The Agenda:

1. The Agenda: Teacher Moves: #2 Prompting EXECUTION Teacher Moves: #1 Modeling Defining Shared Reading Defining Reading Aloud PLANNING Vision Setting and Planning Comprehension, Elements and Strategies. What is reading/literacy? The Apprentice – Teaching Reading Comprehension Lessons.

2. Vision-Setting for Reading Comprehension Lessons Understand Your Objective, Use Your Text General Vision-Setting Steps (Key Points, Assessment, Exemplar Student Response) Choose Vocabulary, Write Definitions

3. Executing Reading Comprehension Lessons The Apprentice – Teaching Reading Comprehension Lessons.

4. Read Aloud • In a read aloud, the teacher reads to the students. • In shared reading, the teacher and students read together.

5. Before Reading • Introduce the text. • Introduce the skills. • Review 3-5 key vocabulary terms from the text. The Apprentice – Teaching Reading Comprehension Lessons.

6. Students are likely at their desks or a table. Ambiance

7. The teacher holds the text; students usually do not have their own copy. The Text The text may be at or above students’ average reading level, so that students can engage with more complex text to develop their comprehension skills through listening.

8. The teacher introduces the text and gets students excited about reading it. The teacher may also pre-teach key literary elements, reading strategies, or vocabulary. Build Interest. Set the Stage.

9. During Reading: • Think Aloud. • Stop. Share Thoughts. • Record Thoughts. • Build Awareness. The Apprentice – Teaching Reading Comprehension Lessons.

10. The teacher then reads the book to the students, stopping at key places to discuss the book. Model. Demonstrate. At some of these places, the teacher will model or demonstrate her thought process (her use of reading strategies) to students.

11. The teacher then reads the book to the students, stopping at key places to discuss the book. Prompt. Interact. At other places, the teacher will ask students questions to get them to think with her (and with each other) about the book.

12. After the book is finished, or after a section of the book is finished if it’s a longer text, the teacher and students discuss what they’ve gained or learned from reading this text. Debrief. Summarize. They then transition to shared reading.

13. Components: The Apprentice – Teaching Reading Comprehension Lessons.

14. Fluent Reading Sounds Like Our students deserve to tour the minds of proficient readers. Read Aloud lets us do that. How to use Voice to Add Emotion How to Use Reading Strats The Apprentice – Teaching Reading Comprehension Lessons.

15. Shared Reading • In a read aloud, the teacher reads to the students. • In shared reading, the teacher and students read together.

16. Students are likely at their desks or tables. Ambiance. Students may have their own copy of the text… The Text. …or they can all see the words clearly from a common copy. The text for Shared Reading should be at the average reading level of the class, so that most students can access the text with support.

17. The teacher sets expectations for this part of the lesson, either introducing the next part of the text, introducing a new text, or explaining why they’re re-reading the first text. Build Interest. Set Students Up for Success.

18. The students and teacher then read together, using one of a variety of possible methods. Read Together.

19. At key places in the text, the teacher stops the students’ reading and asks them questions to get them thinking together about the text. Students may share their thinking with the class. Prompt. Discuss. Debrief. Summarize.

20. After Reading: • Monitor. • Prompt to Work Independently. • Assess. The Apprentice – Teaching Reading Comprehension Lessons.

21. Towards the end of the text, the teacher will ask students questions to get them thinking independently about the text. Set Them Free. After they are done reading the text, students may complete some independent work, and/or they may have another class discussion about what they’ve gained from reading this text.

22. Components: The Apprentice – Teaching Reading Comprehension Lessons.

23. Purpose of Read Aloud and Shared Reading • What can you infer is the purpose of the read aloud and shared reading cycle? • The purpose of read aloud and shared reading is to teach students how to engage in the behaviors of strong readers in order to make meaning of text.

24. The Lesson Cycle • Within your reading comprehension lessons, you will still have parts of the lesson that correspond to each of these phases (I do, We do, You do) of the lesson cycle.

25. As students are reading, interacting and making meaning of text, gradually remove scaffolds and release responsibility for learning. The Apprentice – Teaching Reading Comprehension Lessons.

26. Key Teacher Moves: The Apprentice – Teaching Reading Comprehension Lessons.

27. Habits of Thinking (reading strategies) can be taught through strategic, purposeful, and intentional instruction. The Apprentice – Teaching Reading Comprehension Lessons.

28. Key Steps for Teacher Modeling • Model using a strategy to actively make conclusions about the text in a way that engages students. • This happens during Read Aloud as your introduction to new material (INM). • Here’s how: • When you come to your first pre-determined stopping point, stop and share your thinking: what you’re concluding and how/why you reached that conclusion • Ask students: “What did you notice me doing to understand the book?” • Ask students: “How did that help me?” • You can choose to record your thoughts in the same way you’ll record students’ thoughts later. • You may repeat your modeling one more time at the most.

