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Amherst 8 09
- 1. Exploring the Reading Workshop Joyful Reading, Thoughtful Teaching Amherst Schools Summer Institute August 2009
- 6. The Laborers There once was a traveler who journeyed all over the globe in search of wisdom and enlightenment. In the midst of one village, he came upon a great deal of noise, dust and commotion. He approached the nearest laborer and asked, “Excuse me, I’m not from this village. May I ask what’s going on here? The laborer replied curtly, “Can’t you see? I’m busting rocks.”
- 8. What is our mission as teachers of reading?
- 24. Getting the Big Picture…
- 27. Is the arrangement of your classroom and the accessibility of books and other resources conducive to instruction that promotes thinking and exploration in reading?
- 42. Does a person walk in your classroom and know immediately that this is a community that celebrates literacy?
- 64. ????????? Think, Pair, Share
- 67. ????????? Think, Pair, Share
- 69. Assessment
- 70. Routines
- 71. Choice
- 73. Sample ARCH Unit
- 74. Planning an ARCH unit
- 75. How to make this more than activities?
- 83. Gradual Release of Responsibility
- 86. Time-Zones for Teaching A Continuum A Year A Unit A Day
- 92. The Whole: Stages of Focused Instruction Handouts and video with Ms. Damiano, Hackensack Schools
- 94. Using teaching points to promote independence
- 96. Guided Reading and Strategy Groups
- 97. Conferring in the Workshop
- 98. Wise Conferring
- 100. Conferring Structure
- 101. Video examples
- 103. The Whole: Don’t forget to share!
- 104. Parallel Structures
- 106. Teaching in Units of Study Look at sample unit and unit stages
- 110. Qualities of an Effective Reader Strong, effective readers have knowledge and understanding of:
- 115. The Complete 4 The Complete 4
- 117. COPYRIGHT NOTICE The material in this PowerPoint presentation is the property of LitLife, Inc. (“LitLife”). The contents of this PowerPoint presentation may not be reproduced or transmitted in any form or by any means without permission in writing from LitLife. Requests for permission to reproduce content should be directed to [email_address] . LitLife invests an enormous amount of time and money into developing its Ideas. Those ideas are incorporated into this PowerPoint. Please respect our copyright. © LITLIFE, INC. 2009 Yonkers, NY [email_address] .com www.litlifeinfo.com
Notas del editor
- Comfort Level on the following: How to physically set up the classroom to support a reading workshop How to conference with children in reading How to plan effective focused instruction (aka mini-lessons) in reading The daily schedule for reading workshop How to manage independent reading The role and place of small group instruction How to organize a classroom library Teaching reading in units of study How to assess children in reading workshop What to teach in a reading worksop
- Review results, Ask group what elements are really important to them
- Reflect on what connections you made during this reading
- Small groups draft--10 minutes
- Think of something that you are good at. How did you learn? Did someone teach you? Are you self-taught? What was the learning process? What kept you at it?
- Immersion -- Infant and young children need to be surrounded by an environment that is rich in spoken and written language. Demonstration --Children need opportunities to observe models of the way written language is used in daily life. Engagement --Young children need opportunities to try reading and writing activates on their own. Expectation --Children need to be in an environment where adults believe that they will acquire literacy skills. Use--Children must use reading and writing skills throughout their daily lives. Approximation--Young children should be free to make attempts at written language that move closer and closer to conventional reading and writing. Response--Children need to receive feedback from knowledgeable people on their attempts a reading and writing.
- During scaffolded instruction, teachers provide students with varying degrees of support that enable them to complete a specific task. As students become more competent, the scaffolding is removed and the students assume responsibility for the task.
- Consider word walls and high frequency word lists— Red-lining papers is an way that scaffolding never gets removed
- instruction is differentiated for all students the Complete 4 Model creates balance and integrity in yearlong planning for the teaching of reading and writing content area learning is deeply integrated so that the teaching of reading and writing and the content area work mutually empower each other and stimulate student learning and growth students have access to a variety of genre and levels of literature in their independent reading lives students read and write independently during school hours, with teacher support and supervision there is a balance of both the opportunity to practice safely what students are newly learning, and also to try out skills in high stakes formats (assessments, celebrations) learning is framed inside organized units of study which relate to the real experiences of their reading and writing lives students receive regular opportunities to read and write inside a variety of genres, and for a variety of purposes teachers assess students both formally and informally: assessments which both compare one’s students to the wider student world, and also help to understand students individually, and are utilized in ways which to guide instruction celebration and play are key ingredients in the teaching of reading and writing, and should be incorporated at all grade levels
- instruction is differentiated for all students the Complete 4 Model creates balance and integrity in yearlong planning for the teaching of reading and writing content area learning is deeply integrated so that the teaching of reading and writing and the content area work mutually empower each other and stimulate student learning and growth students have access to a variety of genre and levels of literature in their independent reading lives students read and write independently during school hours, with teacher support and supervision there is a balance of both the opportunity to practice safely what students are newly learning, and also to try out skills in high stakes formats (assessments, celebrations) learning is framed inside organized units of study which relate to the real experiences of their reading and writing lives students receive regular opportunities to read and write inside a variety of genres, and for a variety of purposes teachers assess students both formally and informally: assessments which both compare one’s students to the wider student world, and also help to understand students individually, and are utilized in ways which to guide instruction celebration and play are key ingredients in the teaching of reading and writing, and should be incorporated at all grade levels
- Why is it important for children to choose their own books? How could you support self-selection of books in your classroom? How do you manage many children in different books?
- LitLife’s Beliefs- ways to organize teaching and thinking that makes sense and marks time- anecdote of classroom and staff development experience.
- Process:
- Activity- What do you want your readers to be able to do by end of year? Add to complete 4 These traits inform you to the kinds of assessments you want to give Formal- DRA, NJASK, Any other standardized tests administered by district Informal- conferences, rubrics, reflections, performance tasks, commitment stage of units
- Activity- What do you want your readers to be able to do by end of year? Add to complete 4 These traits inform you to the kinds of assessments you want to give Formal- DRA, NJASK, Any other standardized tests administered by district Informal- conferences, rubrics, reflections, performance tasks, commitment stage of units
- Activity- What do you want your readers to be able to do by end of year? Add to complete 4 These traits inform you to the kinds of assessments you want to give Formal- DRA, NJASK, Any other standardized tests administered by district Informal- conferences, rubrics, reflections, performance tasks, commitment stage of units
- Activity- What do you want your readers to be able to do by end of year? Add to complete 4 These traits inform you to the kinds of assessments you want to give Formal- DRA, NJASK, Any other standardized tests administered by district Informal- conferences, rubrics, reflections, performance tasks, commitment stage of units
- Activity- What do you want your readers to be able to do by end of year? Add to complete 4 These traits inform you to the kinds of assessments you want to give Formal- DRA, NJASK, Any other standardized tests administered by district Informal- conferences, rubrics, reflections, performance tasks, commitment stage of units
- LitLink Days include topics such as Boys and Reading, Conferring, Book Clubs, Learning to Write, Writing to Learn We have flyer!