The teaching-reading.
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The document discusses best practices for teaching reading. It recommends developing readers who are passionate, inquisitive, strategic, confident, flexible, efficient, enduring, open-minded, and thoughtful. It advocates changing talk around texts, expanding the definition of comprehension, and developing readers from novices to experts. Specific teaching methods are outlined, including mini lessons, reading application, and sharing. Mini lessons should focus on skills, strategies, genres, and sustainable habits. Reading application involves conferencing and small group guidance. The document provides examples of establishing reading routines and choosing a path for instruction, either focusing on one text at a time, using broad units of study, or following a long-term systematic framework.
The teaching-reading.
- 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?
- 3. oPassionate oInquisitive Time oStrategic oConfident Text oFlexible oEfficient Talk oEnduring Task oOpen Minded oThoughtful Teach
- 4. • Change Talk about/around text • Expand definition of Comprehension • Develop Novice toward Expertise
- 5. • Mini Lesson • Reading Application • Sharing
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- 21. • Mini Lesson( 10-15 min) “Private Practice” Conferencing • Reading Application “Small Group” Guidance • Sharing
- 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
- 26. Posters by Beth Newingham
- 27. Posters by Beth Newingham
- 28. Posters by Beth Newingham
- 31. Choose Your Path 1. “One Text at a Time” 2. Broad Units of Study 3. Long Term Systematic Framework
- 32. “ONE TEXT AT A TIME” TEXT Behaviors/Actions Strategies/Tools Attitude/Stance Genre: Format: Task/Purpose:
- 33. Literature Example Monday Tuesday Wednesday Thursday Friday REFLECT Code Breaker Meanin g 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?
- 35. Posters by Beth Newingham
- 40. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Shared Reading Shared Shared Reading Shared Shared Reading Shared Reading Reading Reading Genre Genre Genre Genre Genre Genre Fiction Fiction Non-Fiction Non-Fiction Fiction Fiction
- 41. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Shared Reading Shared Shared Reading Shared Shared Reading Shared Reading Reading Reading Genre Genre Genre Genre Genre Genre Historical F Historical F Non-Fiction Non-Fiction Fantasy Fantasy -historical fiction -historical -non-fiction -non-fiction -Elements of -Elements of fiction Fantasy Fantasy -Schema -critical -headings / -photo/ Activation- features subheadings captions -plot -compare to historical event Realism -table of -bold print -character -connect life to -punctuation contents traits -Review Plot real event in “ “ -glossary history -dialogue -index -types of -main idea -main idea characters: -punctuation -plot -Cause and -static / . ? ! Effect -Problem dynamic -plot -character and Solution (introduction, feelings problem, conclusion) Vocabulary Vocabulary Vocabulary Vocabulary 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 ☺Share and Reflect