1. Igniting Reading Passion in Grades 3-5
Make a name plate
name, campus, grade level
A current book and genre you are reading or have read this summer

2. Your presenters today….
Holly Lorton
3rd Grade teacher
JC Thompson Elementary
18 years in the classroom
2nd and 3rd grade
Heather Martin
5th Grade teacher
15 years in the classroom
Kindergarten – 5th grade

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HEATHER

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HEATHER

5. Norms Protect our time together. Stay focused. Develop relationships.
Ask questions.
Share your knowledge!
Respect your colleagues.
Take care of yourself.
HEATHER

6. Learning Targets
Explore ways to get your students excited about reading
Revisit the impact of research-based practices for Reader’s Workshop
Set goals to energize your instruction in order to engage and motivate your students in reading
HEATHER

7. Pick the Quote that Speaks to You Most
A - “Today a reader, tomorrow a leader.” - Margaret Fuller
B - “A good book is the best of friends, the same today and forever.” - Martin Tupper
C - “Reading is a discount ticket to everywhere.” - Mary Schmich
D - “The greatest gift is a passion for reading.” - Elizabeth Hardwick
E - “There is more treasure in books than in all the pirate's loot on Treasure Island.” - Walt Disney
F - “So it is with children who learn to read fluently and well: They begin to take flight into whole new worlds as effortlessly as young birds take to the sky.” William James
HEATHER - Pick your favorite quote about reading. Share out at your table why you picked that as your favorite.
After sharing out at tables, say something like, “Isn’t this what we want for our students? To take reading personally, to see it’s value not only as a necessity, but as a passion for discovering about their own world and lives?”
4 CORNERS – FORMATIVE ASSESSMENT AND CLASSROOM DISCUSSION

8. Shout it out!
Share out some ways you motivate students in your classroom to love books and reading?
HEATHER - SCRIBE IDEAS SHARED OUT BY CLASS ON ANCHOR CHART

9. Sharing YOUR Love for Reading
It begins with you, teacher… Every chance you get, share what you’re currently reading, your favorite books and authors, recommend grade-appropriate books through short book talks, and discuss author’s craft. Your influence on student reading makes an unmistakable impact.
HEATHER

10. Importance of Motivation in Reading:
“Motivation plays a strong mediating role in the reader’s engagement; in turn, engagement is strongly related to reading achievement.”
-Quote taken from p. 472 of When Reader’s Struggle: Teaching That Works by Fountas and Pinnell.
Quickly share

11. Reading Workshop
So how do we get students to love reading and books through the routines of Reading Workshop?
HOLLY

12. Nurture the Relationship with a Reading Inventory
HOLLY

13. Getting to Know Your Readers: Literacy Inventory
Taking the time at the beginning of the school year to give a Reading Inventory is essential to knowing your student’s reading lives. It can give you information such as their favorite genres and titles (or lack thereof), as well as how they feel about reading and how they view themselves as readers.
This will allow you to help students pick genres/books that interest them, and gives you direction for how to engage and motivate them to WANT to read as a personal life choice.
It is most impactful when you can sit with the student and “interview” them one-on-one, however if there are time constraints, students can complete it independently.
HOLLY

14. Let’s Take a Look at a Reading Inventory: 2-2-1
Take 2 minutes to look over the inventory.
For 2 minutes, share which 2-3 questions you feel would help you the most in getting to know your students and identify ways to meet their needs.
For1 minute, share what influence the information from an inventory might give you with individual readers?
Pass out Inventory

15. What REALLY matters in Independent Reading
Quantity Matters – How much students read makes a difference. They need thousands of words within continuous texts each year to accumulate experiences with texts.
Time Matters – Real readers crave time to read, and they make time for it. Will YOU make time for it in your classroom?
Choice Matters – Real readers CHOOSE the books they read so they can develop tastes and preferences.
Fluency Matters – Readers need to process large numbers of texts at their independent level so they develop fluency, a critical skill for proficient readers.
Conversation Matters – There should be many opportunities for conversation about books during read- aloud, in reading conferences, shared, guided reading, and book clubs.
-from Teaching for Comprehending and Fluency: Thinking, Talking, and Writing about Reading, K-8 by Fountas & Pinnell, 2006.
HOLLY - Go through this slide VERY quickly, but as an important reminder what independent reading should look like.

