1. ALICE ENSLEY DALTON PUBLIC SCHOOLS PRIMARY DISTRICT TRAINER FOR LITERACY COLLABORATIVE ALICE.ENSLEY@DALTON.K12.GA.US Intentional Teaching in a K-2 Readers’ Workshop

2. Goals for this session: Review the structure of a Readers’ Workshop Define the purpose and role of reading minilessons in a K-2 Readers’ Workshop. Describe what makes for effective reading minilessons in the primary grades. Connect the CCGPS, the interactive read aloud section of The Continuum of Literacy Learning and The Prompting Guide 2 to plan explicit reading minilessons.

3. A Language and Literacy Framework: Time Three Blocks Readers’ WorkshopWriters’ Workshop Language and Word Study

4. The Advantages of Readers’ Workshop Students read extensively. (Anderson, Wilson, and Fielding, 1988) Students take responsibility for their reading and understand its purpose in their lives. (Atwell, 1987.1998) The structure of Readers’ Workshop makes it possible top use time efficiently and intentionally to assure maximum student engagement and learning. (Education Development Center Grade 3-6 Classroom Impact Study, 2002-2004)

5. …and levels of support

7. Interactive Read Aloud

8. Reading is Thinking: Within the text Beyond the text About the text

9. Readers’ Workshop Whole Group Minilesson 5-10 minutes

10. Guided Reading (40 minutes) Guided Reading (40 minutes) Independent Reading/MIL (40 minutes) Readers’ Workshop

11. Share (5-10 minutes)

12. Connecting Our Standards to a Reading Minilesson CCGPS RL2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Continuum Goal for Second Grade: Infer characters feelings and motivations from description, what they do or say, and what others think about them. Language from Prompting Guide 2: (page 23) “What do you think this character really meant by saying that?” (Implicit teaching) Minilesson Principle: “Think about what characters say and what their words really mean. This will help you understand the characters true feelings.” (Explicit teaching)

13. Mini Lessons Readers__________ ________________ ________________ _______ in order to ________________ ________________ ________________ ________.

14. K-2 Minilessons “Think about the problem in the story.” “You can notice who is telling the story. “When I read I try to think about what the author is really trying to say.”

15. Thinking Across a Text Set to Plan Minilessons “Think about what characters do and why they do it. This will help you understand the character better.”

16. Minilesson Planning: What will be my focus? What will be my minilesson statement? What mentor texts will I use? How will my students “try it out”? How will we share our learning?

17. Interactive Read Aloud Minilesson An example

18. Guided Practice Independent Practice An Example

19. Independent Practice Share An example

20. TAPS Domains and Standards PLANNING Professional Knowledge Instructional Planning INSTRUCTIONAL DELIVERY Instructional Strategies Differentiated Instruction ASSESSMENT OF AND FOR LEARNING Assessment Strategies Assessment Uses LEARNING ENVIRONMENT Positive Learning Environment PROFESSIONALISM AND COMMUNICATION Professionalism Communication

21. Reflection “Minilessons are brief, highly focused group lessons that help readers learn more about any aspect of an effective processing system. The goal of all reading workshop minilessons is to help children become independent readers for life, functioning as fully literate people in today’s world.” T,C,&F p. 353 How will you use reading minilessons at your grade level to support your students’ thinking?