1. Using Resources to Implement Workshop Planning for Reading Instruction

2. Norms Courtesy  Be on time  Cell phones on silent, vibrate, or off  Be mindful of side- bar conversations  Focus on the task at hand Collaborative  Promote a sense of inquiry  Frame meaningful questions  Pay attention of self and others  Assume positive intentions  Be reflective

3. Today’s Outcomes  Participants will explore resources aligned to the district reading units.  Participants will use resources to plan reading instruction.

4. Whole Group Instruction  Mini-Lessons  Resources  UbD Units  Units of Study  Read Aloud  Resources  UbD Units  Units of Study  Leveled Comprehension Questions  Standards Progressions

5. Planning for Whole Group Instruction Stage 1  What is this unit all about?  What should students be able to do upon completion? Stage 2  How will students demonstrate proficiency of the standards or skills in the unit?

6. Planning for Whole Group Instruction Stage 3  How do the skills progress and build upon one another?  Which teaching points align with the standards? Whole Group Instruction Chart

7. Guided Reading  Resources  The Continuum of Literacy Learning, Pre-K-8, “Guided Reading”  Leveled Comprehension Questions  Planning  What are the new behaviors or skills to this level that students did not learn in the previous level?  What would be the best sequence to teach these skills or behaviors?

8. Conferences  Resources  Leveled Comprehension Questions  UbD Units  The Continuum of Literacy Learning, Pre-K-8, “Guided Reading”  Planning  Research for planning is the same as whole group instruction and guided reading

9. Student Response during Independent Reading  Resources  Leveled Comprehension Questions  UbD Units – Other Evidence: Standards Progressions  The Continuum of Literacy Learning, Pre-K-8, “Writing About Reading”  Units of Study  Planning  Research for planning is the same as whole group instruction

10. Exit Slip