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Jennifer Evans Assistant Director ELA St. Clair County RESA [email protected] http://www.protopage.com/evans.jennifer
51

Reading workshop

Jul 15, 2015

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Page 1: Reading workshop

Jennifer Evans

Assistant Director ELA

St. Clair County RESA

[email protected]

http://www.protopage.com/evans.jennifer

Page 2: Reading workshop
Page 3: Reading workshop

Agenda

Introduction Background Objectives

Initial Reading Workshop

Reflection/Plan

Essential Components of

a Reading Workshop

Assessment Overview

PD Plan

Page 4: Reading workshop

At The Zoo

https://www.youtube.com/watch?v=qEd-

mZsCVg8&list=PLFC2DC18916C8664E

&index=10

Record the instructional decisions would

you make for this student?

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Reading Workshop Implementation Guide

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Essential Collaboration

Determine an essential

understanding of what each box means.

Highlight the things you already do.

Set a goal for the area you would like to

work on.

Develop a plan to

achieve your goal.

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Page 8: Reading workshop

Keep This in Mind:

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Why Workshop?

Research based

MotivationBest

Practices

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Research Based

Research has suggested that addressing students’ individual needs is an important aspect of effective reading instruction (Fielding & Pearson, 1994). Although this may challenge teachers’ traditional notions of reading instruction, forcing them to work in guided reading groups and individually with readers, the research is overwhelmingly in favor of individualizing instruction to meet the needs of all learners (Allington & Walmsley, 1995). Teachers need to put aside instructional practices that have been shown to be ineffective.

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Attachment A

Research Base for Readers and

Writers Workshop Article

Big Five from the Reading First Panel of the

Federal Government

7 Habits of Good Readers

What are the Big Five? How do you teach them?

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Motivation

Learning in general is indeed an intentional act. Students make the conscience decision to learn or not to learn immediately upon entrance into the classroom each day. The teachers and learning environments which the student encounters certainly influence his decision to learn.

Implementing Reading and Writing Workshop into elementary, middle, and secondary classrooms can lead to increased levels of motivation in readers and writers.

Research has found that high levels of motivation and engagement in elementary classrooms leads to high levels of achievement (Pressley, M., Allington, R.L., Wharton-McDonald, R., Black, C.C., & Morrow, L.M., 2001

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Best Practices

In workshop approaches, the teacher is seen as a decision maker, conducting lessons and creating learning experiences based on the needs of the readers in their class.

Instructional decisions are made by teachers to address the needs of the students in their classrooms, rather than coming from a commercial program. In the hands of a quality teacher, basalsand instructional materials become resources to use, rather than a series of lessons to be read aloud.

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not authentic text

every piece (worksheets)

skills in isolation

one size fits all

decline in reading scores

often times the teacher does all of the

talking not providing the students with the

time to practice

Don’t promote teachers making good

instructional decisions based on student

need

“Basals with fidelity”

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One of the most important things we can do as educators is to provide students with ample time to practice reading and writing.

It is necessary to have a classroom structure in place that supports the other students in their literacy learning.

Management and routines are key!

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Page 17: Reading workshop

The Reality

Professor Pearson finds that in many classrooms, students spend little time actually reading texts. Much of their instructional time is spent on workbook-type assignments. The skill/time ratio is typically the highest for children of the lowest reading ability (Allington, 1983). Furthermore, the research indicates that teachers are spending inadequate amounts of time on direct comprehension instruction. A study completed in 1979 (Durkin) concluded that teachers used either workbooks or textbook questions to determine a student's understanding of content, but rarely taught students "how to comprehend." In 1987, Dr. Pearson (and Dole) described the importance of "explicit instruction" for teaching comprehension

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How?

teacher modeling and explanation with explicit instruction

guided practice during which teachers "guide" students to assume greater responsibility for task completion

independent practice accompanied by feedback

application of the strategies in real reading situations

Dr. Pearson emphasizes that comprehension instruction must be embedded in texts rather than taught in isolation

through workbook pages.

Such instruction involves four phases:

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Reading/Writing Workshop Comparison

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In order to create a literacy environment within your classroom, what things must be considered?

Think – Pair - Share

* traffic flow * rich language environment *rule/procedures

* management of materials

*good lighting * preferred seating *interests levels

* leveled library * noise level

*relevant activities * file folder games at level

*trust * comfort * safety *vision

* work to keep engaged *goal setting

Collaborate , research, plan to determine the best set-up for your classroom.

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Whole-Class Meeting Area (This includes my easel, rug, directors chair, etc.)

Book Shelves for My Classroom Library

My Bulletin Boards (My CAFE board, Homeworkopoly, 6 Traits Board, Writer's &

Reader's Workshop, Anchor Charts, All About Me Board,

etc.)

Check In/Paper Work Area for Students

Computers Materials/Supplies Set Up

Desks/Tables

Plan Your Space

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Students are actively

engaged

Concepts and strategies are reinforced and

based on student need

Collaboration and

independence are promoted

Meaningful literacy activities are

ones in which:

PLC opportunity: How do you determine what literacy activities you will teach? Have

at centers?

