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Pathways Reading Workshop

Pathways Reading Workshop. December 5, 2009. Goals. Review the big picture of Comprehensive Literacy and Literacy in the Middle Grades . Identify and explain the components of Reading Workshop Provide a hands-on demonstration

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Pathways Reading Workshop

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  1. Pathways Reading Workshop December 5, 2009

  2. Goals • Review the big picture of Comprehensive Literacy and Literacy in the Middle Grades. • Identify and explain the components of Reading Workshop • Provide a hands-on demonstration • Understand where Reading Workshop fits into a Pathway’s day and discuss scheduling • Review a plan for getting started.

  3. COMPREHENSIVE LITERACY Communication • Reading • Listening Comprehension • Viewing • Writing • Speaking Expression • Visual representing

  4. Data Integration Program • Smart Goals- Assess needs of learners. • CAT III, EQAO etc. • TLCP –Teaching Learning Critical Pathway • Differentiated Instruction • Anchor Charts • High Yield Strategies: Graphic organizers, visuals etc.

  5. To Develop Accomplished Readers & Writers

  6. To Develop Accomplished Readers & Writers

  7. Pathways

  8. READING WORKSHOP Pathways Reading Workshop Basic Components • Mini-lesson (3-5 minutes) • Self-Selected Reading (10-20 minutes) • Conferencing (10-20 minutes) • Sharing (5-10 minutes)

  9. Learning Experiences Read Aloud What: The teacher reads aloud daily to the whole class from a variety of children’s literature (fiction, nonfiction, and poetry). Why: Reading aloud is the single most influential factor in young children’s success in learning to read. Builds listening skills and vocabulary • Aids reading comprehension • Develops a positive attitude toward reading

  10. Shared Reading What: The children (or a small group of children) see the text, observe the teacher reading it with fluency and expression, and are invited to read along. The teacher can use this opportunity to focus on skills and strategies. Eyes on text with voice support is shared reading. Creates a low-risk environment Provides support so that the children can join in and see themselves as readers.

  11. Guided Reading What: The teacher selects books for a small group with the expectation that all children can read the selection at an instructional level (90 to 94 percent word match). The teacher observes and supports the reader with prompts and questions. Why: guided reading provides the teacher with time to observe reading behaviors: *Lets the teachers see the children functioning as readers *Helps the teacher know what to stress next to move the children forward.

  12. Independent Reading What: The child selects and reads texts, an integral component at all states of reading development Why: Independent reading provides practice and builds fluency and comprehension. Instructional groups: whole group, small group, independent.

  13. TEAM Together Everyone Achieves More

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