Differentiating Instruction for ALL Readers READING WORKSHOP Differentiating Instruction for ALL Readers

Workshop KWL Record and post one thing you know about the workshop model. Record and post one question you have about the workshop model. Jill - Partners share – then groups of four share!

Agenda What is workshop? Mini-Lesson Independent Work time Sharing/Closure 2. How do I grade this? -- grading and assessment in the Workshop 3. What does it look like? -- video segments 4. What is essential to reading? -- article response 5. How do I get started? -- generating Ideas Jill

What is Workshop? Examining each component Moe

What’s the purpose of Reading Workshop? Organizational structure for the instructional components of reading. Extended time for students to read, think, and converse about books on a daily basis. To differentiated, or personalize instruction in order to accommodate the learning needs of students in while fostering a love of reading. Moe

What is the Reading Workshop? “What is really at the heart of a workshop approach to reading instruction is helping readers change the way they think and talk about what they read.” - Serafini, 2006 Students read “just right” text Students respond to their reading Teacher works with students (small groups) Teacher confers with students Moe

Guiding Principles….. It IS…. It is NOT…. A time to involve students in authentic reading experiences that focus on strengths and needs of individual students. A time when the teacher’s role shifts from initiating, modeling and guiding to providing, observing, acknowledging and responding to the student. Sustained Silent Reading or DEAR. A time for the teacher to be removed from interaction with students Moe

The Reading Workshop Structure Modeling Explicit Teaching Reflection Sharing (5-10 min) Mini-Lesson (15 -20 min) Guided & Independent Practice WORK TIME (30 – 40 minutes) Independent Practice Small Group Work Differentiated Instruction Moe p. 2 in packet. Some may have longer times than these. That is okay.

Behaviors Marking text and recording notes Asking questions before, during, and after reading Using context and parts of words to infer meaning Writing in response logs. Discussing ideas with others. ** All parts of the Monitoring Comprehension Strategy. Jill -- Read Aloud p. 3, Shared Reading P. 4 Moe – Guided p. 6, Independent p. 7

Mini-Lessons Whole Group Instruction Jill

The Mini-Lesson 5 – 15 minutes Mini-lessons - introduce a comprehension strategy, skill, or concept - think aloud - apply strategies to text - students share/participate - based on student NEED & curriculum Book Talks (optional) Jill

5 Types of Mini- Lessons ** Skills and Strategies that ALL students at your grade level should know or learn. Procedures and Organization Strategic Reading Behaviors Comprehension Strategies Literary Elements and Techniques Vocabulary **Kids who struggle with these skills then get more supported practice during small group instruction so they can practice these skills with text at their reading level. “training wheels” Jill

Where can we find Mini-Lessons? In ANY picture book! By modeling what WE do to make meaning From knowing what they need Look at the book, story, text students will be reading: what will help them “unlock” the meaning? What may get in their way? Comprehension strategies Harcourt skill lessons What’s bugging you? What do students need? Jill

Independent Work Time Small Group Instruction and One-on-one conferences Moe

Independent Work Time TEACHER is… STUDENT is…. Providing instruction to small groups of students. Conferencing with students Listening to students read and making anecdotal notes and observations. Reading text of their choosing. (With some guidance from the teacher) Responding to text in their journals. Literacy Work Stations – meaningful practice of literacy tasks Moe

Reading & Conferring 30 – 45 minutes Children read “just right” text OF THEIR OWN CHOICE Multiple genres and text structures “encouraged” by teacher Students respond to text in meaningful ways (response journals, letters, etc) Small group instruction, lit. circles, etc. Teachers confer with students (one on one) for various purposes Centers, work boards, meaningful literacy activities going on while you’re working with groups Moe

Providing the double dose…What does the data say? Below Approaching Meets Exceeds K – Sept. (61) 16% 10 23% 14 35% 21 26% 16 K – Nov. (63) 17% 11 30% 19 37% 23 1st – Sept. (91) 33% 30 18% 17 32% 29 15 1st – Nov. (92) 0.03% 3 46% 42 31% 28 21%

If I am teaching small groups…What are the other students doing? Independent Reading “Just-right” text (95% accuracy) Continuing small group reading practice. Responding to their reading Response journals Graphic organizers Stations/Centers (optional) Moe

Response Journals Writing helps students to learn how to organize their thinking more fluently and flexibly. Moreover, writing makes thinking visible and more tangible. This promotes conscious awareness and deeper comprehension. When students write in response logs, they become more conscious of their thinking; they write to describe events, summarize information, formulate beliefs, and explore new ideas. Jill – p. 8 – 9 Ideas

Response Journal Sections – Less is Best My Thinking Genre and Strategy Learning Powerful Language Jill – p. 10 – 12 Records for books to include

Using Centers/Stations Listening Center Buddy Reading Jill Word Work Fluency Center

