1. Welcome Back
Day 3

2. Agenda
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7:45-8:00 Social Time
Share Out
Reviewing the “Look-Fors”
Socratic Circles
Literature Groups/Book Clubs
Exit Slip
Work Time (HS Parent Compacts)

3. Look Fors

4. Gradual Release of Responsibility

5. Focused Instruction

6. This Looks Like…
● Designing a purpose (or learning target LT) will
lead to the desired results or mastery (also
aligned to the CCSS)
● LTs/Purpose written in student friendly language
● Teacher referring back to the purpose or LT
frequently
● Students being able to explain the purpose of the
lesson to someone who walks in the room and
asks
● Modeling using “I statements”

7. Establishing Classroom
Procedures &
Structures For
Workshop/GRR

8. This Looks Like…
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Providing time for conferencing with students
Providing time for in class interventions (RTI
requirement)
Providing “training” and teaching students
how to work together collaboratively
Providing “training” and teaching students
how to work independently

9. Working Toward Creating an
Environment that is inviting and
focused on all aspects of literacy

10. This Looks Like…
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Allowing time for independent reading
“Controlled Choice” Book/Literature Discussions
Creating/Building a diverse classroom library
Encouraging students to read for pleasure
Investing time in keeping up with YA literature
Providing students time to read, write, and speak
authentically in class every day
Collecting a variety of text formats to use within
your daily lessons that align to themes
Implementing Close Readings

11. Becoming familiar with your grade
level standards and Using
Formative Assessments to Drive
Your Instruction

12. This Looks Like…
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Planning the Summative Assessments first or
planning entire unit from beginning to end
before implementing
Knowing which standards you are covering
Creating your daily learning targets and your
formative assessments and using them to
drive your instruction (exit tickets, observe
trends/patterns)
Did my students meet the learning target and
how do I know?

14. Reflecting on our practice

15. This Looks Like…
Reflecting in your notebooks or somewhere
that is comfortable for you
● Using those reflections in coaching sessions
● Asking questions:
Am I doing what is best for ALL of my students?
What do I need help with?
What do I need to talk to my coach about?
What resources or ideas do I still need?
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16. Day to Day Instruction/Intervention
Universal Support
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GRR
Focused Instruction
Mini-Lesson
Purpose
Modeling/Think Alouds
Small Groups/Guided
Groups
Collaboration (Student
Talk)
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Word Walls
Anchor Charts
Reading, Writing and
Speaking every day
Bookmarks
Graphic Organizers
Text Frames (summary
frames)
Argument Frames
Models/Mentor Texts

17. Top Ten Skills of Good Readers
1. Make Meaning
2. Use Strategies to
Comprehend
3. Infer Text
4. Use Prior
Knowledge
5. Monitor
Understanding

18. Top Ten Skills of Good Readers
6. Question Author’s
Purpose, POV, Perspective
7. Aware of Text Features
8. Evaluate Engagement
& Enjoyment
9. Use Context Clues
10.Vary Rate to Purpose &
Text Level
-Beers, K. (2003). When Kids Can’t Read.
Portsmouth, NH: Heinemann.

19. Are They Ready for Hard Texts?
CCSS-Anchor Standard #10
for Reading
Students should “read and comprehend
complex literary and informational texts
independently and proficiently.” (CCSS, 2010)

20. What’s Trending in Reading
Instruction?
#noticeandnote
#engchat
#titletalk
@kylenebeers
@bobprobst

21. Notice and Note
Strategies for
Close Reading

22. Identified 6 Features
Contrasts and Contradictions
Aha Moments
Tough Questions
Words of the Wise
Again & Again
Memory Moment

23. Notice and Note Strategies

24. Taking Close Reading to Another Level
Students also have to learn and be taught
to create deeper questions

25. Book Clubs Merging with Literacy
Discussions

26. Talk to Me Video Clip
Conferring with Small Group
Book Clubs

27. Socratic Circles/Seminar
Academic Language in Secondary Classroom
Literacy 2.0: Finding, Using, Creating, and
Sharing Information

28. Socratic Circle Expectations
* Actively participate.
*Ask “deep” questions.
*Follow-up other’s questions with insight.
*Make connections.
*Don’t interrupt.
*Refer to specific words and lines from the
article.

29. Reflect and Write
What am I doing to create a collaborative
environment within my classroom?
What do I still need to do?

30. “Book clubs are not structured with specific
questions to answer or predetermined roles
for the members- students come to discuss
their thinking.” (Blauman (2011),
Comprehension Going Forward )

31. Creating Book Club Norms
An Evolving Anchor Chart
How do we want book clubs to
operate?
● Practice/live by the rules of
good conversations
● Come ready to discuss- Hold
your thinking
● Everyone discuss (flexible)- go
deeper- piggyback (no one hogs
conversation, though)
● Organized calendars
● Pace of reading

32. Themes and Guided Text Choice
What essential questions do we want
to anchor students to learning?
Middle School
● 6th-Teens Time and
Place
● 7th-Human Rights
● 8th-Science and
Ethics

33. High School
9th*Lessons from
Adversity
*Empathy and
Perspectives
*Identity and Choices
*Voices from History
10th
*Impact of
Technology
*Growth and
Conflict
*Finding Your
Voice
*Morals and Ethics
11th*Duality of Nature,
Good vs. Evil
*American Dream

34. Example from Impact of Technology
How are people advancing or
destroying nature, society, and
themselves with technology?

35. Using “the Classics” as Mentor Texts
or for Close Reading
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Atticus’ closing argument from To Kill a
Mockingbird
Soliloquies from Hamlet
Types of narrative leads
-Thought leads
Catcher in the Rye

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“ Student-driven literature conversations are
the be-all-end-all. So much of the literacy
work students have done together is unfurled,
like a big, color, flag in these conversations.
And students love them…” (The Inside Guide
to the Reading-Writing Classroom Strategies
for Extraordinary Teaching.)

37. Book Clubs Grouping and Controlled
Choice:
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Centered around the
themes and essential
questions
Variety of levels/genres
Heterogeneous or
homogenous skill leveled
groups
Various book titles even
within groups
Five in a group maximum

38. Individual Conferencing
“As students became increasingly familiar with
and adept at strategy use, we
enhanced their conditional knowledge of how
to orchestrate cognitive strategies
by focusing on metacognition.” Olson and Land
(2007)
http://www.nwp.org/cs/public/download/nwp_file/8538/Booth_Olson,_Carol,_et_al.pdf?x-r=pcfile_d

39. Author’s”Teachable Moments”
While watching this video, jot down
observations of what you learn as an
observer about the reader.

40. Examples of Individual
Conferencing Topics
What are you thinking about?
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Listening to them read aloud (running record)
noting strengths and weaknesses
Silent Reading Observations
Teacher and Student Goal Setting
Analyze data from MAP, Explore, Plan, and
WKCE (Progress Monitoring/Interventions)
Build background knowledge
Vocabulary Strategies
Fix Up Strategies

41. Talk to Me- Writer’s Conference

42. Writer’s Conference
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What are you thinking about?
Individualized Self-Editing Record
Writing Observations
Interventions or accommodations needed
What does the author do?

43. Workshop Allows for Interventions
Questions to ask:
1. How are the students performing as a result
of universal instruction?
2. Who needs interventions?
3. Which interventions are needed to meet
students’ needs?
4. How am I going to provide the interventions?

45. Exit Ticket