1. Methods and Materials in Reading/Lit Week 9 Betsy Brown SUNY Geneseo Brownem@geneseo.edu

2. Agenda Review of Conferences Discussion of Readings Small Group Instruction in Reading Conferences and Small Groups in Writing Theory and Practice Presentation

3. Instructing during Conferences and Keeping Track of Student Progress 1. Listen to student read self selected text  Observe and record notes 2. Discussion on progress of goal and use of strategy  Look at Reader’s Notebook for evidence 3. Determine if Goal and Strategy are still appropriate 4. Model/Reinforce strategy and allow time for guided practice  Take notes on student progress 5. Set new conference date – Write in calendar  You may set task for student to complete in between conferences

4. STRATEGY INSTRUCTION DURING CONFERENCES Let’s watch a few teachers instruct during conferences. 1. Goal Setting Conference 2. Keep Track Conferences Check to see if the teacher is explicit. Does the student know HOW, WHEN, and WHY to use the strategy?

5. Discussion of Readings CAFE – Chapter 7 Small Group Instruction With your group, discuss the ideas shared in these readings. Add your thoughts to the chart provided. We’ll share out as a group in about 15 minutes. We like this idea and plan to try it! We like this idea, but it needs to be tweaked. (Indicate how you might tweak it) We don’t know how this would work in a classroom! CAFE Chapter 7 Small Group Instruction

6. GUIDED READING In your notebook, write down some notes of what you already know about Guided Reading.

7. Guided Reading Instructional approach in which small groups of students come together Students are similar in reading development, so they can be taught together for a period of time. Students read the same text, selected by the teacher, and receive explicit instruction to expand reading processing systems.

8. Teaching for Comprehending and Fluency across a Guided Reading Lesson Introducing the text Reading the text Discussing and Revising the text Teaching for Processing Strategies Working with Words (Optional) Extending the Understanding of the Text (Optional) See myCourses for more information about each of these parts.

9. Let’s check out a few Guided Reading Lessons Watch for the structure of a guided reading lesson. What is the role of the teacher? What is the role of the student?.

10. Strategy Groups Instructional approach in which small groups of students come together Students have similar needs and receive explicit instruction to improve reading strategies. Students may read at different levels and bring self selected text to work with during small group. Groups are flexible

11. Coaching Toward a Target: Small Groups 1. Listen to students read self selected text  Observe and record notes 2. Discussion on progress of goal and use of strategy  Look at Reader’s Notebooks for evidence  Have student turn and talk with a partner  Celebrate students that you observed using strategy 3. Model/Reinforce strategy and allow time for guided practice  Take notes on student progress 4. Set new meeting date – Write in calendar  You may set task for students to complete in between meetings

12. CHECK OUT THE FORM I USE FOR STRATEGY GROUPS!

13. Let’s check out a few Strategy Groups How does the teacher manage readers at all different levels? What are the benefits of having readers of all levels? What are the challenges?

14. Determining Groups for Instruction With your group, look at the class list provided. Think about how you might group these students. Who would be in a group together? Why? Would you use guided reading or strategy groups? Why? Who would benefit from conferences? Why?

15. Break!! Please remember to sign attendance sheet Meet back in 10 minutes Thank you for bringing snacks!

16. Discussion of Reading Getting Started with Book Clubs We’ll separate into groups of three. You’ll pick the topic you want to review: ◦ Book Selection/Forming Groups/Scheduling Groups ◦ The Structure of Book Club ◦ The Teacher’s role/Assessment Take a minute to review that section. Share out your thoughts with the other two group members.

17. Book Clubs/Literature Circles Literature circles are small, peer-led discussion groups who have chosen to read the same story, poem, article, or book. While reading each group-assigned portion of the text (either in or outside of class), each member makes notes to help them take contribute to the upcoming discussion, and everyone comes to the group with ideas to share. Each group follows a reading and meeting schedule, holding periodic discussions on the way through the book. When they finish a book, the circle members may share highlights of their reading with the wider community; then they trade members with other finishing groups, select more reading, and move into a new cycle.

18. Books clubs work best when students are comfortable discussing books in small groups. Have other teachers, parents, adults come in to share about their own book clubs. Develop a list of what the class learned about book clubs. Use minilessons from (F&P) to help students prepare for book clubs. Book Clubs/Literature Circles Tips to Consider

19. Book Clubs Recording Sheets Literature Circle Jobs Check out myCourses for examples of Jobs for Literature Circles and forms for book clubs. Check out Beth Newingham’s website for information about reading partnerships Sibberson and Szymusiak’s book – Day to Day Assessment in the Reading Workshop also offers suggestions for book clubs.

20. Check Out Video of Book Clubs What do you notice about the students? What do you notice the teacher doing? What are some important thing to consider when implementing book clubs in your classroom?

21. Writing Conferences and Small Groups My writing conferences and small groups are different from reading! Structure of Writing Workshop MINILESSON (10 – 15 minutes) Students learn about structure, genre, or strategy that will help improve writing. WRITING (15 – 20 minutes) Students are independently writing. May be meeting with writing partner to revise/edit writing. SHARE (5 minutes) Students share work done during writing

22. Writing Conferences 1. Initiate conference by asking, “How’s it going?” or ask student to read a section of their writing. 2. Determine strategy that is most helpful to student at that time.  Try to address ONE issue at a time! 3. Teach/Model strategy. 4. Allow time for guided practice.  Make note of conference and strategy taught. 5. Monitor progress in future writing pieces.

23. Small Group Writing Instruction Group students that have similar needs. 1. Students bring writing piece to group meeting. 2. Teacher shares teaching point and then models/teaches strategy. 3. Allow for guided practice.  If possible, students practice on their own writing. 4. Reinforce with a future group or in conferences.

24. Typical Writing Groups/Conferences These are a few examples of writing groups I use during writer’s workshop: Brainstorming a topic to write about. Using punctuation to create complete sentences. Using paragraphs to organize writing. Developing an introduction sentence/paragraph. Developing a concluding sentence/paragraph. Creating a final copy. Using more descriptive words. Show, Don’t tell!

25. Instructional Inquiry due next week! Are there any questions? Do you need any support?

26. Theory and Practice Presentations Are there any questions? Groups will be assigning readings for the week they present, so please be sure to let the class know. You can pass them along to me for myCourses or upload them to your WIKI. Spend time working with your group on the next step for your project.

27. Next Week… Instructional Inquiry due next week! Please bring a printed copy with you to turn in. Please complete the assigned readings. We’ll talk more about developing units of study and writing about reading. Contact me with any questions, concerns, suggestions, thoughts, etc.  brownem@geneseo.edu brownem@geneseo.edu  Phone: (585) 245-1188 Have a great week!