TCH 264: Reader’s Workshop, Story Structure and Point of View March 3, 2014

Today’s Class Revisit Critical Literacy Review CCSS ELA Standards and connect to Critical Literacy Describe Reading Workshop Discuss Integrated Unit project Writer’s Workshop- Discuss Story Structure and Point of View

The educator's part in the enterprise of education is to furnish the environment which stimulates responses and directs the learner's course. (John Dewey, Democracy and Education, 1916) Learning is inherently social and people learn as they do by being engaged in meaningful work (John Dewey, Experience and Education, 1938)

Make a Connection Go to corestandards.org Look at the Introduction and Anchor Standards – What are students supposed to know and be able to do? – What is your role as the Literacy Teacher? – How does it relate to Dewey’s ideas? After discussing this, share your idea of what the purpose of literacy instruction should be?

Big Ideas of ELA Instruction

Schedule Meeting Time (10 minutes) Minilesson (15-20 minutes) Work Time (30-45 minutes) Ending Meeting (5-10 minutes)

The Daily 5 Gail Boushey and Joan Moser – “The Sisters” 1.Read to Self 2.Read to Someone 3.Listen to Reading 4.Work on Writing 5.Word Work

Meeting Time Meeting Time- Discuss expectations Review procedures Check to see which students would like a conference or inform students that you need to conference with them

Minilesson Minilesson (15-20 minutes)- In most cases this is done with the whole group. The teacher can focus the minilesson on: Comprehension strategy Use of a graphic organizer Modeling a method for responding to reading Share a piece of reading and a response Modeling a reading strategy thought a Think-Aloud Read-aloud Introducing an Author/Illustrator (Students can do this too) Plan for what students will be doing during work time. – Can give an assignment at the end of the minilesson (“Everyone is to choose a character trait graphic organizer and complete it ” or “Everyone should write a Found Poem using the text they are reading”) – Determine which students will be working in the guided reading group, if it is happening that day.

Work Time Guided reading groups- teacher works with a small group who need help with a strategy. Students still read their individual texts Independent reading time Partner reading Small groups reading a common text meet together Teacher individual conference Peer Conferences Opportunities for Reader ResponseReader Response

Practice, Practice, Practice- Explicitly teach the expected behaviors and routines of Reader’s Workshop. The first minilessons should focus on: How to move around the room during reader’s workshop (how to come together as a group, where you can read during independent reading time) How to treat books and other reading materials (audio tapes, computers, etc.) Modeling how to have conversations about books Selecting “just right” books How to use the classroom library Where to find and how to care for materials (highlighters, post-it notes, writing materials, art materials)

What it looks like 5 th Grade Minilesson (Engaging with Literature, #8, 2:00) Teaching Reading: K-2 Workshop, #9 (Beginning or 6:30) Another ExampleAnother Example- 3 rd grade Middle school exampleMiddle school example- Status of Class, conferencing (# 7, 2:00, 7:40 and 15:00) 1.What grouping formats does the teacher use? 2.What was “minilesson” 3.How did the teacher transition the students? 4.What happens during the conference? Assessment? 5.What did the Ending Meeting look like?

Picking a Just Right Book BOOKMATCH Goldilocks Method

Anchor Charts

Writer’s Workshop Sharing Time Draft of Special Place Anything else you’ve written Writing Lessons Story Structure Point of View

Looking Ahead Read Ch. 5- Students Need to Develop Thoughtful Literacy (We will discuss Vocabulary on March 17 th ) – Respond of the Discussion Board. Pick a Big Idea from the reading and discuss. – Read other responses and comment on one These are pretty big ideas and important to have a handle on Complete 6 Literature Circle Posts and 2 Responses by Saturday, March 8. (I’ll check around 10 am Writing and Reading Lesson Presentations for March 17- Vocabulary and Word Choice