March 19 2015 Dianne Wilkinson Reading Workshop March 19 2015 Dianne Wilkinson

Start Up Write What do you know about Reading Workshop? Share your thoughts with the person next to you What questions do you have about Reading Workshop? Share at tables. Put questions on board to be referred to later.

Purpose To gain an understanding of the Reading Workshop To investigate the CAFÉ system as a way of facilitating a reading workshop

Learning A New Skill Think about a new skill you learned recently What was the process involved in you learning the skill? What conditions helped you to learn the new skill? Share at your table Whole group share

Conditions for Effective Learning Demonstration An expert shows how the skill is applied Practice Guided by the expert Independent Lots of time Feedback From the expert Regular Specific

Independent Reading “Good teachers create effective independent reading programs by motivating students reading, guiding student book choices, conducting effective conferences, maintaining careful records, and encouraging response to literature.” Barbra Moss and Terrell Young – “Creating Lifelong Readers Through Independent Reading”

Typical Structure of an Independent Reading Workshop Session: Whole class focus (mini lesson)– Teacher explicitly teaches a comprehension strategy. Usually by modelling in a think aloud Independent reading for all students. Students read self selected texts independently. Teacher works with a small group for part of the time and then confers with individual students Whole class teaching share or partner share

60 Minute Reading Workshop Workshop Section What happens Whole Group (10-15min) Mini Lesson: Incorporating a ‘think aloud’ Independent Reading (20-45min) Guided Reading Strategy Group Conferring (10min) End of Workshop Teaching Share

The Mini-lesson “ A Minilesson is a short lesson focused on a specific procedure.” (Calkins, 1986) To explicitly teach workshop expectations and comprehension strategies Think alouds: Teacher’s thoughts are verbalised so the students can see how the strategies are used to enhance comprehension

Independent Reading Time Independent reading for all students on self-selected texts Guided reading P-2 and at risk students Strategy group for students needing support on the same strategy Conferring one on one with the teacher

After Workshop Teaching Share The share always includes teaching State the skill/strategy Explain when and why to use it Ask students to share how they successfully used the strategy taught in the mini lesson

Research on Independent Reading Better Fluency and Comprehension Increased Vocabulary Development Greater Domain and Background Knowledge Builds Language Syntax Increases Engagement and Motivation Improved Reading Achievement (Creating Lifelong Readers Through Independent Reading, Barbara Moss, Terrell A. Young) Also improves writing as vocab is improved.

Read, Write, Pair, Share Read the excerpt from Reading Essentials by Regie Routman leaving tracks of your thinking as you go Share your thinking with a partner Whole group share

Photo Gallery What does reading workshop look like? Scribe feedback on whiteboard.

Link to early years

Scribe feedback on whiteboard.

Explain classroom library

What does Independent Reading Workshop look like and sound like? Looks like Sounds like Kids reading avidly Writing about their reading post-it notes notebooks margins Filling in reading logs Choosing books from the classroom library Kids sitting comfortably around the room – sitting, lounging, lying down Some kids sharing a book Teacher sitting with one kid The teacher writing in an assessment folder Kids organising their book boxes Quiet Some kids talking about their reading Some kids sharing a book – reading to each other The teacher and a student chatting about the kid’s reading The teacher working with a small group

The Role of the Student The Role of the Teacher Self-select Just Right books Interest Level of appropriate ability Practice reading goals Accountability Maintain a reading log Respond to their reading: reader’s notebook entries annotations on post-it notes think sheets talk about their reading Self-assess their reading progress Engage in conferences with the teacher Engage in substantive conversations with peers Provide a supportive reading environment that includes a classroom library Texts - quality, quantity & variety Engage with students around their reading /texts being read – conferencing Provide support and guidance for students’ choice of Just Right books Monitor student progress by conferring with students Support goal setting Explicitly teach comprehension strategies in mini lessons Reinforce norms and expectations Provide structures and opportunities for substantive conversations Continuously read students’ reading responses More responsibility on student for own learning

