1. S UPPORTING B ALANCED L ITERACY THROUGH THE TEACHERS COLLEGE MODEL January 15, 2014 Please sit in mixed grade level groups today!

2. T ODAY ’ S GOALS Revisit framework / components of Teachers College Model for Units of Study Revisit Interactive Mini-Lessons Begin work with Conferring

3. R EVISITING T HE 90 M INUTE L ITERACY BLOCK Interactive Read Aloud Word Work / Word Study Readers Workshop Model a variety of strategies Teach students how to talk about books (accountable conversations) Develop reading partnerships Vary texts and lessons to support unit of study Provide exposure to vocabulary, concepts and text structures Teach phonics, spelling and vocabulary Base instruction on spelling inventory (see Words Their Way) Provide mini-lesson followed by skill based, small group work and/or independent practice Mini lesson Student Reading time with Conferring and Small Group Work Mid-Workshop Teaching Point Teaching Share/Partner/Book Clubs

4. H OW WILL WE GET WHERE WE NEED TO GO ? August / September Interactive Read Alouds OctoberInteractive Read Alouds November / DecemberMini lessons JanuaryMini lessons / Conferring FebruaryConferring MarchAssessments? AprilWord Work? May/JuneFocus for Next Year Professional Development will support elements of Teachers College Model Book Studies Planning PD sessions

5. Q UICK W RITE What is your definition of a mini lesson? How long should a mini-lesson take? Where do you look for mini-lesson ideas? What texts can I use for mini-lessons?

6. W ATCH AND A NALYZE 4-5 example What components of the mini-lesson do you see?

7. V ERTICAL D ISCUSSION How are your mini-lessons going? What’s going well? What’s still a challenge?

8. C ONFERRING – WHAT IS IT ? determining what readers have learned and what they need to practice targeting instruction to meet students’ needs with explicit teaching methods differentiating for students researching a student’s use of skills/strategies through observation and questioniong complimenting and supporting Teaching students not just how to get through the text they’re in today, but how to apply a strategy tomorrow…

9. C ONFERENCE COMPONENTS Research (0-2 minutes) Teach your students not to stop what they’re doing when you approach Listen in to a student reading Weigh your teaching options Compliment (0-1 minute) Teaching Point Teach (1-2 minutes) Coach / Active Engagement (2-4 minutes) Link (30 seconds) Document your work!

10. T YPES OF CONFERRING 1) Research  Decide  Teach (observe, listen in to reader, then stop to teach) 2) Coaching (support while reading, then provide teaching point at the end) 3) Proficient Partner (for strong readers) 4) Table (sit at a table to gather observations / data of readers)

11. R ESOURCES FOR CONFERRING Child What can s/he do? What can s/he not do? What’s next? (refer to Continuum and CCSS) Text What does this text demand? What does the text level demand? (refer to Continuum) Unit of Study What teaching points have I already addressed from the unit? What do we hope child will be able to do? Balance of InstructionPrint, Comprehension, Fluency, Reading Habits & Behaviors Response to Reading

12. C ONFERRING – WHAT DOES IT LOOK LIKE ? K-2 Conference

13. R ECORDING DATA StudentDateBook Title LevelComplimentTeaching Point Next Step Susie1/6Pigs Make Me Sneeze Identifies with humor in book (from pictures and text) Look for picture cues to read tricky words Look for initial sounds to read tricky words Bobby1/8Animals Nobody Loves QNotices text features & uses as comprehensio n tool Stop and retell / jot Analyze jots. Look for connections among paragraphs Janie1/10The Tiger Rising TJots indicate following events closely Use jots to look for larger ideas or themes Look for similar theme / ideas in other texts

14. H OW D O W E U SE C ONFERRING DATA ? Form strategy groups Revisit mini-lessons Help students set specific reading goals Hold students accountable Assessment (tracking progress over time) ????

15. N OW Y OU T RY ! Pair up with someone from another grade level. (K-1, 2-3, 4-5) Take turns reading and coaching. Use your cheat sheets for guidance!

16. T ICKET OUT THE DOOR … What is working well for you? What is still a struggle for you? What is your plan for improving your implementation of Readers Workshop? Which of component of your Readers Workshop would you like me to help support?