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Jennifer Evans
Assistant Director ELA
St. Clair County RESA
http://www.protopage.com/evans.jennifer
Agenda
Introduction Background Objectives
Essential Components of
a Reading Workshop
How Do I Implement a
Reading Workshop?
Initial Reading Workshop
Reflection / PlanNotice and Note Practice
http://www.teachertube.com/video/the-reading-workshop-today-lucy-calkins-173607
Regie Routman…Conversations
“There must be a match between what we teach and the child’s needs, interests, engagement, and readiness to learn. It takes a knowledgeable teacher, not a program from a publisher, to determine and assess what needs to be directly taught and how and when to teach it.”
The following principals are not new. They
have been proven by years of research as
well as classroom experience.
Students need lots of time to
read.
Students need to read books that interest them.
Students need to be read to (in all
grades).
Students need to see adults reading.
Students need teachers who are knowledgeable about reading.
Students need access to a wide variety of reading
material.
Why Workshop?
Research based
MotivationBest
Practices
https://www.youtub
e.com/watch?v=B
CbfJlsgbow
Statistics
The number of adults that are classified as functionally illiterate increases by about 2.25 million each year.
One child in four grows up not knowing how to read.
44 million adults in the U.S. can't read well enough to read a simple story to a child.
21 million Americans can't read at all, 45 million are marginally illiterate, and one-fifth of high school graduates can't read their diplomas.
43 % of those whose literacy skills are
lowest live in poverty.
Two-thirds of students who cannot read
proficiently by the end of the 4th grade will end up in jail or on
welfare.
90% of welfare recipients are high school dropouts.
16 to 19 year old girls at the poverty level
and below, with below average skills, are 6 times more likely to have out-of-wedlock children than their
reading counterparts.
When the State of Arizona projects how many prison beds it
will need, it factors in the number of kids who read well in
fourth grade.
70% of America's prison inmates are
illiterate and 85% of all juvenile offenders
have reading problems.
Variation in Amount of Independent
Reading
Percentile Rank Minutes/Day Reading Words/Year
98 67.3 4,733,000
90 33.4 2,357,000
70 16.9 1,168,000
50 9.2 601,000
30 4.3 251,000
10 1.0 51,000
2 0 8,000
Drop Outs
Bottom 25% have a 75% chance of
dropping out of high school.
Their future looks like…
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 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, basals and instructional materials become resources to use, rather than a series of lessons to be read aloud.
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 (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." 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:
Think – Pair - Share
In order to create a literacy environment within your classroom, what things must be considered?
* 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.
Structure of a Reading
Workshop
Teaching/Actively Engaging
(10-15 minutes)
Explicit Instruction of Skills and Strategies
Independent, Small Group, Conferring
(30 minutes)
Shared Learning
(5-10 minutes)
Time to Share and Talk about Reading
Essential Components of a Reading
WorkshopTeaching / Actively
Engaging (10-15 minutes): explicit instruction of skills
and strategies
Read Aloud
Think-Aloud
Shared Reading
Modeled Reading
Review
Assessment
Independent /Small Group/ Conferring
(30 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
Key to success:
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 Modelinghttps://www.youtube.co
m/watch?v=rxh82U8oIN
4
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
Chips In
Thinking about the reading
process, discuss with your
table how you help your
students make a correct text
to reader match.
Text to Reader Match
Features to consider when selecting a
book:
○ Message and content (appeal to children)
○ Genre (text structure)
○ Language structure (nature, complexity,
tense, frequency, length of phrases, sentence
patterns, length of book, etc.)
○ Word structures (familiar words, complex
words, decodability)
○ Presentation and Layout (amount, placement,
clarity of text)
“Just Right” Books
Independent Level 96%- 100% Accuracy with good comprehension and fluency
“Just Right”
Instructional Level 90-95% Accuracy Students can read with teacher support and instruction
Frustration Level < 90% Accuracy “Too Hard”
Key Points in Selecting Instructional Text:
Select text with attention to modeling options
Preview text to locate possible think aloud points
Be precise about why you’re thinking aloud
Be precise about when you’re thinking aloud vs. reading aloud
Limit think aloud focus to one strategy (unless the purpose is to build on strategies previously taught_
Be clear about how being metacognitive helps you comprehend
Be clear that students will be expected to be metacognitive in the same way in their own text
Classroom Libraries
Research tells us that classroom libraries are utilized more than school or public libraries.
Richard Allington suggests a primary classroom teacher needs to have a minimum of 1200 different titles in a classroom library and intermediate classrooms should have a minimum of 750 titles.
Students must have access to books (at their level and their choice) in order to practice the skills and strategies being taught.
