Second Grade Transition to Reading Workshop

BLC Continuing ContactJanuary 15, 2009Amy EnrriquesDebra Murphy

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Objectives

• Review literacy environment and its management.

• Read and discuss the “First 20 Lessons”.

• Incorporate the use of Reading Response Journals.

• Discuss transition to Reading Workshop as used in 3 – 6 grade.

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Constructivism: Student-Centered Active Learning

What it is:• Constructing

knowledge• Thinking and

analyzing• Understand and

applying• Being active

What it is NOT:• Receiving

knowledge• Accumulating and

memorizing • Repeating back

information • Passive

3Creating the Constructivist Classroom, Marlowe and Page

Research says students learn more…

• When they are actively engaged in their own learning

• When they investigate and discover for themselves

• When they create and recreate by interacting with the environment

4Creating the Constructivist Classroom, Marlowe and Page

Active Learning leads to…

• The ability to think critically

• The ability to solve problems

• Students learning content and process at the same time

5Creating the Constructivist Classroom, Marlowe and Page

What Constructivism is NOT:• Students doing whatever they want

• Classroom management left to fate

• Merely sitting at tables

• Teachers abandoning content, assessment, standards

• Just a bunch of noise!

6Creating the Constructivist Classroom, Marlowe and Page

Differentiation

• Differentiation is a way of thinking about teaching and learning that seeks to recognize, learn about and address the particular learning needs of each student. To that end, teachers use varied approaches to curriculum, instruction, and assessment

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Differentiated Instruction

• Examples:– Using assessment data

to plan instruction– Teaching targeted small

groups– Using flexible grouping

patterns– Matching text levels to

student ability– Tailoring independent

projects to student ability

• Non-Examples:– Using only whole-class

instructions– Using small groups that

never change– Using the same reading

text with all students– Using the same

independent seatwork assignments for the entire class

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Components of Reading Workshop

• Reader’s Workshop– Interactive Read Aloud– Shared Reading – Guided Reading– Independent Reading

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Gradual Release of Responsibility...

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Teacher

More Teacher Control

Student

More Student Control

Modeling Hand Holding Independent

Reading As Comprehending

• Reading is the construction of meaning

• Comprehension is not a product of reading; it is the process!

• Comprehension has a central role in constructing the network of strategies that are the foundation for the self-extending system

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Researchers Have Found

• Readers have high expectations of text – They expect text to have meaning for them

• Readers want – in fact are driven – to make sense of the process

• Readers’ understanding is influenced by their prior knowledge

• Comprehension begins before reading and continues after reading

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Indications of Comprehension

• Accuracy rate• The use of cues• Behavior that indicates a search for

meaning• Fluency and phrasing• Conversation

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Literacy Environment Objectives

• Use time effectively so that students expand their reading and writing capabilities.

• Organize your classroom in a way that promotes a community of learning.

• Provide opportunities for high levels of productivity and engagement.

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Evidence

• When you approach the intermediate reading and writing curriculum in a highly organized way, your students understand how the classroom functions, know what is expected of them, and accomplish more in the short school day.

15Fountas & Pinnell – “Guiding Readers and Writers”, 2001

Organizing and ManagingTime, Space, and Resources

• Students learn best if they are part of a community in which all members take responsibility for their own learning and also for one another’s learning.

• If the system is built with your students around the way they need to work together, it will be sustainable.

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Physical Environment

• Should convey a warm, welcoming ambiance.

• Should accommodate both large- and small-group activities.

• Should accommodate individual’s need for quiet, solitary activity.

• Space and materials must be organized for optimal student independence.

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Rich, Varied Classroom Collection

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Work Areas• Organize the materials and activities essential for

instruction and student work.

• Think about how organization of space and materials contribute to a feeling of calm and confidence.

• Consider the movement patterns in the classroom. Predict where conflict will arise and plan ahead!

• Supply areas should be situated so that several students can use them at the same time.

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Whole Group Area• Establish a meeting place where you can work

comfortably with the entire class.

• Students can sit on the floor in a semicircle on cushions or carpet or in chairs.

• Should have one or two easels and/or whiteboard for charts or visuals during mini-lessons.

• Explicitly teach students procedures for organizing and using group meeting area.

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Whole Group Area

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Small Group Area

• Create one or two areas where you can meet with small groups of 4 – 8 students for literature study, guided reading, guided writing, or other purposes.

• Choose a central location so that you can scan the room at the same time you are working with groups.

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Small Group Area

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Conference Areas

• Choose potential conference areas where you can work with individuals and students can work with one another.

• Designated spaces for partner or small group conferring or book clubs.

• Students understand that if they need to talk to another student during silent working times, they go to the conference area and speak in a soft voice as they work together.

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Library

• Classroom library houses the bulk of the classroom collection.

• Display the books attractively, and have several comfortable chairs and cushions where students can read.

• Reading lamps and plants add to the atmosphere.

• Make sure books are labeled and organized for easy and informed access.

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Individual Work and Storage Space

• Students need a “home” space where they sit and work.