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http://www.youtube.com/watch?v=8nhZ7g0955Q(6.42)

The Components of Balanced

Literacy

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Mini-Lesson (10-15 minutes): explicit

instruction of skills and strategies

Read Aloud

Think-Aloud

Shared Reading

Modeled Reading

Review

Assessment

Independent and Small Groups (45-65

minutes):

Independent Reading

Collaboration

Discussions

Guided Reading

Assessment

Conferences

Reinforce/Extend/Re-teach skills

Centers/Menus

Shared Learning (5-10 minutes):

time to share and talk about reading

Sharing Projects

Author’s Chair

Assessment

Status check

Review

Essential Components of a Reading

Workshop

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http://www.youtube.com/watch?v=cgN2WUM

W6zM (Calkins – Structures of a Reading

Workshop– 5min)

Rick’s Reading Workshop Overview:

https://www.teachingchannel.org/videos/read

ing-workshop-overview

Components of a Reading Workshop

Handout of Components

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Read Aloud

Teacher reads selections

aloud to students.

Benefits:

•Students are introduced to a

variety of texts

•Students hear fluent reading

•Teacher shares her thinking

(Think Alouds)

•Students are provided with

quality writing models

•Creates a sense of community

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What it Looks Like:

All Eyes on One Text

Reading Together

Repeated Readings of

New, Familiar and

Favorite Texts

Supported Skills

Fluency and Phrasing

Love for reading

Comprehension

Word familiarity

Phonemic

awareness/phonics

Safe environment

Shared Reading

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Guided Reading

Guided Reading Small Group Strategy Lessons

Small groups at the

same reading level

Prepares students for the

next reading level

Teach the skills within

their instructional level

Books match their

instructional reading

level

Small groups that are

skill based

Students may or may not

be at the same reading

level

Differentiated Instruction

Books match their

independent reading

level

Teacher works with small, flexible groups of

children who have similar reading strengths &

needs.

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Students read texts that

they have chosen.

Books should be “Good

Fits”

Meet their need (to inform,

entertain, or persuade them)

Match their interests

At an appropriate reading

level

Students are given time to

actually read.

Students are encouraged

to get comfortable.

Independent Reading

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Individual Instruction for Readers and

Writers

Take place between the teacher and

student

Differentiation at its Best!

Conferring

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Mini-lesson : Teacher explicitly teaches a skill in phonics, spelling, vocabulary, reading, or writing

Practice: Students practice the skill independently or with a partner - a white board for everyone is key

Sharing: Students share what was learned and how it will help us in everyday reading and writing

Word Study

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Components of Language/Word

Study

Phonemic Awareness

Phonics Instructions

Vocabulary Instruction

Spelling Instruction

Interactive Edit Vocabulary HandwritingTest

Reading/Writing

Current EventsModeled or

Shared Reading/Writing

Interactive Read Aloud

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Rules and Procedures are Clearly Established

Relevant tasks are prepared at each center

Literacy Centers

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When trust is combined with explicit instruction, our students acquire the skills necessary to become independent learners. Students will continue their learning even when they are not being “managed” by the teacher. (p. 18)

Providing choice

Establish clear routines and procedures

Explicitly explain why

Provide lots of time for students to practice

Build Stamina

Good-fit books

Anchor Charts

Correct Modeling

Key to success:

Page 40: Reading workshop
Page 41: Reading workshop

Assessments

Informal Assessments

Listening In

Turn and Talk

Teacher/Student Conference

notes

Running Records

Notes From Small Group

Instruction

Observations

Hand Signals

Rubrics

Journals

Self-Evaluations

On Demand Writing

Formal Assessments

DIBELS

Pre/Post Assessments

MEAP/NWEA/STAR Reading-

Math

DRA

Comprehension Tests

Published Writing

Presentations

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Assessment Administration

Protocol Notes

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“It is not necessary to use every

prompt for each book.”

Teachers may interpret this in different ways.

What if they don’t ask any prompts on any test?

What if they ask every prompt on every test?

What if they change what the prompt says?

What if they add their own prompts?

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Page 45: Reading workshop

“Note Any Additional

Understanding”

If a student provides other information, how do you score it? Selena did not state that the picture showed the

skunk was happy (or had lots of room) in her retell, so she received a score of a 2.

○ What if Selena gave additional much deeper information?

○ What if Selena gave additional irrelevant information?

○ What if Selena gave similar information?

○ What if Selena goes off on an incorrect tangent and changes what she said earlier?

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Assessment Scoring Protocol

Notes

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Small Group

Name Reading

Level

Interests Strengths Skills/

Strategies

Needed

QSI

Level

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http://insideteaching.org/quest/collection

s/sites/myers_jennifer/workshopapproac

h.htm (multiple videos showing different components of a

reading workshop)

http://www.scholastic.com/teachers/top_

teaching/2009/10/reading-workshop (5:49

Typical Reading Workshop Structure)

Reading Workshop Videos

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1. Plan and Organize Your

Classroom

2. Develop Your Schedule

3. Establish Clear Routines

and Expectations

4. Give Assessments with Fidelity

6. Prepare Relevant

Activities at Level

5. Use Data to Group Students

Recap

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What Happens Next?

Day 1: Today – Reading Workshop Introduction

Day 2: February 18 – Model / Debrief (Options: Mini-lesson, guided reading lesson, conferring)

Day 3: March 4 – Observe/Support in Classrooms