16. Helping Readers Choose Books
Classroom library well-sorted and labeled by topic, genre, theme, author, illustrator.
As you observe student interests, create more baskets for particular topics, authors, or types of books.
Have a “book recommendations” rack.
Have students help set up new-book baskets.
Put books you have used in book talks on display so that they are easy to find.
Create book baskets that connect books. “If you like _____, you’ll love _____.”
Create “exclusive baskets of selections for individual students if needed.
HOLLY

17. Share book reviews from journals, website, or other students.
Give book talks that motivate and legitimize student book choices (e.g. easy books, more difficult)
Provide as many mini-lessons as needed to help students understand how to choose “just right books”
Communicate to the entire class that choosing a just-right book, not a difficult book, is the expectation for reading workshop.
Through conferences, help students learn to evaluate their own choices.
Share book reviews from journals, website, or other students.
-from Teaching for Comprehending and Fluency: Thinking, Talking, and Writing about Reading, K-8 by Fountas & Pinnell, 2006.
HOLLY - An organized, neat classroom library with MANY book choices is CRITICAL for students to pick great books!
No books? Ask your librarian if you can check out as many books as possible until you develop an extensive classroom library. Also check out garage sales, half-price books, Scholastic book points, retired teachers, etc. to build up your classroom library. This is only ONE example of an extensive library….check online or other resources for more ideas for how to organize your library.

18. Reading Logs – Are they REALLY that important? (YES!)
Accountability tool for the student and the teacher
Important tool for student self-reflection & self-assessment
Important assessment tool for the teacher
Can be in student notebooks, paper in a folder, take home or keep at school
Ask the following questions to gain insight to your readers:
How many books are they finishing each week?
Are they reading a variety of genres? What specific genres are they reading?
Are they abandoning books too often?
Are they reading at their “just right” level, or are they reading books that are too easy or too challenging?
Are they reading chapter books or picture books more often?
Do they seem to be recording every book they read?
Is the student on track to reach their personal reading goal?
HEATHER - There are lots of reading logs available from colleagues and online….did not include one here.

19. Let’s give it a try! STATUS of the CLASS
Check in with students to gauge their reading habits, progress, and interests.
Let’s give it a try!

20. Conferring with Readers
HEATHER

21. Conferring with Readers
“Conferring with children is an art. It’s an active process wherein we sit side- by-side with children, put ourselves in the moment, listen carefully, and reflect and respond in ways that encourage and nudge them forward as learners.”
-by Debbie Miller from the “Forward” of Conferring: The Keystone of Reader’s Workshop by Patrick Allen, 2009.
HEATHER

22. Why Confer? Some guiding principles…
To uncover a reader’s attitudes – what students think of reading and themselves as readers.
To discover a reader’s stamina and work ethic – how students manage their reading lives
To explore a reader’s process – how students go about composing as readers
To record a reader’s diet – what students choose to read and why
To form a relationship of intimacy and rigor – how students are interacting with text
To gather data for assessment and evaluation – how students describe what they know and are able to do
p. 35 from Conferring: The Keystone of Reader’s Workshop
by Patrice A. Allen
HEATHER -Have teachers popcorn out the bullets, stop and comment on each one as the need arises.

23. When do I confer with students?
When? During the Work Period of the Reading Workshop, after the Opening/Mini-Lesson.
Options:
During a guided reading group with below-level readers; an individual or a group conference
During small group instruction that is formed based on a needed strategy; an individual or the group conference
During book clubs as you listen in to groups or individual students
During independent reading, moving among the children, conferring with individuals at their workspace
HEATHER

24. With whom do I confer? ALL STUDENTS!
Depends on need, but ideally 3-5 students a day to keep your pulse on student learning and progression.
Could be a pre-determined list of students or be more organic depending on student need/data, but keep track of this so you can make sure to meet the needs of all learners.
Might be one table or group a day.
Find what works for you, but make a commitment to confer daily with students!
HEATHER

25. How do I confer with students?
Types of Conferences:
Compliment Conference – find a strategy or strength the student is doing well and TELL them for affirmation; great at BOY to develop a positive attitude about conferring.
Coaching Conference – Teacher already knows what the teaching point will be based on data/observations and wants to see how the student is doing with a specific skill or strategy. Ideas for these conferences come from working with students in guided reading, small group instruction, studying their Reader’s Notebooks, and classroom assessments or other data.
-Video Clip of Coaching Conference- Time: 3:17 Sn
HOLLY - Briefly share out about the “Coaching” conference. What was the teacher doing? The student? How can a conference like this help move student reading forward?

