Bottom Lines Teachers need to make their own reading lives transparent for kids. A classroom is a place where readers live and a reading community is built over time. Reveal yourself as a reader, share your reading journey.

What are some of your favorite things about teaching reading? Mix, Freeze, Pair, Share

Balanced Literacy Approach Learning to read and write is messy Often NOT a linear process Readers and writers do not use skills in isolation Reading and writing is a process

Workshop A place for student to get better as readers. The focus for instruction will change, but all learning is within the context of real reading.

REaders need access to high interest, just right books Books they can read with 95% (97%) accuracy, comprehension and fluency

Readers need long stretches of time to read Independent Read VS SSR/DEAR

REaders need explicit instruction on HOW TO READ Skills and Strategies

Readers need to hear books (text) read aloud

REaders need time to talk about reading and books Response . . . response . . . response

What is new for you? What seems to fit with your beliefs? Turn and talk with elbow partner

The INteractive Read Aloud

What is it? Immerse the reader in the “how” and “why” of reading Separate from reading block Text from across the curriculum Student talk and respond to text Opportunities to practice learned skills

Purpose of IRA Model how to orchestrate the whole process of reading Highlights what proficient readers do Students are engaged through partner work and writing about reading

Interactive Read Aloud Select text that is slightly above the level of the bulk of your readers Longer than a mini lesson: 10-20* minutes 1-4 Strategies (Pick from past units/current units) Select strategy to model and engagement method Process questions for discussions, balanced literacy

Ways to engage Readers Think Alouds - Teacher driven Turn and Talks Stop and Jots Stop and sketch Stop and Act Out

What part of an IRA is already part of your toolkit? Pause and Reflect What part of an IRA is already part of your toolkit? What is a new idea? Big circle to share ideas, who would like to be first, second, third?

When do readers stop and think? Spy on yourself as a reader. What makes you pause, think, stop, consider etc.

Let’s try a Read Aloud See, Think, Wonder

The How To . . . Select a text that will support your current work Read the text and note the reading work you do Plan by re-reading and place sticky notes on the pages where you want to model your own thinking where you might nudge students to think and share See Hand out

Questions to consider for narrative Text What does it say? What does it mean? How does it say it? Why does it matter? What does it matter to me?

What does it say? – Literally KEY IDEAS AND DETAILS What does it say? – Literally Summarize Identify Main Idea Cite Textual Evidence Four major themes or categories of skills based on the Common Core Standards. Key Ideals and Details, Craft & Structure, Integration of Knowledge & Ideas; Range & Complexity – challenging texts. With Close Reading, we are “scuba diving” through the text in order to uncover that deeper understanding. 1st reading/ surface level: What does the text say EXPLICITLY. Often times our students will jump right to trying to determine meaning without knowing what exactly is there on the page. 2nd reading/

Craft and Structure Interpret meaning of words & phrases What does it mean? How is it said? Interpret meaning of words & phrases Understand text structure Point of view

INTEGRATION OF KNOWLEDGE AND IDEAS What does it matter? How does it matter to me? Synthesize Compare Critically Evaluate

The How To . . . Select a text that will support your current work Read the text and note the reading work you do Plan by re-reading and place sticky notes on the pages where you want to model your own thinking where you might nudge students to think and share See Hand out

Reflect on that experience? Now what is your thinking?

Informational Reading with purpose Read to learn To follow the author's reasoning Analyze claims and support with evidence Compare information from multiple text

Questions to ask of ourselves and our buildings How many pages of informational text do students read in a day? In a week? In a month? Across the year?

Thinking across a text and across multiple text Key Ideas and Details What is the main idea here? Supporting details? Structure and Craft How does the author's POV or purpose shape the content Thinking across a text and across multiple text Weigh validity of claims in a text

Informational Text Read Aloud Text Selection Purpose: What skills and strategies do I want to model and practice Read and study the reading work you do Mark the text for Strategy, Think Aloud, Student Engagement (T&T, S&J, S&S, S&AO)

How might this go in the content area? Layer experiences with multiple “texts” Anchor with a read aloud Intentionally help readers transfer new learning from source to source Use close reading to revisit the read aloud with a purpose

Others things to consider How often do you conduct an IRA? What about mentor text for the mini lesson? What might a schedule look like at middle school? Buzzword: Accountable Talk???? Does a read aloud always have to be a book? How can a read aloud be used for assessment?