Pathways Reading Workshop December 5, 2009

Goals Review the big picture of Comprehensive Literacy and Literacy in the Middle Grades. Identify and explain the components of Reading Workshop Provide a hands-on demonstration Understand where Reading Workshop fits into a Pathway’s day and discuss scheduling Review a plan for getting started.

COMPREHENSIVE LITERACY Communication Reading Listening Comprehension Viewing Writing Speaking Expression Visual representing

Data Integration Program Smart Goals- Assess needs of learners. CAT III, EQAO etc. TLCP –Teaching Learning Critical Pathway Differentiated Instruction Anchor Charts High Yield Strategies: Graphic organizers, visuals etc.

To Develop Accomplished Readers & Writers Mode Description Read aloud Teacher reads text aloud sharing the thinking process good readers use to understand text. Students usually do not have a copy of the text Write aloud Teacher writes a chart or overhead, sharing the thinking process being used. Shared reading Teacher reads aloud as students view the text. Students chime in when ready to do so. Shared writing The group or class writes together, working with the teacher. Guided Reading Teacher talks, coaches, and walks students through sections of the text with questions and student predictions Guided writing Students write their own product; teacher prompts and guides.

To Develop Accomplished Readers & Writers Cooperative reading Students read with a partner or partners, either orally or silently. Collaborative/cooperative writing Students write with one or more partners on a single product. Independent reading Students read text alone without support, usually silently. Independent writing Students write alone.

Pathways Instructional Block Curriculum Focus Daily Routines Read Aloud Daily Oral Language Phonics/Word Study/Focus on Words Spelling Reading instruction Thematic Study Guided Reading Reading Workshop Writing Workshop Independent Reading Independent Writing Guided Writing Investigations/Research

READING WORKSHOP Pathways Reading Workshop Basic Components Mini-lesson (3-5 minutes) Self-Selected Reading (10-20 minutes) Conferencing (10-20 minutes) Sharing (5-10 minutes)

Learning Experiences Read Aloud What: The teacher reads aloud daily to the whole class from a variety of children’s literature (fiction, nonfiction, and poetry). Why: Reading aloud is the single most influential factor in young children’s success in learning to read. Builds listening skills and vocabulary Aids reading comprehension Develops a positive attitude toward reading

Shared Reading What: The children (or a small group of children) see the text, observe the teacher reading it with fluency and expression, and are invited to read along. The teacher can use this opportunity to focus on skills and strategies. Eyes on text with voice support is shared reading. Creates a low-risk environment Provides support so that the children can join in and see themselves as readers.

Guided Reading What: The teacher selects books for a small group with the expectation that all children can read the selection at an instructional level (90 to 94 percent word match). The teacher observes and supports the reader with prompts and questions. Why: guided reading provides the teacher with time to observe reading behaviors: *Lets the teachers see the children functioning as readers *Helps the teacher know what to stress next to move the children forward.

Independent Reading What: The child selects and reads texts, an integral component at all states of reading development Why: Independent reading provides practice and builds fluency and comprehension. Instructional groups: whole group, small group, independent.

TEAM Together Everyone Achieves More