26. How do I confer with students?
Types of Conferences (continued):
Research-Decide-Teach Conference – Sometimes the most difficult conference because you go into it with no specific teaching point in mind. You are looking for something to teach the reader. It actually might take the form of a “mini” mini-lesson.
First, research the reader. Look at previous anecdotal notes and/or running records, ask the reader to retell, listen to the reader read-aloud a portion of the text, or ask an open-ended question like, “How is it going?”
Next, support the reader by explicitly naming what the child is already doing well and give a clear compliment.
Then, determine a teaching point and decide how to briefly teach it (demonstrate, guided practice, explicitly telling him, inquiry).
Try to connect the teaching point to what the child has been doing or refer to a strategy you have taught in a previous mini-lesson.
Rename the strategy, and encourage the student to try using it today and in the future.
-Video Clip of Research-Decide-Teach Conference- Time: 3:38
HOLLY - Again, what is the teacher doing vs. the student? How could this type of conference move a student forward in their reading of the current text and any future texts they might read?

27. Setting Goals with Readers
As you confer, set goals with students based on data and/or observations.
Keep a record of your conferences and goals with each student so you can check in, track progress, and set new goals.
Keep it simple!
Keep goals in a place that the student will look continuously so they can be reminded to practice their goal daily (reading notebook, classroom goal chart, etc.)
HOLLY

28. Sample Conference Logs
HOLLY - Teachers often make their own that fits their conferencing style.

29. Conferring Labels
HOLLY

30. Conferring Label Organization
HOLLY - Each student has a page, at end of day, review notes and stick label onto individual student pages. Just an option!

31. Reflect
Find someone with the same color (or about the same) color of hair as you.
Share one take-away you have regarding how conferring helps you to engage your students in reading.
HOLLY -

32. Take a break!
Tell participants to come back in 10 minutes.

33. The Power of Interactive Read-Alouds
Mad Minute!
For one minute, write madly about what you know about interactive read-alouds.
HEATHER

34. The Power of Interactive Read-Alouds
What does the research say? Read pgs regarding interactive read- alouds from The Continuum of Literacy Learning. Highlight important points and components to remember about this strategy. Be ready to share out in 10 minutes.
HEATHER - Set timer for 10 minutes, but you might adjust it to 5 minutes. Then share out whole group the important components of interactive read aloud, 2-3 minutes.

35. Choosing Texts for Interactive Read-Aloud
“The concept of a mentor text is important. A mentor is one who models, coaches, and lifts another to higher levels. With that in mind, a mentor text must be chosen carefully to ensure that it can establish a model of quality writing that is worthy of guiding our learners. With the help of a beautifully crafted mentor text, we can wonder together about the imagery, the possible themes, and the elements that have come together to create the literary magic that resides in these much-loved books. With a mentor text in hand, we can gently open children's eyes to the inner workings of the selection, savor its beauty, and create powerful links to the standards we want our children to understand.”
-Linda Hoyt, Interactive Read-Alouds
HEATHER - Teachers need to think deeply and thoughtfully about the texts they choose to model strategies for interactive read-alouds!

36. Possible Mentor Texts for Interactive Read-Alouds
In grades 3-5, typically short mentor texts are used to model and practice target strategies based on a TEK or target strategy that focuses attention on strategic actions that equip the reader to think within the text, beyond the text and about the text.
Picture books
Nonfiction articles
Short fables/folktales, etc.
Poetry
Chapter books from read-alouds can also be used if chosen carefully and are high-quality. You may choose to model the target strategy with a few pages/chapter of the read-aloud and then have students practice with a few pages. Students could then apply the target strategy in their independent level texts during the work period.
HEATHER

37. When do I have time to do a read-aloud?
Reading Workshop: minutes.
Writing Workshop: minutes.
This allows you to possibly have minutes for a read-aloud BEFORE you start Reader’s Workshop.
Then during the mini-lesson, you won’t spend time reading the text, but instead, revisiting the text to teach a skill or strategy. This shortens your mini-lesson considerably.
There are other times in the curriculum during the author study and DBQ that the read-aloud will happen during the workshop.
HEATHER

38. Planning for an Interactive Read-Aloud with Focus on a Target Strategy
HEATHER Emphasize that this is how you might plan a mini-lesson on a familiar text, which could have been during the read-aloud time BEFORE the workshop, or previously read text.

