Akhavan comprehension matters ideas slideshare
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This document outlines the goals and structure of language and reading workshops for primary grades. The goals are to develop students' reading abilities including accuracy, fluency, comprehension strategies, and motivation. Workshops are constructed by students and facilitated by teachers through units of study focused on ideas, strategies or genres. Learning is shared between students through peer interactions and collective between the class. Teachers design units, participate in discussions, and assess students to teach to their needs. The mini-lesson structure includes engaging students, explicit teaching, guided practice during read alouds, and sharing of student thinking.
Akhavan comprehension matters ideas slideshare
- 2. Goals for PresentationGoals for Presentation Develop an understanding of how to increase student reading ability. Understand how to decrease the number of struggling readers in primary grades. Focus on rigorous instruction in fiction and non- fiction Understand the effect of prosody, fluency, motivation and comprehension on a young reader’s abilities.
- 3. Engagement & Motivation are Integral to Reading Achievement Joint functioning of: motivation strategies knowledge social interaction, During text interaction
- 4. Goals for Reading Instruction • To acquire accuracy, fluency at a given text level. • To acquire comprehension strategies • To read with prosody • To make meaning from a variety of texts and genres. • To write about reading to develop comprehension • To accurately use ‘fix- up’ strategies • To be motivated to read and be engaged as a reader • To love to read
- 5. Goals for Primary Reading Workshop Goals of primary reading workshop include developing student ability to: • Make decisions about important themes and ideas in texts read aloud, based on evidence in the text, as well as their experiences, knowledge and beliefs. • Share their ideas, decisions and beliefs orally and in writing. • Learn to carry on conversations with others about their ideas. • Think critically by analyzing, synthesizing, comparing and evaluating texts, ideas and problems.
- 6. Goals for Language Workshop • Think critically by responding orally, and in writing, with peers and their teacher. • Think, reason, and discuss together before they are expected to do the thinking independently. • Write about their thinking • Know and apply proper forms and function of English through modeling. • Acquire language through authentic thinking and speaking opportunities.
- 7. Language Uses Children use language for various purposes in a literate, language filled classroom. The children: Talk Confer Listen Read Write Report Investigate Think Record Explore
- 8. When Students Develop Language • Conversational fluency – ability to carry on face-to-face conversation • Discrete language skills – specific phonological, literacy and grammatical knowledge taught in context • Academic language proficiency- knowledge of less frequent vocabulary and the ability to interpret and produce increasingly complex language
- 9. Consider Language Workshop In a workshop, learning is: • Constructed by the children • Facilitated by the teacher • Organized in units of study around socially important ideas, comprehension strategies, or genre • Natural, and occurs for each child in individual ways
- 10. Consider Language Workshop In a workshop, learning is: • Shared between children through peer groups and partners • Collective between the whole class, groups, and the teacher • Cooperative – no one is seen as holding all knowledge, including the teacher
- 11. Consider Language Workshop In a workshop, teachers are: • Designing units of study based on standards and student needs • Participating in discussions, reading groups, and writing • Facilitating learning • Creating visuals to support learning through charts and wall displays
- 12. Consider Language Workshop In a workshop, teachers are: • Immersing children in language through story, poetry, non-fiction studies, music and discussion • Teaching precisely language, strategies, and information so that children own the learning and have responsibility for the knowledge • Assessing through anecdotal notes, running records, kid-watching and teacher made assessments in order to learn and teach to each child’s needs.
- 13. Language Workshop and Our Schedule • There are two main structures to the language workshop (Five to Ten Minutes) during a read aloud (Twenty to Thirty Minutes)
- 14. Language Workshop and Our Schedule • During the guided practice the teacher reads aloud a fiction or non-fiction book and pauses in pre determined places to facilitate discussion. – The discussion is based on what the objective of the mini- lesson is which builds upon the overall goals of the current unit of study. – The teacher writes and draws on charts, graphic organizers, sentence strips, or different sizes of paper to create visuals to aide discussion and comprehension of the discussion, and to make the content of the discussion comprehensible.
- 15. TheMini-Lesson (one minute): • The teacher reminds students of what they have been learning on previous days in the current unit of study. • She also discusses what they know as learners and thinkers in the classroom community. Strategy for Teaching English Learners: • The teacher taps into their prior knowledge to remind them of what they have been learning. • Connect this to the larger theme that is guiding their current work.
- 16. TheMini-Lesson (five to six minutes): • The teacher provides specific information about the day’s new learning. • This is not the time where the teacher poses questions to have the students recall information. • She tells them what they are going to learn and why it is important to know this learning. Strategy for Teaching English Learners: • Be explicit when teaching by using visuals, student models, charts, graphics, drawings, pictures, writing, and mentor texts. • Explain how to do break the thinking down into steps, show how this looks visually, and showcase student thinking to make the discussion understandable to the children acquiring English and for the children with less experience thinking critically about ideas and information.
- 17. TheMini-Lesson (one to two minutes): • The teacher asks the children to think about the task for the day. • She tells them to remind themselves of what they are going to do during the reading of the text. Strategy for Teaching English Learners: • The students share with a partner sitting knee to knee, eye to eye. • The students tell their partner what they are going to do during the read aloud and discussion. • The partners share information and discuss ideas cooperatively.
- 18. The Mini-Lesson (one minute): • The teacher strategically chooses a student, or one paired group, to share their thinking. • It is best if the teacher was listening to the quick discussion during the engagement so that she can strategically choose someone to tell their thinking and reinforce the task at hand. Strategy for Teaching English Learners: • During the engagement part of the lesson, the teacher coaches students to be ready to share. • Students acquiring English should be encouraged to share, and not overlooked. • Students can point to the chart or visual from the lesson, and use other gestures to help them communicate.
- 19. Guided Practice your thinking out loud. Show your thinking, don’t tell your opinions. questions to make the kids think. Have them write their jots around their thinking and around the direction you are leading in the book (character, plot, theme, action, etc.) “What are you thinking?” “Why?” “What makes you think that?” (action/event in the book) “What are you connecting that idea to in the book/non- fiction text?”
- 20. Guided Practice • Don’t recap what the kids say. Focus on having them listen to the person speaking, and then building the conversation on the last person’s comments. Let them state their thought and then you again model the reflection. • “Does anyone agree?’ “Does anyone disagree?”“Does that remind any one of something in the book, another book, situation, “___________what do you think about what _________said?”
- 21. • Units of study in language workshop last 4-5 weeks. Short studies can be 2-3 weeks. • Topics follow reading strategies, and content theme studies. – Pick one strategy/theme and make it the overarching goal of the unit • Choose performance objectives for the unit • Focus the mini-lessons on the topic and goals • Re-teach and coach during conferring Units of Study for Language Workshop