• Create an individual storage system:– Individual desks with storage area– Plastic magazine files labeled with student’s name

• Students will store:– Reading journals– Writing folders– Writer’s notebook– Books they are reading

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Individual Student Storage

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The First 20 Lessons

• During the first month of reading workshop, you have two critical goals:– Help your students think of themselves

as readers by reading books that they enjoy and have them participate in all the choices and decisions readers make

– Establish the roles and routines of the reading workshop

32Fountas and Pinnell, Guiding Readers and Writers, 2001 pg. 142

Mini-Lessons

• Each of the first 20 mini-lesson has:– An opening statement– A demonstration or example– Learning outcomes– Anchor charts

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Establishing Classroom Goals

• Help students think through the use of space and materials in the classroom and determine the kinds of goals/rules necessary for everyone to accomplish good work.

• Write goals/rules in a clear way on chart paper.

• Students will test vague rules like “behave properly” in order to create an operational definition to their liking.

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Remember …

• Enforce the goal/rule every time it is challenged until your students have learned the expected behavior and it has become habitual.

• Remind the students of the goal/rule with explicit re-teaching if necessary.

• Consistency is absolutely essential.

35Refer to Figure 6-14

• Some routines may take longer to teach than others.

• Re-teach routines as often as necessary to establish them.

• Go slowly, relinquishing control only when you are sure students can succeed in their independent work.

36Refer to Figures 6-12

Reading Response Journal

What Is It?How Do You Use It?

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Description

• A reading response journal is a notebook that students use expressly for "talking" – thinking and writing – about what they read.

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Description

• In their journals, students share feelings, reactions, and ask questions about elements – including characters, the setting, symbols, the plot, and themes – of the books they are reading.

• Response journals can help teachers assess students' comprehension and critical thinking abilities.

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• You will be setting up the Reading Response Journal as you are teaching the “First 20 Lessons”.

• Here is what a second grade Journal should look like

Process

• The student should consider the following: – Retells or summarizes the story – Connects own experiences in the story– States opinion and provides support– Interprets the author's meaning–Makes some predictions or hypotheses– Asks questions–Makes some personal reflections

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Student handout

Prompts• What does the story make you think

about?• What feelings do you experience?• What questions occur to you as you

read or listen?• What predictions do you make?• What pictures occur in your head?• Does this book remind you of anything

else?• How did the author get you to think?• How did the author get you to feel

happy, scared, confused, excited, etc.• What did you really like about this

book?• How do you feel about the characters

in this book?• How did you feel after you finished

reading your story compared to the earlier feelings you had as you were reading?

• What aspects of the writer's craft especially appealed to you?

• Quote the sentence or sentences that brought the book alive for you. Can you tell why it worked?

• Who do you know who would like this book? Why?

• In what ways can you identify with the main character?

• What phrases, expressions, vocabulary or points of writing style did you learn from the author that you plan to use in your own writing?

• How much did you personally agree or disagree with he way the characters thought or acted or the kinds of beliefs or values they held?

• Were there any real life issues that made you think? Discuss them.

• How would you have revised the story to make it better?

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Student handout

Example1-31-07

Dear Miss Murphy, The book I ’m reading this week is titled Holes by Louis Sachar. I t’s about a kid who kids f ramed for stealing shoes. But not any shoes Clyde Livingston’s shoes. I like this book because this kid is so happy that he gets to go to CAMP Green Lake cause he’s poor. But he finds out there is no Green, and there ain’t no lake. But the way I made a connection is because I get in trouble a lot. Not by stealing, but misbehaving. But I really enjoyed this book and that’s what counts.

Your student, T.J . Saenz

January 31, 2007

Dear TJ, You made a really good connection to the story. I’m sorry you get in trouble for misbehaving, but you are still a really good person. Do you think there are some people who are just really bad like the Warden?

Sincerely, Miss Murphy

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Anecdotal Noting

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Purpose Of Anecdotal Notes

• Anecdotal notes provide ongoing records about an individual student's performance in listening, speaking, reading, writing, viewing and representing activities, as well as their needs and language development over a period of time.

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What Are Anecdotal Notes

• Written records based upon direct observation that provide specific details about a behavior and its occurrence.– Example: • Toby reread and repeated to confirm and/or

check.• Toby does not seek help at difficulties.

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Methods Of Recording Anecdotal NotesSome teachers like to

use sticky notes.

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Spiral notebookTabbed every 5 pages to create a section for each student.

Note cards taped in a staircase fashion to a clipboard or in a folder so you can just flip to the correct student’s card.

To Make the Transition …

• We need to train kids in new routines that include:– Sustained Independent Reading / Guided

reading–Making the most of the Reading Response

Journal

• Reorganize the work board by reducing the number of choices and including a Reading Response Journal Icon

How long is it going to take us?Really –

• The rest of the year.– Implementation plan• Begin “First 20” mini lessons• Post anchor charts produced in mini lessons• Set up Reading Response Journals by

inserting guidelines pages with mini lessons• Continue to model expectations through

mini lessons