39. Impact of Interactive Read-Alouds
“Teaching students to talk well about a book teaches them to think well about a book. What could matter more?”
From A Guide to the Reading Workshop: Intermediate Grades by Lucy Calkins.
HEATHER

40. MEET AND MINGLE
As the music plays, walk around the room. When the music stops, turn to the person closest to you and share your big take-away about interactive read-alouds.
HEATHER

41. Shared and Performance Reading
holly

42. Shared and Performance Reading
Get your students revved up about reading by including shared and performance reading into your workshop when possible!
HOLLY - Tell participants there is a whole section in the Continuum regarding Shared and Performance Reading.

43. What is Shared and Performance Reading?
Many of the same goals as interactive read-aloud.
Goes beyond listening and discussion.
Students actually participate in the reading in some way.
Instructional contexts that involve reading aloud for the pleasure of oneself and others.
p. 49 of The Continuum of Literacy Learning by Fountas & Pinnell.
HOLLY - Discuss how kids LOVE to perform! If they have an audience, you up the engagement/motivation factor considerably!
Go over slide quickly

44. What is involved in Shared and Performance Reading?
Processing print in continuous text.
Working in a group.
Using the voice to interpret the meaning of the text.
Often reading in unison with others, although there may be parts or solos.
Opportunities to learn more about the reading process.
P. 49 of The Continuum of Literacy Learning by Fountas & Pinnell.
HOLLY Go over briefly

45. Contexts for Shared and Performance Reading
Shared Reading
Choral Reading
Reader’s Theater
Teaching for Comprehending and Fluency: Thinking, Talking, and Writing about Reading by Fountas & Pinnell, 2006.
HOLLY

46. Shared, Choral, and Performance Reading Defined
Approach
Definition
Shared Reading
Reading from a common, enlarged text, usually in unison
Teacher leads the group, pointing to words or phrases
May be adaptations, such as groups alternating lines or individuals reading some lines
Students may have their own texts
Choral Reading
Any group reading from a common text printed on a chart, enlarged on ELMO, or provided individual copies
Text is usually longer and more complex than one used for shared reading.
Emphasis is on interpreting the text with the voice
Some reading in unison by the whole group or subgroups
May be solos or duets
Performance Reading
Enactment of a text in which readers assume individual or group roles
Similar to traditional play production, but the text is generally not memorized and props are rarely used.
Emphasis is on vocal interpretation
Usually individuals read parts, although groups may read some roles
Scripts are usually constructed from all kinds of texts, not from original plays
HOLLY Briefly review – possibly give teachers 2 minutes to read silently – review high points – be brief

47. How do I select texts for shared, choral, or performance reading?
In selecting texts for shared and performance reading, you need to consider some of the same kinds of factors that you would for guided and independent reading; after all students do need to be able to read and understand them.
However since you are providing a high-level of support and students will be reading the texts many times, it is not necessary to use leveled texts.
HOLLY

48. How do I select texts for shared, choral, or performance reading?
Consider features such as:
Interesting language
Rhyme and rhythm
Language play
Poetic language
Appeal to students
Other aspects of texts that make them a good basis for performance
HOLLY Review quickly

49. What genres/forms of texts are appropriate for shared, choral, and performance reading ?
Individual poems or poetry anthologies (both rhymed and unrhymed)
Songs and traditional rhymes from many cultures
Traditional folktales
Realistic fiction
Simple biographies
Fantasy
Informational texts
Plays/dramas
Readers’ Theater scripts
Students can turn biographies, folktales and realistic or historical fiction into their own original Reader’s Theater scripts
HOLLY

50. Reader’s Theater
Great to use anytime, but especially when covering drama TEKS
Intro students to the vocabulary and features of a drama (scripts, characters, problem, solution, dialogue, stage directions, narrator, scene, act, etc.)
Students can take a simple favorite story, biography, etc. and write it into a Reader’s Theater script that must include all the elements of a drama (look at how it is tested on STAAR for your grade level to really hone in on those elements to include.)
Try turning the main ideas from a DBQ into a Reader’s Theater (see Harriet Tubman example script)
Model and co-construct a reader’s theater as a class, then turn students loose in groups to write their own to perform
Students could perform for other groups in class, for other grades in the same school, or for students at other schools using a program such as ZOOM (ZOOM is like Skype on steroids and available to all NISD staff and students through their Google account).
HEATHER

51. Steps to Create Reader’s a Theater Script
Select an appropriate text.
Select characters and a narrator.
Decide the parts to turn into dialogue and narrative.
Decide if you will use any props.
Have the children practice reading the parts.
Perform for an audience!
Remember to make it fun and keep it simple!
HEATHER Have kids possibly write in stage directions, which is assessed on 4th grade STAAR.

