Presented by Angela Maiers, 2007

What is the best way to TEACH reading?

What kind of readers do we want our TEACHING to

develop?

• Passionate• Inquisitive• Strategic• Confident• Flexible• Efficient• Enduring• Open Minded• Thoughtful

TimeTextTalkTaskTeach

• Change Talk about/around text

• Expand definition of Comprehension

• Develop Novice toward Expertise

•Mini Lesson

•Reading Application

•Sharing

• Mini Lesson( 10-15 min)

• Reading Application

• Sharing

“Private Practice” Conferencing

“Small Group” Guidance

Mini Lesson( 10-15 min)• Skills and Strategies (competencies)

• Genre (extensive and intensive)

• Sustainable Habits and Behaviors(life long learning)

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

Posters byBeth Newingham

Posters byBeth Newingham

Posters byBeth Newingham

Choose Your Path1.“One Text at a Time”

–Broad Units of Study

–Long Term Systematic Framework

TEXT Behaviors/Actions Strategies/Tools Attitude/Stance

Genre:Format:

Task/Purpose:

“ONE TEXT AT A TIME”

Literature ExampleMonday Tuesday Wednesday Thursday Friday REFLECT

• Code Breaker

• Meaning 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?

Posters byBeth Newingham

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Shared Reading Shared Reading

Shared Reading Shared Reading

Shared Reading Shared Reading

GenreFiction

GenreFiction

GenreNon-Fiction

GenreNon-Fiction

GenreFiction

GenreFiction

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Shared Reading Shared Reading

Shared Reading Shared Reading

Shared Reading Shared Reading

GenreHistorical F

GenreHistorical F

GenreNon-Fiction

GenreNon-Fiction

GenreFantasy

GenreFantasy

-historical fiction

-SchemaActivation-historical event

-connect life toreal event in history

-punctuation. ? !-plot(introduction, problem,conclusion)

-historicalfiction -criticalfeatures-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 ofFantasy

-plot

-character traits

-types of characters:-static / dynamic

-Elements ofFantasy

-compare toRealism

-Review Plot

-main idea

Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary

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?

Read to Self

Read to Someone

Work on Writing

Work on Words

Listen to Reading

• Full Disclosure: Clarify Expectations

• Explicitness: Describe the Practice

• Demonstrate: Make it Visible

• Practice w/ Guidance: Scaffolding

• Private Practice: Student Application

• Share and Reflect