Read to Someone

  16. Helping a partner

  17. Where to sit • Students enjoy choosing their own spots around the room to sit

  18. What they read • Students choose their own books • Teach them how to decide if a book is a good fit for them

  19. Build stamina • Practice, practice, practice! • In the beginning just practice • Make sure they can be completely independent before you pull reading groups

  20. Daily 5 and Café Resources • www.thedailycafe.com • Many free resources and more if you join • Café menu copies • How to launch the daily 5

  21. Status of the class • Hold students accountable • They choose read to self or read to someone • They choose their strategy focus • Quick check-in

  22. Small Group Reading • Any text • Vary groupings throughout the year

  23. Book Groups - Simplified • Plan one lesson for all groups • Vary level of the text

  24. Small Group Outline • Mini-lesson • Model of strategy and fluency • Students read and mark their books • Share thoughts and read aloud

  25. Video – Mini Lesson Example • CCSS • Describe in depth a character, setting, or event in a story drawing on specific details in the text (e.g., a character’s thoughts, words, or actions) • Objective / Learning Target • I can use specific details from the text to describe characters, settings, or events. • I can locate sections of a text where characters, settings, or events are described. • RL.4.3

  26. Video summary • Use post-its to mark thoughts and ideas • Grades for group participation

  27. Group Participation Grading • Discussion • Share ideas • Comment / Ask Questions of other students • Demonstrate their thinking and understanding of the concept and story

  28. Interruptions • Don’t start small group work until students are really ready for independent work • Teach students when it is okay to interrupt – sick or injured • Paper hand – emergencies only

  29. Individual Reading Conferences • Visit with individual students and track their progress. • Keep general notes in a binder or spreadsheet

  30. Outline for individual conferences • “What are your working on today?” • Have them read to you • Choose something to focus on and teach • Have them repeat their focus/goal to you

  31. Read Aloud Use CCSS to determine your focus I use cards from the café menu to help focus my instruction and also remind students what we are working on.

  32. Questions / Contact me • Krista Geffre • geffrek@hsd.k12.or.us

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