1. S UPPORTING B ALANCED L ITERACY THROUGH THE TEACHERS COLLEGE MODEL November 13, 2013

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

3. R EVISITING T HE 90 M INUTE READING 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 FebruaryConferring MarchConferring AprilWord Work? May/JuneAssessments? Professional Development will support elements of Teachers College Model Book Studies Planning PD sessions

5. I NTERACTIVE READ ALOUDS A SSESS Y OURSELF. A RE YOU … Reading aloud for 20-30 minutes at least 3Xweek? Using quality informational and narrative texts? Integrating subject areas to promote intertextual connections? Deliberately planning which skills and strategies you will focus on with each text? Incorporating think-alouds into your instruction? Goal: engage students in actively using specific reading strategies while teacher guides and coaches.

6. P OSSIBLE STRUCTURE FOR AN INTERACTIVE READ ALOUD - Book Intro - Think Alouds (at least 2) - Turn and Talk - Think Alouds - Turn and Talk - (Grand conversation – 1 time per week?)

7. I NTERACTIVE R EAD A LOUDS What has Katie done to prepare for a successful Interactive Read Aloud?

8. I NTERACTIVE R EAD A LOUDS Resist the Temptation to… make your read aloud a Q/A session or an oral comprehension quiz call on individual students read aloud without preparing What does the text have to offer? What CCSS and/or strategies do I want to model? Are my post it notes ready? let students control the conversation / focus

9. What Components of Workshop do we see at Dilworth?

10. W HAT ARE STUDENTS DOING DURING WORKSHOP ? READING for Extended Periods of Time

11. W HAT ARE STUDENTS DOING DURING WORKSHOP ? Partner reading

12. W HAT ARE STUDENTS DOING DURING WORKSHOP ? Reading and Leading Book Club Discussions

13. W HAT ARE STUDENTS DOING DURING WORKSHOP ? Responding to Literature in Authentic Ways

14. W HAT ARE STUDENTS DOING IN WORKSHOP ? Using opportunities for written response to reading

15. W HAT A RE T EACHERS D OING W HILE S TUDENTS ARE R EADING I NDEPENDENTLY ? Conferring Listening in and researching Finding a Compliment & teaching point Leaving student with a next step Taking anecdotal notes

16. W HAT A RE T EACHERS D OING W HILE S TUDENTS ARE R EADING I NDEPENDENTLY ? Guided Reading Groups Students reading the same level of text Text choice = instructional level Teacher gives book intro, overviews the text/vocab Teacher observes and coaches students while they read Book discussion Leaves students with a teaching point

17. W HAT ARE T EACHERS DOING DURING WORKSHOP ? Strategy Lessons Heterogeneously grouped based on observed need of a specific strategy Single or multiple texts in use Teacher demonstrates use of pre-determined strategy Teacher coaches student use of strategy Strategy lessons build on one another and layer complexity

18. N EXT S TEP …M INI L ESSONS What should a mini lesson look like? Connection Teach Watch me as I… Demonstrate Debrief (I hope you noticed how I…) Active Engagement Let’s try this! Listen in and coach. Link 10 minutes!

19. A NCHOR C HARTS : H OW D O T HEY F IT I NTO A M INI L ESSON ? Skill = the what Strategy = the how Why = reasons readers use it

20. L ET ’ S W ATCH A MINI - LESSON IN A CTION VIDEO What elements of the mini-lesson do you see? Make notes as you watch.

21. N OW Y OU T RY ! Look through your grade level’s non-fiction unit of study. Choose one teaching point and prepare a mini- lesson with your teammates, using the Time for Kids article on endangered animals. Be ready to share out the structure of your mini- lesson.

22. N EXT S TEPS … Ready… Read more  Curricular Plan for The Reading Workshop Units of Study The Art of Teaching Reading Preview additional videos Ask for a demo lesson Set… Collaborative planning with grade level Text choices Go!