The teaching-reading-workshop2461
- 1. Presented by Angela Maiers, 2007
- 2. What is the best way to TEACH reading? What kind of readers do we want our TEACHING to develop?
- 4. • Change Talk about/around text • Expand definition of Comprehension • Develop Novice toward Expertise
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- 21. • Mini Lesson( 10-15 min) • Reading Application • Sharing “Private Practice” Conferencing “Small Group” Guidance
- 22. Mini Lesson( 10-15 min) • Skills and Strategies (competencies) • Genre (extensive and intensive) • Sustainable Habits and Behaviors (life long learning)
- 25. Establish Routines • where to sit during reading time • giving a book talk • how to be a good listener in a share session • what is an appropriate noise level during reading time • what to do when you finish a book • what kinds of questions to ask during a share session • running a small group share session • self-evaluation • getting ready for a conference • how to have a peer conference • where to sit during mini-lessons • taking care of books • keeping track of books read • rules of the workshop
- 31. Choose Your Path 1. “One Text at a Time” 2. Broad Units of Study 3. Long Term Systematic Framework
- 32. TEXT Behaviors/Actions Strategies/Tools Attitude/Stance Genre: Format: Task/Purpose: “ONE TEXT AT A TIME”
- 33. Literature Example Monday Tuesday Wednesday Thursday Friday REFLECT Code Breaker Meani ng Maker Text User Text Critic Q: What have I taught students today that will make them a stronger, more competent R/W/T the next time they pick up a text like this?
- 40. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Genre Fiction Genre Fiction Genre Non-Fiction Genre Non- Fiction Genre Fiction Genre Fiction
- 41. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Genre Historical F Genre Historical F Genre Non-Fiction Genre Non- Fiction Genre Fantasy Genre Fantasy -historical fiction -Schema Activation- historical event -connect life to real event in history -punctuation . ? ! -plot (introduction, problem, conclusion) -historical fiction -critical features -punctuation “ “ -dialogue -plot -character feelings -non-fiction -headings / subheadings -table of contents -index -Cause and Effect -non-fiction -photo/ captions -bold print -glossary -main idea -Problem and Solution -Elements of Fantasy -plot -character traits -types of characters: -static / dynamic -Elements of Fantasy -compare to Realism -Review Plot -main idea Vocabulary Vocabulary Vocabulary Vocabular Vocabulary Vocabulary
- 42. Planning for Daily Intentional Teaching • What do my students need to know? • What strategies/knowledge help them as readers? • In what way does this “strategy” look different across genre? • How will I make this strategy or understanding clear to them? • What language will I use? • What texts/materials will best support this instruction? • How can/will I connect this work to writing? • How will I collect evidence that can help me determine how well students have grasped this new understanding?
- 44. Read to Self
- 45. Read to Someone
- 46. Work on Writing
- 47. Work on Words
- 49. ☺Full Disclosure: Clarify Expectations ☺Explicitness: Describe the Practice ☺Demonstrate: Make it Visible ☺Practice w/ Guidance: Scaffolding ☺Private Practice: Student Application