Teaching Reading Putting All the Pieces Together

1. Teaching ReadingPutting All the Pieces Together

2. Structure, Routine, Ritual, and System As a structure alone, workshops will never work! As a structure alone, guided reading will never work! So why are they important?

3. Workshop as a Structure • A way to structure class time • Gives students the bulk of time to do the work of learning • Three parts: short mini-lesson, student worktime, and a debrief/closure time • Teacher may rotate through the cycle more than once in once class period if needed That Workshop Book by Samantha Bennett

4. Workshop as a Routine • A regular order of events • Assures we make time to fit in the necessary components, including time to listen and observe • If students know that every day, without fail, they will be expected to read, write, and talk to make meaning, they will be more likely to take the risk to attend to meaning • If students know that every day they will have a debrief session and will be expected to share and celebrate thinking, it helps them to stay on task. • If students know the routine, it frees up some brain space otherwise used for speculating about what might occur next. That Workshop Book by Samantha Bennett

5. Workshop as a Ritual • Spirit of celebration – a celebration of student thinking • Spirit of tradition – an emotional attachment: “This is how we ______.” • Emulates the way the real world operates – lends significance • Nothing else takes precedence That Workshop Book by Samantha Bennett

6. Workshop as a System • All three parts – mini-lesson, worktime, debrief – operate in a purposeful manner, serving a common purpose • During each part of the workshop, there is a cycle of assessment, planning and instruction That Workshop Book by Samantha Bennett

7. Worktime Mini-lesson planning planning assessment assessment Maximum student learning instruction instruction Debrief planning assessment instruction That Workshop Book by Samantha Bennett

8. Planning: What do students need to know and be able to do? How can I help students come to know what they know and are able to do? What will I do if they don’t get it? Assessment: How do I know what my students are able to do? planning assessment instruction Instruction: What daily systems, structures, routines, and rituals will help me uncover what my students know and are able to do so that I can teach them more today and teach them better tomorrow? What will help students know so they can become intrinsically motivated agents of their own learning? That Workshop Book by Samantha Bennett

9. Teaching requires careful listening. Being a sensitive observer helps answer the questions: How do I know what my students know and are able to do? How will I use what I learned about students today to help them learn more tomorrow?

10. It is significant to realize that the most creative environments in our society are not the ever-changing ones. The artist’s studio, the researcher’s laboratory, the scholar’s library are each deliberately kept simple so as to support the complexities of the work-in-progress. They are deliberately kept predictable so the unpredictable can happen. Lessons from a Child p. 32 Lucy Calkins

11. Activity • Discuss your students focusing on how and why structure, routine, ritual, and systems might be important to their academic and social growth. • Where are these elements already in place in your instruction? • How might you make modifications to put them into place, or strengthen their effectiveness?

12. Grouping for Instruction • Whole Group • Guided Reading Groups • Literature Circles/Book Clubs • Partner/Buddy Reading • Independent Reading Flexible Grouping in Reading by Michael F. Opitz and “Grouping for Instruction in Literacy” by Jeanne R. Paratore

13. Grouping for Guided Reading • Early and emerging readers will initially be grouped homogeneously, mostly by reading level • Later, some grouping may be related more to strategy/skill needs • Fluent readers may be grouped a little more heterogeneously • Students progress at different rates, so even when homogeneously grouped, groups should not stay static

14. Components of Guided Reading Book Introductions

15. Components of Guided Reading Guiding the Reading

16. Components of Guided Reading Closing the Session

17. Activity Considering the workshop framework, how might you incorporate the various types of grouping into your reading instruction daily or weekly?

18. Let’s Not Forget: Provide ample time for text reading • Opportunity to orchestrate all of the skills and strategies that are important to proficient reading • Results in the acquisition of new knowledge which fuels the comprehension process • Teachers must assure students are actively engaged in actual reading, not reading related activities • P. David Pearson (Michigan State Univ.) and Linda Fielding (Univ. of Iowa) recommend that of the total block of time set aside for reading, students should be given more time to read than the combined total time allocated for learning about reading and talking or writing about what has been read • Avoid the Matthew effect Balancing Authenticity and Strategy Awareness in Comprehension Instruction” Pearson and Fielding

19. Simply allocating time for text reading is not enough. Things teachers can do to increase the likelihood that text reading translates into improved comprehension: • Choice • Optimal difficulty • Multiple readings • Negotiating meaning socially Balancing Authenticity and Strategy Awareness in Comprehension Instruction” Pearson and Fielding

20. Gradual Release of Responsibility STUDENT TEACHER

21. Gradual Release of Responsibility Explicitly Taught Sharedand Guided Collaborative Demonstrated Independent www.rememberit.org

22. Gradual Release: Explicitly Taught • Naming and explaining the strategy gives students knowledge of the strategy. www.rememberit.org

23. Gradual Release: Demonstrating • Demonstrating explicitly gives students comprehension of what the strategy looks like. • Think Aloud www.rememberit.org

24. Gradual Release: Shared and Guided Practice • Shared and guided reading and discussing give the students the opportunity to do part of the work of using the strategy with support from teachers and peers. www.rememberit.org

25. Gradual Release: Collaborative Practice • Collaborative reading and discussions give students the chance to do more of the work of using the strategy with peer and teacher feedback. www.rememberit.org

26. Gradual Release: Independent • Independent reading and reflecting gives students the chance to practice it by themselves with new or familiar text. www.rememberit.org

27. Activity Using the handouts “Optimal Learning Model Across the Curriculum” and “Planning for Gradual Release”, discuss the following talking points: • Where along the gradual release continuum do I tend to spend too much or too little time and effort? • Why is that the case? • How does my instruction need to change in order to adequately move myself and my students across the continuum? • How might things look different in my classroom if I implemented the gradual release model? #

28. Additional slides on guided reading follow – time allowing

29. The Functions of Guided Reading • Readers construct and extend the meaning of texts • Readers monitor and correct their own reading • Readers maintain fluency and phrasing while reading continuous text • Readers problem-solve words “on the run” while reading continuous text

30. Things to consider as you choose texts are: • Reading Level • Concepts – Will they understand it? • Linguistic Difficulty – How complex are the sentence structures? • Theme – Is it appropriately sophisticated? • Background Knowledge • Current Strategies Used • Current Strategies Neglected • Text Layout • Interest

31. Reasons that it is important for every child to have the opportunity to read the entire text: • They need to know what is happening within the whole text, not just a portion. This allows them to use the storyline to predict and to monitor their reading. • The need to encounter the word, structure, or type of processing again and again. • Limited amounts of texts offer limited opportunities. • They need to develop the ability to carry meaning over longer stretches of text. • They need to develop persistence and stamina as readers. • They need to collect evidence that may change their thinking as they read.

32. Choose the most powerful and memorable teaching points and let some things go. • Use prompts that are generative in nature. • Work for independence.

33. Discussing the Text After reading the teacher brings students together to discuss some aspect of the text. • Characters • Plot predictions • Part about which the students have questions • Revisit difficult vocabulary • The teacher may also use this time to: • Reinforce strategy use • Demonstrate or model strategy use • Initiate a brief word study

34. Opportunities to Reread Opportunities are provided for rereading familiar texts in order to promote fluency, comprehension, and the orchestration of strategies.

35. As we continue to work together this year, we will continue to put the parts of this puzzle together. Like looking at the box lid of a jigsaw puzzle, hopefully today gave us a better picture of how things will look when we get all the pieces together.