John Hattie Research

John Hattie Research Meta-analysis of the research about student achievement Effect size answers the question ‘what has the greatest influence on student learning?’ Ranks each influence according to its effect size. ES = 0.4 Average effect size ES <0. 4 Are these influences worth it? Cost? Interaction effects? Other non academic achievements? ES > 0.4 Worth having

John Hattie Research

John Hattie Research Formative evaluation - .90 Feedback - .73 Direct Instruction (gradual release of responsibility model) - .59 Goal setting - .56 Reading Comprehension Programs with a dominant focus on processing strategies – 1.04 These are not new – have been around for many years.

How can I facilitate the Reading Workshop?

C - Comprehension A - Accuracy F - Fluency E - Expand Vocabulary

What Is CAFÉ? A management system for reading workshop A list of reading strategies that teachers can teach to their students and refer to when establishing goals in conferences with students

Page 143 in CAFÉ

Explain class board

Video of Wesburn PS Write down any thought/questions you have as you watch the video ..\..\..\..\Karoo\Wesburn IR - From GB.mov

Implementing a Reading Workshop The first consideration is to establish a comprehensive classroom library Attractive and inviting A variety of text types and genres A range of reading levels Well known and popular authors Books arranged cover out Comfortable spaces to read

Classroom Libraries Read the excerpt from Creating Lifelong Readers by Moss & Young Share your thoughts with a partner Whole group share

Classroom Libraries Research shows that students read 50-60% more in classrooms with libraries Many students do not have access to books or rich reading material at home Involve students in the choice of texts and the arrangement of the library Change the texts in the library on a regular basis Magazines comics and articles are great to include in the library. They help turn our struggling readers into competent readers

Room set up and classroom libraries Photo Gallery Room set up and classroom libraries

Steps to Implement a Reading Workshop Establish a comprehensive classroom library Organise student tools for reading – post its, book boxes, book marks, clipboards, reading journals, reading records Organise teacher tools – anchor chart paper, big book easel, conferring folder

Establishing the Reading Workshop Begin by incorporating independent reading after a mini lesson – gradually increase length as student stamina increases Need to explicitly teach all aspects of the reading workshop routine Develop a chart with students about what reading workshop looks and feels like – needs to reflect the guidelines eg remain seated, quiet, have book box with you Create a chart that clarifies the student’s and teacher’s roles during the reading workshop

Establishing the Reading Workshop Establish the reading workshop routine: Choose a ‘good fit’ or ‘just right’ book that interests you Get enough books to last the whole reading session Choose a place to read and stay there Read quietly Practice the strategy explicitly taught in the mini lesson Keep tracks of your thinking Complete your reading log

Establishing the Reading Workshop Teach students to select ‘good fit’ books Teach ‘Why do readers abandon books?’ Teach how to keep a reading log and where to store it Teach the importance of having a balanced reading diet Teach students how to leave tracks of their thinking. Create a chart and add to this over the year– post-it notes, notes in margins, notes in journals, think sheets. Sometimes students must do a particular type, sometimes they can choose a way to record thinking.

Establishing the Reading Workshop Teach students about reading response journals/notebooks What do we write in them? Suggested responses to our reading Where will we put our artefacts, such as post- its in the journal? Where will they be kept for easy access? Where will we keep our CAFÉ menu or goal sheet?

Establishing the Reading Workshop Book Boxes Contain books the student is currently reading and their Reader’s Notebook. Maybe some post-it notes.

Questions Revisit the questions you wrote at the beginning of the session. Are there any questions that haven’t been answered?

Planning for Launching CAFÉ Discuss with a partner how you could implement the CAFE approach to reading workshop in your classrooms Write down 3 things you will implement before the end of term Go through the Launching CAFÉ pages and lessons

Contact For further support in the implementation of reading workshop Coaching Staff/team meetings Curriculum days Email: diannea.wilkinson@bigpond.com Phone: 0409401667