reading workshop
TRANSCRIPT
Jennifer Evans
Assistant Director ELA
St. Clair County RESA
http://www.protopage.com/evans.jennifer
Agenda
Introduction Background Objectives
Initial Reading Workshop
Reflection/Plan
Essential Components of
a Reading Workshop
Assessment Overview
PD Plan
At The Zoo
https://www.youtube.com/watch?v=qEd-
mZsCVg8&list=PLFC2DC18916C8664E
&index=10
Record the instructional decisions would
you make for this student?
Reading Workshop Implementation Guide
Essential Collaboration
Determine an essential
understanding of what each box means.
Highlight the things you already do.
Set a goal for the area you would like to
work on.
Develop a plan to
achieve your goal.
Keep This in Mind:
Why Workshop?
Research based
MotivationBest
Practices
Research Based
Research has suggested that addressing students’ individual needs is an important aspect of effective reading instruction (Fielding & Pearson, 1994). Although this may challenge teachers’ traditional notions of reading instruction, forcing them to work in guided reading groups and individually with readers, the research is overwhelmingly in favor of individualizing instruction to meet the needs of all learners (Allington & Walmsley, 1995). Teachers need to put aside instructional practices that have been shown to be ineffective.
Attachment A
Research Base for Readers and
Writers Workshop Article
Big Five from the Reading First Panel of the
Federal Government
7 Habits of Good Readers
What are the Big Five? How do you teach them?
Motivation
Learning in general is indeed an intentional act. Students make the conscience decision to learn or not to learn immediately upon entrance into the classroom each day. The teachers and learning environments which the student encounters certainly influence his decision to learn.
Implementing Reading and Writing Workshop into elementary, middle, and secondary classrooms can lead to increased levels of motivation in readers and writers.
Research has found that high levels of motivation and engagement in elementary classrooms leads to high levels of achievement (Pressley, M., Allington, R.L., Wharton-McDonald, R., Black, C.C., & Morrow, L.M., 2001
Best Practices
In workshop approaches, the teacher is seen as a decision maker, conducting lessons and creating learning experiences based on the needs of the readers in their class.
Instructional decisions are made by teachers to address the needs of the students in their classrooms, rather than coming from a commercial program. In the hands of a quality teacher, basalsand instructional materials become resources to use, rather than a series of lessons to be read aloud.
not authentic text
every piece (worksheets)
skills in isolation
one size fits all
decline in reading scores
often times the teacher does all of the
talking not providing the students with the
time to practice
Don’t promote teachers making good
instructional decisions based on student
need
“Basals with fidelity”
One of the most important things we can do as educators is to provide students with ample time to practice reading and writing.
It is necessary to have a classroom structure in place that supports the other students in their literacy learning.
Management and routines are key!
The Reality
Professor Pearson finds that in many classrooms, students spend little time actually reading texts. Much of their instructional time is spent on workbook-type assignments. The skill/time ratio is typically the highest for children of the lowest reading ability (Allington, 1983). Furthermore, the research indicates that teachers are spending inadequate amounts of time on direct comprehension instruction. A study completed in 1979 (Durkin) concluded that teachers used either workbooks or textbook questions to determine a student's understanding of content, but rarely taught students "how to comprehend." In 1987, Dr. Pearson (and Dole) described the importance of "explicit instruction" for teaching comprehension
How?
teacher modeling and explanation with explicit instruction
guided practice during which teachers "guide" students to assume greater responsibility for task completion
independent practice accompanied by feedback
application of the strategies in real reading situations
Dr. Pearson emphasizes that comprehension instruction must be embedded in texts rather than taught in isolation
through workbook pages.
Such instruction involves four phases:
Reading/Writing Workshop Comparison
In order to create a literacy environment within your classroom, what things must be considered?
Think – Pair - Share
* traffic flow * rich language environment *rule/procedures
* management of materials
*good lighting * preferred seating *interests levels
* leveled library * noise level
*relevant activities * file folder games at level
*trust * comfort * safety *vision
* work to keep engaged *goal setting
Collaborate , research, plan to determine the best set-up for your classroom.
Whole-Class Meeting Area (This includes my easel, rug, directors chair, etc.)
Book Shelves for My Classroom Library
My Bulletin Boards (My CAFE board, Homeworkopoly, 6 Traits Board, Writer's &
Reader's Workshop, Anchor Charts, All About Me Board,
etc.)
