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Reading Workshop Powerful Teaching for All Students “We do not learn to write by writing. We develop writing style through reading.” The Power of Reading.

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Presentation on theme: "Reading Workshop Powerful Teaching for All Students “We do not learn to write by writing. We develop writing style through reading.” The Power of Reading."— Presentation transcript:

1 Reading Workshop Powerful Teaching for All Students “We do not learn to write by writing. We develop writing style through reading.” The Power of Reading by Stephen Krashen Presented by Linda Biondi and Carol Hotchkiss

2 Workshop Protocol Cell phones Sidebar conversations Listen hard and speak softly

3 Have you read a good book lately ?

4 What was your first reading memory?

5 Comparing Traditional and Reading Approaches TraditionalReaders Workshop Whole class novel-on the same page no matter the level Students involved in independent reading at their own pace and own levels Students given “seatwork” when not in reading groups Students reading independently, in pairs or small groups Reading is taught as a task to completeReading is taught as a process with teacher modeling Teacher selects reading materials for students and groups Students select reading material with teacher guidance Few writing opportunitiesWriting occurs before, during and after reading Students are assessed in typical test taking format-read, answer questions, multiple choice Students are involved in alternate forms of assessment-anecdotal records, running records, journals, observations, rubrics, conferences

6 What goals do you have for yourself as a professional educator throughout this course? How will your learning through this course impact your students and their learning?

7 What’s wrong with this picture?

8 What is READER’S WORKSHOP? The method in which we teach Reading is through a BALANCED LITERACY approach that includes daily Readers' and Writers' Workshops, using exemplar literature, state standards as the curriculum, and on-going assessment of individual student needs to guide instruction.

9 What are students’ beliefs about reading? Anchor chart

10 The Nuts and Bolts of Readers Workshop. Classroom library A Literate Rich Reading Environment

11 Time: student need substantial time to read and look through books Did You Know? If a child reads for 20 minutes every day, they are exposed to about 1.8 million words of text every year. That is 137 new words per minute! If families read together for 20 minutes a day, 7 days a week, they get more than 121 hours of bonding time every year! For every year you read with your child, average lifetime earnings increase by $50,000. You make a $250,000 gift to your child from birth to age five by reading aloud, just 20 minutes a day

12 Choice: Students need the opportunity to choose reading material for themselves

13 Comfortable space to listen & turn and talk Comfortable space to listen & turn and talk Clipboards/Whiteboards Clipboards/Whiteboards Post-it notes Post-it notes Response sheets/notebook Response sheets/notebook Anchor charts to make learning visible Anchor charts to make learning visible

14 CraftingCrafting Where will they sit? Where will they sit? How will they get there? How will they get there? Materials? Materials? Sign out sheets Sign out sheets 14 More Nuts and Bolts

15 15 Where will independent reading materials be stored? Where will independent reading materials be stored? Reading spots Reading spots Scheduling Conferences Scheduling Conferences Managing Small Groups Managing Small Groups

16 16 Resources ~ Bag of Books each student has a bag (could be a zip-lock bag) with 2-3 books, post- its, reading journal or notebook, etc.

17 Turn & Talk

18 Essentials of Reading Workshop Reading Workshop Teacher Model- Read to Shared Reading Mini lessons (researched based reading strategies)- no more than 10 minutes Independent reading-about minutes ◦ Guided Reading ◦ Time to read independently and time to share ◦ Partner talk Sharing ◦ Reflection and Evaluation Reading Workshop (60 mins.) Minilesson/Read To Independent Reading Guided Reading Literature Study/ Book Clubs Sharing

19 And More Leveling books ◦Book WizardBook Wizard ◦Links on the InternetLinks on the Internet ◦Book Leveling SitesBook Leveling Sites ◦Catalogue your books ◦Book Retriever How to use it:Book RetrieverHow to use it ◦BooksourceBooksource Setting Up Readers Workshop

20 Makes a connection (What & Why) and provides an overview Makes a connection (What & Why) and provides an overview Teaching point: (How) Demonstrates a Teaching point: (How) Demonstrates a strategy, skill or craft strategy, skill or craft Active Participation: Active Participation: Provides an opportunity for students to apply the technique: gradually release responsibility Provides an opportunity for students to apply the technique: gradually release responsibility Links (When & Why) the technique to their reading and writing lives Links (When & Why) the technique to their reading and writing lives

21 . Readers Workshop-short video https://www.teachingchannel.org/videos/student- reading-workshop-lesson (entire lesson with explanation) https://www.teachingchannel.org/videos/student- reading-workshop-lesson What do you notice about the structure of the workshops? What questioning strategies does Rick use to facilitate peer discussion and increase engagement? How does Rick use a "think aloud" to model this thinking while reading the book? What strategies does Rick use to engage students in the story?

22 A Glance at a Mini Lesson Read the mini lesson transcript. Be prepared to share at least one thought, reaction, question, when you finish.

23 Mini Lessons Text Rendering: Mini Lesson—Mark a sentence, a phrase and a word that you think is important. First round: Each person will share a sentence from the document that he or she feels significant. (Facilitator will record the sentence) Second round: Each person shares a phrase that she feels is important. (Facilitator will record the phrase) Third round: Each person shares the word that he/she feels is important. (Facilitator will record the word) Group will debrief about any new insights or connections.

24 Bu t how do I know if they are comprehending? While…students work with partner to read and discuss a book Teacher may: ◦Conduct one or more guided reading groups ◦Observe ◦Confer with partners

25 The Vehicle to Effective Balanced Literacy Independent Reading Video clip

26 Video

27 27 2 or 3 students share Partners share There are many different ways to reflect!!’VideoVideo There are many different ways to reflect!!’VideoVideo Video—student discussion. Yes, they can!

28 Students Reflect on Independent Reading

29 Your turn to work on anchor charts

30 New thinking or Confirmed thinking One question What is rolling around in your head about Readers Workshop? 10 minute reflection of today’s learning…

31 Door Prize…. We will pick 2 people each morning for a prize. We will be sharing your exit slips.

32 The Heart of a Teacher The Heart of a Teacher The

33 Exit Slip


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