29. So, What Might It Look Like?! Teacher Moves – Modeling The Apprentice – Teaching Reading Comprehension Lessons.

30. Modeling Lesson Plan • Read through the lesson plan in the left column, and the steps in the right column. • Next, compare the two columns. Where in the lesson plan do you see the teacher planning to do each of the steps from the right column? • Draw lines, highlight, etc. to indicate this match-up.

31. Modeling Video • Next we’re going to watch a video of part of this lesson. Anne is teaching the lesson that was just described in the plan we read. • We are only seeing the modeling portion of this lesson—just the introduction to new material. Later in this session we will see more of the lesson, but for now it’s just a brief clip. • As you’re watching, think about the lesson plan and the essential steps for modeling. Which of these do we see her doing in the video?

32. Practice Explaining How to Model • Now it’s your turn to practice explaining how to model to a partner. • Pretend the person next to you hasn’t been to this session yet, but they’re doing a Read Aloud lesson for their class tomorrow. What would you need to tell them specifically about how to model thinking about the text in front of the class? Use your notes or Handout 7 if you need to. • Take 1 minute to explain to your partner, then switch when I give the signal.

33. A Slight Difference… The Apprentice – Teaching Reading Comprehension Lessons.

34. Some students believe that reading is magic. Modeling allows us to use the apprentice model to help students learn what good readers do. The Apprentice – Teaching Reading Comprehension Lessons.

35. Teacher Moves -Prompting The Apprentice – Teaching Reading Comprehension Lessons.

36. Key Steps for Prompting • You will prompt students to use strategies to actively make conclusions about the text. • This happens during the later parts of the Read Aloud and most of Shared Reading as Guided Practice (GP).

37. Questions and prompts lead students to think in increasingly higher-level ways about the text, building towards discussing the larger meaning of lesson • in the text. The Apprentice – Teaching Reading Comprehension Lessons.

38. Key Steps for Prompting: A Classroom Scene • Read through the steps in the left column. • As you watch our scene of a shared reading lesson, notice what you see the teacher and students doing for each of these steps. Take notes on what you see in the right column.

39. Without literacy skills and literacy instruction, words on a page are just letters suspended in white space. The Apprentice – Teaching Reading Comprehension Lessons.

40. Let’s Look at a Completed Lesson Plan - • This lesson plan moves from understanding the objective, to setting a vision, to scripting and planning teacher moves to make sure students are receiving INSTRUCTION in how to make meaning of texts. • We are master readers in an workshop full of apprentices. • What are you going to do to make sure the skill of reading and the process of how you make meaning is transferred from you to your students? The Apprentice – Teaching Reading Comprehension Lessons.

41. Closing The Apprentice – Teaching Reading Comprehension Lessons.

42. Our greatest hope is our students can learn.Their current state is neither inevitable nor fixed. The Apprentice – Teaching Reading Comprehension Lessons.

43. The Agenda: Teacher Moves: #2 Prompting EXECUTION Teacher Moves: #1 Modeling Defining Shared Reading Defining Reading Aloud PLANNING Vision Setting and Planning Comprehension, Elements and Strategies. What is reading/literacy? The Apprentice – Teaching Reading Comprehension Lessons.

44. Closing Reflection • What would you want to see if students had been meeting our goals for reading comprehension instruction? • What would it look like to have students who can read (and who enjoy reading!) across a variety of genres and understand the meanings of these texts? • What do we, as teachers, need to do to get our students to be doing those things, and meeting our goals?

45. The Bottom Line The ultimate goal of reading instruction is developing students who can read (and who enjoy reading!) across a variety of genres and understand the meanings of these texts.

46. Question Parking Lot The Apprentice – Teaching Reading Comprehension Lessons.

47. Did we hit the mark? Key Ideas /Walk-aways/ Takeaways The Apprentice – Teaching Reading Comprehension Lessons.

48. Today’s Benchmarks: • I can write a vision for a read aloud/shared reading lesson that meets the criteria…so that later they’ll be able to write the vision on their own. • I can access additional resources to support their planning process. • I can explain the purpose and structure of read aloud and shared reading • I can model using a strategy to actively make conclusions about the text in a way that engages students. • I can prompt students to use strategies to actively make conclusions about the text. The Apprentice – Teaching Reading Comprehension Lessons.

49. Next Steps.. The Apprentice – Teaching Reading Comprehension Lessons.

50. Final Reminders • Contact me or any literacy specialist with any literacy-related questions you have at ASK.AN.ATL.LS@gmail.com ! • Your next literacy session will be either be digging deeper into the process of making meaning or phonological awareness. • Don’t forget to access the Literacy Hub, through your TFANet homepage, as a one-stop shop for literacy resources!