52. Resources for Reader’s Theater
(Lots of Reader’s Theater/Plays pre-created)
0411_25 (Reader’s Theater All Year)
Journey’s anthology (poetry and dramas)
4th Grade – Mondo books (yellow tubs)
Use any text to write their own Reader’s Theater
HEATHER Tell them there are lots of content related reader’s theaters, for example, on Harriet Tubman, on the “Reader’s Theater All Year” site.

53. Check out a 4th grade Reader’s Theater -
HEATHER Click on the picture.
You don’t have to play the entire thing minutes is fine for time’s sake, unless time permits to play the entire video.

54. Make It Work for You
What are some ideas you have for implementing Shared, Choral, or Performance Reading to increase student reading engagement and motivation?
Chart paper ideas

55. Writing about Reading

56. Writing about Reading: WHY?
Students written responses to what they read provide evidence of their thinking.
When we examine writing in response to reading, we can make hypotheses about how well readers have understood a text.
Readers can express and expand their thinking and improve their ability to reflect on a text.
Students can communicate their thinking about texts to a variety of audiences for a variety of purposes.
Holly

57. SHOW me, don’t tell me….
Teachers help students examine effective examples of writing about reading.
Teacher models each form explicitly, SHOWING how each type of response looks and components to include.
Students try it out for themselves.
Models serve as “mentor texts” that students can refer to as they use different forms of writing to reflect on their reading.
HOLLY

58. Example of student and teacher letter writing for response to reading
HOLLY The student responds to text by writing a letter to the teacher, then the teacher writes back. The cycle continues.

59. Reader’s Response to “How to Eat Fried Worms”
HOLLY4th grade example of a response and the teacher feedback.

60. Reader’s Response – Main Idea and Details of Davy Crockett text
HOLLY Another idea – main idea in the middle, details on the outside of diamond.

61. Reader’s Response – Summary, Main Idea, Details
HOLLY

62. Spice it Up! Writing about Reading
Functional Writing: Reflecting on reading to “get a job done” and communicate your thinking about a text.
Narrative Writing: Retell all or some of a plot or recount significant events in the life of a biographical subject. Students might tell about an experience of their own that is similar to the one in a text or has a similar theme.
Informational Writing: Organized facts into a coherent whole. The writer organizes data into categories and may use underlying structures such as description, compare/contrast, cause and effect, sequence, and problem/solution.
Poetic Writing: Entails carefully selecting and arranging words to convey meaning in ways that evoke feelings and sensory images.
HEATHER - Pass out the handout on “Reading Responses” – Writing about Reading” . Have teachers look over for 1-2 minutes and highlight some responses they may want to try out.

63. NOW IT’S YOUR TURN! Excerpt from Hatchet by Gary Paulsen
Let’s write about reading! You are the student – choose one way to respond to the passage read aloud. You have 2 minutes to power write!
HEATHER

64. Put your teacher “hat” on!
Switch it up….
- Switch responses with another person at your table.
- As the “teacher”, read their response and practice providing feedback on their writing.
- Remember to include comments that might challenge students to add more to their writing or extend their thinking.
HEATHER

65. In closing…. Learning Targets
Explore ways to get your students excited about reading - reading inventory, Shelfies, modeling your interest in reading
Revisit the impact of research-based practices for Reader’s Workshop – interactive read alouds, reading logs, conferences with students, small group/guided reading
Set goals to energize your instruction in order to engage and motivate your students in reading – goal setting, choral reading, reader’s theater, shared/performance reading, writing about reading
HEATHER

66. We Want Your Feedback
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67. Wrap It Up/Exit Ticket
Using sticky notes, add the following to our circle maps hanging in the room-
Write two WOWS that you will take with you today of ideas to try with your students.
Write two WONDERS that are questions you still have or wish we would have covered in this training.