1. Methods and Materials in Reading/Lit Week 6 Betsy Brown SUNY Geneseo Brownem@geneseo.edu

2. Agenda Review of Interactive Read Aloud Brain Research Mini Lessons  Discussion of Reading Review of Instructional Inquiry Assignment Theory and Practice Presentation Work Time

3. As you plan for your Interactive Read Aloud, think about: Seven Essential Components of Read Aloud and the Structure of Interactive Read Aloud You will be scored on your performance and written document. Please see syllabus for more information.

4. Here’s another example of an Interactive Read Aloud

5. Workshop Structures (Recommended times) Mini Lesson (10 -15 mins.) Teacher teaches whole group Independent/Buddy Reading 20 – 40 mins. Teacher is observing, conferring or working with small groups while students are reading (independently, in pairs, or listening to reading) Share – 5 – 10 mins. Students share strategies and thinking with whole group

6. Brain Research Choose an article to read on Brain Research:  Research for Awakening Adolescent Learners  Brain Based Research and ELLs  Using Brain Research in Your Classroom  Planning Your Lessons to be Brain Friendly After reading, talk about a lesson or unit you’ve taught:  If you could reteach it the lesson now that you have read this article, what would keep the same? What would you change?  How might this information help you as you plan lessons? Be ready to share your thinking with the whole group.

7. Key Ideas About Minilessons Minilessons are brief, highly focused group lessons The purpose of a minilesson is to “teach the reader.” Your goal is to help children think like readers (or writers, mathematicians, scientists, historians, etc).  The goal is not naming a strategy, but applying it. The purpose of reading minilessons is to help the reader build effective processing strategies while reading continuous text.  The structure of workshop provides immediate opportunity for students to apply minilesson principles to their own reading of self-selected books.  Sharing brings them back together as a community to revisit and extend the understanding. Fountas and Pinnell 2006

8. Some reading minilessons must be directed toward the routines that will support efficient teaching and learning.  Until the routines of workshop are firmly established, it is impossible to be effective in all types of instruction (whole group, small group, individual). Precise and explicit language will help students understand minilesson principles.  It is helpful to write the principle or understanding in one or two sentences that will turn your students’ thinking in the right direction i.e. Anchor Charts Being able to apply the principle with teacher support helps readers make a link to their own thinking.  Give them a chance to “try it out” with you before trying on their own. Key Ideas About Minilessons Fountas and Pinnell 2006

9. Mini Lessons There are three different types of mini-lessons you may use during a workshop:  Launching – Used at beginning of the year  Skill/Strategy – Used to teach students a strategy they can use to become better at a certain skill  Lessons from the CAFE Menu are examples of this type of mini lesson  Management – Used to manage your workshop

10. Discussion of Reading You reviewed The Daily Five and read Chapter 1 and 6 from the CAFE book. With your partner, talk about those chapters and jot down: Minilessons or ideas you liked Figure out the type of minilesson it is – Launching, Skill/Strategy, or management. Questions you still have

11. Break! Please remember to sign attendance sheet Meet back in 10 minutes Thank you for bringing snacks, Alyssa and Don!!

12. Parts of a Mini-Lesson 1.) Connection Help students see connection between today’s lesson and previous/future lessons. 2.) Teaching/Modeling Use think alouds here! Be explicit! 3.) Active Engagement Students get a chance to practice with your support. 4.) Link Link lesson to practice – How will this lesson help them as they go off to read? You may assign a task.

13. Mini Lessons: What really matters… 1.) ONE strategy is taught explicitly. **How to use, when to use, why to use 2.) Teacher models and shares thinking. 3.) Students have opportunity to practice strategy immediately with teacher’s support.

14. MINI-LESSONS LET’S WATCH A FEW MINI-LESSONS TO SEE IF THE TEACHER HAS WHAT REALLY MATTERS

15. Mini Lessons How do you decide what to teach during a mini lesson?  The CAFE Menu  Fountas and Pinnell’s Mini Lesson Ideas  Kathy Collin’s Growing Readers  McGregor’s Comprehension Connections  Debbie Miller’s Reading for Meaning  Teacher’s College Reading and Writing Units  Genre Studies

16. INSTRUCTIONAL INQUIRY Instructional inquiry due on Week 10! Let’s review the assignment. Be sure you have a classroom to visit in the next few weeks!

17. Theory and Practice Presentations If anyone still needs to fill out a survey, please make sure you do ASAP! We’ll go over how to set up a Wiki tonight if you need to stick around for that! http://www.wikispaces.com/content/for/highered http://pbworks.com/pbworks-basic-edition

18. Next Week… Interactive Read Aloud Due!  Be ready to perform your read aloud to a small group.  Written Document is due. Please print a copy to turn in to me. Contact me with any questions, concerns, suggestions, thoughts, etc.  brownem@geneseo.edu brownem@geneseo.edu  Phone: (585) 245-1188 Have a great week!