1. Stanley Teacher Prep August 2014

2. Workshop Structure: Discuss Reading Essentials  Hook: Inquiry + build common foundation (10 minutes)  Mini-lesson: Instructional framework (15 minutes)  Work time: Discuss the book in like grade levels, create a chart (20 minutes + transition time)  Debrief: gallery walk (10 minutes)

3. Formative Assessment conversation on 8-12-14 As a result of reading The Writing Workshop I’m thinking:  There are so many connections between reading and writing- they aren’t really isolated subjects  Important to know that each student comes with different skills/ ways of thinking and that my teaching builds off what they know  The workshop structure is about teaching students to be independent, to have choice, to have a voice, to be engaged in their own learning  I always thought kids needed to learn skills first, in workshop they learn and apply skills  There is a lot of repeating: if kids don’t get it the first time, they have other opportunities to learn things again  Importance of talking “a chance to use verbal skills to talk things out, explore before writing”  “Reading and writing float on a sea of talk” –Fletcher and Portalupi

4. Hook: Quick write  Write a definition: What does it mean to read? -use Routman’s work as a support for your definition

5. Turn and Talk  Share your definition of reading + essential components from the text

6. Mini-Lesson: Optimal Learning Model  Instructional framework at the heart of teaching and learning: moving from dependence to independence

9. Gradual Release of Teacher Responsibility Direct Instruction ModelingGuided Practice Collaborative work Independent Work Sharing & Reflection Teacher names the skill and gives the rationale for learning it Teacher models the use of the skill Teacher leads students through practicing a skill Students work together to use the skill Students use the skill on their own Students make their work public and reflect on their use of the skill and how it helped them learn “I Do, You Watch” “I Do, You Help” “You Do, I Watch”

10. Work Time: Apply Comprehension Strategies  Groups of 2-6  Each person share: what stood out as most important/ essential given your upcoming grade level?  Synthesize your thinking on a chart to teach the rest of us

11. Debrief: Gallery Walk  In your writer’s notebook:  Write down what is essential at this point about Reading Essentials as you prepare to head into the classroom

12. Some pages not to miss:  Focus on what matters most, p.7  Understand and apply the learning model, p.47  Best practices in teaching reading, p. 187  I keep the following questions in mind all the time, p. 203

13. “Teaching is an on-going series of microexperiments that extend and modify the repertoire of teachers. When we stop experimenting, we stop living as teachers. ” -Tom Newkirk