Conferencing One-on-One Instruction Moe

What is an individual reading conference? One-on-one time with a student. A powerful teaching tool. Genuine conversations with students about all aspects of reading and texts. A chance to provide: Assistance with routines of independent reading (journals, book choices, etc.) Modeling of fluency and phrasing Targeted lessons on effective reading strategies and skills Oral reading samples and assessment notes Moe

Roles in conferencing Teachers Role Students Role Learn about reading interests Discuss book with teacher Determine appropriate text levels Read orally if asked Observe strategies used while reading Retell, respond, reflect Listen to oral reading Applies strategies to reading Determine a “teaching point” Explain any confusions Keep a record of the conference Listens to assessment Provide a focus for the child’s reading Determine goals with teacher Moe

KEEPING RECORDS Take notes of what you discuss in your conferences. What were they reading? What did they do well? What was your teaching point As you note “teaching points” for students at individual conferences: Look for patterns in overall student needs – These may become your whole group mini-lessons if many students need a boost. You may also notice a small group need if only a few students are lacking in a skill or strategy. OR you may notice if a skill or strategy you taught is working. Moe

How long should a conference last? Conference length can vary – depending on what you are noticing with a student. Some students may only need a quick reminder of a skill to use. Others you may feel it is important to spend a little more time with. In general – they last between 3 -5 minutes for most students. Moe

How often should I conference with students? If you are only doing conferences during the work time, you should be able to see 4-5 students a day. This would allow you to meet with each student once a week. If you are doing conferences AFTER small group instruction, you will probably see only 1-2 students each day. This would allow you to see each student approximately once a month. Moe

Sharing and Closure Whole Group Jill

SHARING TIME 5 – 10 minutes Gather in meeting area Often, connects back to mini lesson Whole group, pairs, small group share Evaluation of individual and group work & problem-solving “What did you learn about yourself as a reader today?” Share thinking (journals, post-its, etc) Share parts of their books and reactions Jill

Assessments and Grading in the Workshop Model How do I grade this? Assessments and Grading in the Workshop Model Jill

Grading in the workshop… Reading response notebooks rubric Mini-Lesson skill or assignment Small group skill or assignment Reading options learning center activities Conferencing notes and running records Jill p. 13 - 16

What do I put on the grade card? You can score these assessments! Reading logs - # books and retelling? Running record - # miscues Retellings – rubric Literature response projects –rubric Fluency rate – rubric Reading Notebooks (journals)

What does this look like? Video Segments Moe

What is essential? Article Response Jill

Segment 1: Structures that work Read p 41 – top of 43. (first paragraph) Mark your thinking as you read. Share and discuss your thinking with someone around you. Jill p. 17

Segment 2: Components of Reading Read 43 – 45. (middle of page) Mark your thinking as you read. Share and discuss your thinking with someone around you. Jill p. 18

Segment 3: Scheduling Read 45 – 47. (end of section) Mark your thinking as you read. Share and discuss your thinking with someone around you. Jill p. 19 Planning Sheet

Planning and Generating Ideas How do I get started? Planning and Generating Ideas

Before you get started…. School Bookroom – Leveled Library for small group instruction Classroom library – Organized by genre Adequate supplies, materials, and equipment – chart paper, journals, pocket charts, etc. Getting to know your students – Assessment to guide instruction Building a climate of safety and trust – Setting the tone. Moe

School Bookroom basics… A minimum of 10 titles per level per classroom K-3* Text sets Genre sets Literature circle sets Big books Mentor texts An agreement for usage Moe

A peek into a school’s bookroom… MOe

Classroom libraries… 8-15 books per student (minimum) One new book per student added every year 40% of the books published in the last 5-10 years A balance of fiction, informational, poetry Moe

Classroom Library Moe

Adequate supplies, materials, and equipment Chart paper Reading Journals Sticky notes Pocket charts Organization “tools” Moe

Getting to Know your students Assessment, Assessment, Assessment Assessment FOR learning WHAT DO THEY KNOW HOW TO DO AS A READER? Interest Inventories or surveys Screening – Dibels or other Diagnostic – Fountas and Pinnel Benchmark Assessment Progress Monitoring – Running Records Jill

Climate of trust…. Students must TRUST that the teacher is there to help them -- Reading workshop must be a place where students feel free to take risks. Teachers must TRUST that the students will work independently. Students must also be taught the routines and procedures in order to make the INDEPENDENT WORK TIME effective! Students must TRUST other students to ask for help when working. Jill

Keys to workshop…. Organization Well-established routines Rituals Carefully kept assessment records Time devoted to reading and writing Let’s hear from an experienced workshop teacher Jill

Next steps for teachers…. Generate a list of five things that teachers can do to get started in implementing the workshop model. We’ll share in about 10-15 minutes Jill

Wrap – Up and Reflection

Reflection Take a post-it note and record one thing that you’ve learned about the workshop model

Candy Quiz…. Which candy best represents…… A mini-lesson? Independent reading? Classroom libraries? Guided Reading? Written response? Sharing Time? Assessment? Moe

Exit ticket…. What are the essential components of literacy instruction? What do we want for ALL students at Brigham?