1. Bottom Lines
Teachers need to make their own reading lives transparent for kids. A classroom is a place where readers live and a reading community is built over time. Reveal yourself as a reader, share your reading journey.

2. What are some of your favorite things about teaching reading?
Mix, Freeze, Pair, Share

3. Balanced Literacy Approach
Learning to read and write is messy
Often NOT a linear process
Readers and writers do not use skills in isolation
Reading and writing is a process

5. Workshop
A place for student to get better as readers. The focus for instruction will change, but all learning is within the context of real reading.

6. REaders need access to high interest, just right books
Books they can read with 95% (97%) accuracy, comprehension and fluency

7. Readers need long stretches of time to read
Independent Read VS SSR/DEAR

8. REaders need explicit instruction on HOW TO READ
Skills and Strategies

9. Readers need to hear books (text) read aloud

10. REaders need time to talk about reading and books
Response response response

11. What is new for you? What seems to fit with your beliefs?
Turn and talk with elbow partner

12. The INteractive Read Aloud

13. What is it? Immerse the reader in the “how” and “why” of reading
Separate from reading block
Text from across the curriculum
Student talk and respond to text
Opportunities to practice learned skills

14. Purpose of IRA Model how to orchestrate the whole process of reading
Highlights what proficient readers do
Students are engaged through partner work and writing about reading

15. Interactive Read Aloud
Select text that is slightly above the level of the bulk of your readers
Longer than a mini lesson: * minutes
1-4 Strategies (Pick from past units/current units)
Select strategy to model and engagement method
Process questions for discussions, balanced literacy

16. Ways to engage Readers Think Alouds - Teacher driven Turn and Talks
Stop and Jots
Stop and sketch
Stop and Act Out

17. What part of an IRA is already part of your toolkit?
Pause and Reflect
What part of an IRA is already part of your toolkit?
What is a new idea?
Big circle to share ideas, who would like to be first, second, third?

18. When do readers stop and think?
Spy on yourself as a reader. What makes you pause, think, stop, consider etc.

19. Let’s try a Read Aloud
See, Think, Wonder

20. The How To . . . Select a text that will support your current work
Read the text and note the reading work you do
Plan by re-reading and place sticky notes on the pages where you want
to model your own thinking
where you might nudge students to think and share
See Hand out

21. Questions to consider for narrative Text
What does it say?
What does it mean?
How does it say it?
Why does it matter?
What does it matter to me?

22. What does it say? – Literally
KEY IDEAS AND DETAILS
What does it say? – Literally
Summarize
Identify Main Idea
Cite Textual Evidence
Four major themes or categories of skills based on the Common Core Standards. Key Ideals and Details, Craft & Structure, Integration of Knowledge & Ideas; Range & Complexity – challenging texts. With Close Reading, we are “scuba diving” through the text in order to uncover that deeper understanding. 1st reading/ surface level: What does the text say EXPLICITLY. Often times our students will jump right to trying to determine meaning without knowing what exactly is there on the page.
2nd reading/

23. Craft and Structure Interpret meaning of words & phrases
What does it mean?
How is it said?
Interpret meaning of words & phrases
Understand text structure
Point of view

24. INTEGRATION OF KNOWLEDGE AND IDEAS
What does it matter?
How does it matter to me?
Synthesize
Compare
Critically Evaluate

25. The How To . . . Select a text that will support your current work
Read the text and note the reading work you do
Plan by re-reading and place sticky notes on the pages where you want
to model your own thinking
where you might nudge students to think and share
See Hand out

26. Reflect on that experience? Now what is your thinking?

27. Informational Reading with purpose
Read to learn
To follow the author's reasoning
Analyze claims and support with evidence
Compare information from multiple text

28. Questions to ask of ourselves and our buildings
How many pages of informational text do students read in a day?
In a week?
In a month?
Across the year?

29. Thinking across a text and across multiple text
Key Ideas and Details
What is the main idea here?
Supporting details?
Structure and Craft
How does the author's POV or purpose shape the content
Thinking across a text and across multiple text
Weigh validity of claims in a text

30. Informational Text Read Aloud
Text Selection
Purpose: What skills and strategies do I want to model and practice
Read and study the reading work you do
Mark the text for Strategy, Think Aloud, Student Engagement (T&T, S&J, S&S, S&AO)

31. How might this go in the content area?
Layer experiences with multiple “texts”
Anchor with a read aloud
Intentionally help readers transfer new learning from source to source
Use close reading to revisit the read aloud with a purpose

32. Others things to consider
How often do you conduct an IRA?
What about mentor text for the mini lesson?
What might a schedule look like at middle school?
Buzzword: Accountable Talk????
Does a read aloud always have to be a book?
How can a read aloud be used for assessment?