Becoming Joyful Readers: The Reading Workshop Jan. 29, 30, and 31st Kerry Crosby, Consultant

Goals for Training Readers Understanding the Reading Process Observing Reading Behaviors Texts Using Mentor Texts For Reading Minilessons Helping Students Find Just-Right Texts for Independent Reading Teaching Planning Effective Reading Minilessons and Share Setting up and Managing Independent Reading Conferring during Reader’s Workshop Integrating Writing and Drawing about Reading

“In books I have traveled, not only to other worlds, but into my own. I learned who I was and who I wanted to be, what I might aspire to, and what I might dream about my world and myself.” –Anna Quindlen

The Three Block Framework I. Language and Word Study (30 minutes) Interactive Read Aloud Shared Reading Word Study/Phonics II. Readers’ Workshop (60 min.) Reading minilessons Guided reading Independent Reading/Literacy Work Conferring Share III. Writers’ Workshop (60 min) 4

Sources for Daily, On-going Assessment Oral Reading (Running Record) Talk about Texts Writing about Reading

Readers’ Workshop (45-60 minutes) TimeElement 5 to 15 minutesMinilesson/Shared Reading 30 to 45 minutesIndependent Reading Independent Literacy Work Contexts for Flexible, Differentiated Instruction: Reading Conferences: Individual readers Guided Reading: Similarly leveled readers 5 to 10 minutesGroup Share and Evaluation --pages 40 and 120 GRW

Shared Reading “The style of teaching…might be called invitational---an enthusiastic invitation to participate, contribute, take over the operation.” »Don Holdaway

Structure of Shared Reading Turn to page in Teaching for Comprehending and Fluency and read about the Structure of Shared Reading. (!) When an idea is reinforced for you (?) Questions Underline new ideas

Selecting Texts for Shared Reading Select a big book, poem or chant to use with your students: Select texts based on the quality of the writing Consider readability (it is not necessary to use leveled texts) Look at features like interesting language, rhyme, poetic language Analyze the text using the Text Analysis Form

Shifts in Thinking about Minilessons in K-2 Read pages in TCF. Lay the Ground Work in Shared Reading and Interactive Read Aloud for Simple Reading Minilessons

Reading Aloud: Creating Community Minilessons are brief, highly focused group lessons that help readers learn more about any aspect of an effective processing system. The goal of all reading workshop minilessons is to help children become independent readers for life, functioning as literate people in today’s world.” -Page 353, Teaching for Comprehending and Fluency Reading Minilessons

Developing Minilessons in K-2 Turn to the Kindergarten Interactive Read Aloud/Literature Discussion Continuum or the Guided Reading Continuum for your levels in The Continuum of Literacy Learning Developing Minilessons in K-2 Narrow focus at end of Shared Reading into a clear and focused minilesson statement (particularly helpful for thinking within text) or State principle in clear and simple language and show examples from across shared texts.

Kindergarten Minilesson: Thinking within the text Bullet from the Continuum: Match one spoken word with one printed word (voice-print match indicated by crisp pointing under each word). 1.Check Prompting Guide 1 2.Model aloud during Shared Reading. “Look at how I point and read. I make it match.” “Watch how I point under each word. I make it match.” 3. Share minilesson principle on chart; demonstrate again if necessary: Point under each word you read and make it match. 4. Give instructions for independent reading: “Today in your reading make sure you point under each word and make it match. At the end of reading workshop, some of you will have the opportunity to show us how you made it match in your reading.”

First Grade Minilesson: Thinking beyond the text Bullet from the Continuum: Make predications based on personal experiences and knowledge. (Level G continuum) 1.Check Prompting Guide II. 2. Share minilesson principle on chart Think about what you already know to decide what is going to happen next in a story. 4. Demonstrate using different examples from a range of read alouds: a. Show them how this works in one or two. b. Show them a page from one shared text and have them try it with a partner—turn and talk. 5. Give them instructions for independent reading. “Today mark a spot where you used what you know to predict what was going to happen. Bring that to share.

Give it a Try! 1.Select a behavior and understanding from Thinking About the Text from the Guided Reading Continuum. 2.Decide how this would be better to demonstrate….through Shared Reading/Minilesson or through a Reading Minilesson referencing Shared Texts. 3.Check Prompting Guide 3 for helpful language. 4.Write a minilesson statement. Plan your minilesson using the minilesson planning sheet.

Reading Minilesson Planning Sheet Date ________ Bullet from the Continuum: ________________________________________ ______________________________________________________________ Reading Minilesson Statement: ______________________________________ ______________________________________________________________ Examples to Illustrate Point (e.g. shared texts): _________________________________________________________________________________________________________ _______________________________________________________________ Share: ________________________________________________________

Reading Aloud: Creating Community Umbrella Minilessons An umbrella minilesson is a way to introduce a larger concept to students that can then be broken down into smaller pieces to study and learn how to use.

Developing Umbrella Minilessons With your partner, look over the minilesson you just developed. Are there other connected minilessons that would broaden your students’ understanding of the concept? Look in the Continuum for related minilessons. If it is applicable create an umbrella minilesson statement and list the related minilessons you would teach.

“No single literacy activity has a more positive effect on students’ comprehension, vocabulary knowledge, spelling, writing ability, and overall academic achievement than free voluntary reading.” ---Stephen Kashen

Texts for Independent Reading Unleveled Classroom Library Organized by: Genre Author Type

21 “We want our students to make a lifetime commitment to reading and writing. And so we begin by painstakingly caring about the literacy landscape and then we proceed to do the best teaching imaginable.” –Shelly Harwayne