Check In/Paper Work Area for Students
Computers Materials/Supplies Set Up
Desks/Tables
Plan Your Space
Students are actively
engaged
Concepts and strategies are reinforced and
based on student need
Collaboration and
independence are promoted
Meaningful literacy activities are
ones in which:
PLC opportunity: How do you determine what literacy activities you will teach? Have
at centers?
http://www.youtube.com/watch?v=8nhZ7g0955Q(6.42)
The Components of Balanced
Literacy
Mini-Lesson (10-15 minutes): explicit
instruction of skills and strategies
Read Aloud
Think-Aloud
Shared Reading
Modeled Reading
Review
Assessment
Independent and Small Groups (45-65
minutes):
Independent Reading
Collaboration
Discussions
Guided Reading
Assessment
Conferences
Reinforce/Extend/Re-teach skills
Centers/Menus
Shared Learning (5-10 minutes):
time to share and talk about reading
Sharing Projects
Author’s Chair
Assessment
Status check
Review
Essential Components of a Reading
Workshop
http://www.youtube.com/watch?v=cgN2WUM
W6zM (Calkins – Structures of a Reading
Workshop– 5min)
Rick’s Reading Workshop Overview:
https://www.teachingchannel.org/videos/read
ing-workshop-overview
Components of a Reading Workshop
Handout of Components
Read Aloud
Teacher reads selections
aloud to students.
Benefits:
•Students are introduced to a
variety of texts
•Students hear fluent reading
•Teacher shares her thinking
(Think Alouds)
•Students are provided with
quality writing models
•Creates a sense of community
What it Looks Like:
All Eyes on One Text
Reading Together
Repeated Readings of
New, Familiar and
Favorite Texts
Supported Skills
Fluency and Phrasing
Love for reading
Comprehension
Word familiarity
Phonemic
awareness/phonics
Safe environment
Shared Reading
Guided Reading
Guided Reading Small Group Strategy Lessons
Small groups at the
same reading level
Prepares students for the
next reading level
Teach the skills within
their instructional level
Books match their
instructional reading
level
Small groups that are
skill based
Students may or may not
be at the same reading
level
Differentiated Instruction
Books match their
independent reading
level
Teacher works with small, flexible groups of
children who have similar reading strengths &
needs.
Students read texts that
they have chosen.
Books should be “Good
Fits”
Meet their need (to inform,
entertain, or persuade them)
Match their interests
At an appropriate reading
level
Students are given time to
actually read.
Students are encouraged
to get comfortable.
Independent Reading
Individual Instruction for Readers and
Writers
Take place between the teacher and
student
Differentiation at its Best!
Conferring
Mini-lesson : Teacher explicitly teaches a skill in phonics, spelling, vocabulary, reading, or writing
Practice: Students practice the skill independently or with a partner - a white board for everyone is key
Sharing: Students share what was learned and how it will help us in everyday reading and writing
Word Study
Components of Language/Word
Study
Phonemic Awareness
Phonics Instructions
Vocabulary Instruction
Spelling Instruction
Interactive Edit Vocabulary HandwritingTest
Reading/Writing
Current EventsModeled or
Shared Reading/Writing
Interactive Read Aloud
Rules and Procedures are Clearly Established
Relevant tasks are prepared at each center
Literacy Centers
When trust is combined with explicit instruction, our students acquire the skills necessary to become independent learners. Students will continue their learning even when they are not being “managed” by the teacher. (p. 18)
Providing choice
Establish clear routines and procedures
Explicitly explain why
Provide lots of time for students to practice
Build Stamina
Good-fit books
Anchor Charts
Correct Modeling
Key to success:
Assessments
Informal Assessments
Listening In
Turn and Talk
Teacher/Student Conference
notes
Running Records
Notes From Small Group
Instruction
Observations
Hand Signals
Rubrics
Journals
Self-Evaluations
On Demand Writing
Formal Assessments
DIBELS
Pre/Post Assessments
MEAP/NWEA/STAR Reading-
Math
DRA
Comprehension Tests
Published Writing
Presentations
Assessment Administration
Protocol Notes
“It is not necessary to use every
prompt for each book.”
Teachers may interpret this in different ways.
What if they don’t ask any prompts on any test?
What if they ask every prompt on every test?
What if they change what the prompt says?
What if they add their own prompts?
“Note Any Additional
Understanding”
If a student provides other information, how do you score it? Selena did not state that the picture showed the
skunk was happy (or had lots of room) in her retell, so she received a score of a 2.
○ What if Selena gave additional much deeper information?
○ What if Selena gave additional irrelevant information?
○ What if Selena gave similar information?
○ What if Selena goes off on an incorrect tangent and changes what she said earlier?
Assessment Scoring Protocol
Notes
Small Group
Name Reading
Level
Interests Strengths Skills/
Strategies
Needed
QSI
Level
http://insideteaching.org/quest/collection
s/sites/myers_jennifer/workshopapproac
h.htm (multiple videos showing different components of a
reading workshop)
http://www.scholastic.com/teachers/top_
teaching/2009/10/reading-workshop (5:49
Typical Reading Workshop Structure)
Reading Workshop Videos
1. Plan and Organize Your
Classroom
2. Develop Your Schedule
3. Establish Clear Routines
and Expectations
4. Give Assessments with Fidelity
6. Prepare Relevant
Activities at Level
5. Use Data to Group Students
Recap
What Happens Next?
Day 1: Today – Reading Workshop Introduction
Day 2: February 18 – Model / Debrief (Options: Mini-lesson, guided reading lesson, conferring)
Day 3: March 4 – Observe/Support in Classrooms