Presentation on theme: "Beyond the Basal: Reader’s Workshop February 17, 2011 …schools shouldn’t be about handing down a collection of static truths to the next generation but."— Presentation transcript:
Beyond the Basal: Reader’s Workshop February 17, 2011 …schools shouldn’t be about handing down a collection of static truths to the next generation but about responding to the needs and interests of the students themselves -Alfie Kohn
Today’s Class Describe Comprehension Instruction in our Classrooms Describe the Readers’ Workshop Approach Participate in a simulation of Readers’ Workshop
Comprehension Quiz Take the quiz- How did you do? What did you do? What does this tell us about comprehension? So what does this mean for comprehension instruction?
What do good reader’s do? Think of yourself as a reader How do you approach reading? Where do you like to be when you read? What do you do when a text is difficult? What do you enjoy? How does it affect you?
What is Reading? Reading is thinking. Readers are aware of what they are thinking as they are reading and use strategies interchangeably as they read. Reading teachers model the thinking process through “Think Alouds” to model the thinking that takes place while reading
5 Behaviors of Readers Focus reading attention and set purpose in some way (Predicting strategies) Ability to organize information during and after reading (Categorizing, remember what to keep and what to throw away) Elaborate on ideas and clarify information (Able to answer questions of others or ask questions themselves) Summarize Self-monitor and Self-correct (Understand when they don’t understand)
Comprehension The process by which we read and get meaning from text It is the heart of reading It happens while we read and as a result of reading Different types of texts require different comprehending strategies
Analyze your Instruction Complete the continuum about Reader’s Workshop Think about the comprehension instruction and materials available to you in your classroom, complete the chart.
Reader’s Workshop Format for classroom reading instruction Students interact with texts and each other in a meaningful way. Students learn how to select reading material. Apply the reading strategies and skills of proficient readers.
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
Ending Meeting Students can share a story or response Discuss the assignment for the day and share responses Review successes Solve problems that may have arisen during workshop time
What it looks like http://www.learner.org/libraries/readingk2/pursley/index.html# Teaching Reading: K-2 Workshop (12:00) 1.What grouping formats does the teacher have? 2.What was the “minilesson” 3.How did the teacher transition the students? 4.What happens during the conference? Complete the Venn Diagram as you view
Our Reader’s Workshop Class Meeting – Expectations during RW Minilesson – Found Poems Readwritethink.orgReadwritethink.org Small Group Work – Vocaroo – Guided Reading Group Independent Reading – Write a Found Poem – Do a character analysis – Select a Reading Response from the list (Doodle Splash, Character Chart, Diary Entry, Story Map, Connections, Chart, Compare/Contrast Ending Meeting (share what you did)
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)
Have a Variety of Texts Expand your definition of texts. Reluctant readers can be motivated to read magazines, newspapers, comics, graphic novels, books on tapes, film. They can incorporate the comprehension strategies using these texts and may be motivated to read other texts when they see that reading is a valuable pastime. This is a time for readers to actively engage in reading that is genuinely interesting to them. Reader’s Workshop is an opportunity for the English Language Learners in your class to engage with texts in their first language.
Stop, Start, Continue Snow Day Make-up: Thursday, March 3 Meet in ACEC 2204/2205
Provide a Variety of Ways to Respond to Text All response to texts do not have to be written! Reader’s Workshop is a great opportunity to differentiate. Students have “different ways knowing” and can show their responses to texts through art, music, drama, etc. http://oak.cats.ohiou.edu/~glasgow/ Glasgow-activities.pdf
Inquiry Time Use this time to explore materials for your Inquiry Topic Discuss with others in your group Take an ideas you would like to try in your classroom before the next meeting
Next Time Snow Day Make-up: Thursday, March 3 Meet in ACEC 2204/2205