Using Your Reading Strategies Flip-
Book
Determine the reading stage
Think about what you observed:
What does the student do
well?
What does the student use
but confuse?
What does the student not
know?
https://www.youtube.com/watch?v=PNhrfDyE6yA&list=UUvvYSUptGPK5oI69W5DZldg
ComprehensionWhat Works:
Ample Time for Reading
Provide time for sustained reading
(the “Zone”)
Allow Students choice in selecting
the reading material
Match students and text to ensure
success
Encourage multiple readings of text (with different
purposes)
Explicit Instruction
Teach strategies successful readers use to comprehend
Model and demonstrate strategy use
Provide time for guided practice
Use authentic text to practice strategies
Peer and Collaborative
Learning
Teach students to explain things to
each other
Establish goals for success
Teach students how to collaborate
Use peer teaching to reinforce instruction
Time to Talk About Reading
Encourage students to
express their own thoughts
Use whole class, small group, and pair discussions
Embed strategy instruction in the
discussions
Ask literal, critical, and evaluative
questions
Teacher Self-Reflection
Where We Are Now ?
Highlight where you feel you are on the Teacher
Self-reflection tool.
Set a goal for your continued
implementation of Reading
Workshop and what you would
like to accomplish by the end of this
year.
Develop a plan detailing what you will do to achieve
your goal.
Keep This in Mind:
Break
Introduction to Notice and Note
https://www.youtube.com/watch?v=HRA
9Ftz49kc (4:20)
https://www.youtube.com/watch?v=_KFV96HBcZY
Notice and Note SignpostsThe Notice and Note
Signpost and Definitions
The Clues to the Signpost What Literary Element it
Helps Readers
Understand
Contrasts and Contradictions A sharp contrast between what we would
expect and what we observe the character
doing; behavior that contradicts previous
behavior or well-established patterns.
Why would the character act (feel) this way?
A character behaves or thinks in a way we don’t expect, or an
element of a setting is something we would not expect.
https://www.youtube.com/watch?v=u5Wh9M-Kfz8
Character development
Internal conflict
Theme
Relationship between setting and plot
Aha MomentA character’s realization of something that
shifts his actions or understanding of himself,
others, or the world around him.
How might this change things?
Phrases, usually expressing suddenness, like:
“Suddenly I understood…” “It came to me in a flash that …”
“The realization hit me like a lightning bolt…” In an instant I
knew…”
Character development
Internal conflict
Plot
Tough QuestionsQuestions a character raises that reveal his
or her inner struggles.
What does this question make me wonder about?
Phrases expressing serious doubt or confusion: “What could I
possibly do to…?” “I couldn’t imagine how I could cope with
…” “How could I ever understand why she…?” “Never had I
been confused about…”
Internal conflict
Theme
Character development
Words of the WiserThe advise or insight a wiser character, who
is usually older, offers about life to the main
character.
What’s the life lesson and how might it affect the character?
The main character and another are usually off by themselves,
in a quiet serious moment, and the wiser figure shares his
wisdom or advice in an effort to help the main character with a
problem or a decision.
Theme
Internal conflict
Relationship between character and plot
Again and AgainEvents, images, or particular words that recur
over a portion of the novel.
Why might the author bring this up again and again?
A word is repeated, sometimes used in an odd way, over and
over in the story.
An image reappears several times during the course of the
book.
Plot
Setting
Symbolism
Theme
Character development
Conflict
Memory MomentA recollection by a character that interrupts
the forward progress of the story.
Why might this memory be important?
The ongoing flow of the narrative is interrupted by a memory
that comes to the character, often taking several paragraphs to
recount before we are returned to events of the present
moment.
Character development
Plot
Theme
Relationship between character and plot
Contrasts and
Contradictions https://www.youtube.com/watch?v=PPpc4J3EXhk&index=6&list=PL
AF469SQhojEKgthLS7RlEmk91Slo8ldt (2 min. intro)
Explore Remaining Strategies
Aha Moment
Tough Questions
Words of the Wiser
Again and Again
Memory Moment
Work Time
Create Checklists or Progress Monitoring tools
Create a lesson using the Notice and Note Signposts or read book
Watching videos of Middle School Reading Workshops
Collaborate with Peers to support Implemenatation of Reading Workshop
Read: http://www.heinemann.com/shared/onlineresources/e02814/allison_websample.pdf
Look Through Unit: http://gomaisa-public.rubiconatlas.org/Atlas/Develop/UnitMap/View/Default?BackLink=62544&UnitID=18460&YearID=2015&CurriculumMapID=953&SourceSiteID=4312
