Post on 14-Jan-2016
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Beyond the Basal: Beyond the Basal: Reader’s WorkshopReader’s Workshop
…schools shouldn’t be about handing down a collection of
static truths to the next generation but about responding to the needs and interests of the
students themselves-Alfie Kohn
Today’s Class
• Describe Comprehension Instruction in our Classrooms
• Describe the Readers’ Workshop Approach
• Participate in a simulation of Readers’ Workshop
Comprehension Quiz
Take the quiz-• How did you do?• What did you do?• What does this tell us about
comprehension?So what does this mean for
comprehension instruction?
Analyze your Instruction
• Complete the continuum about Reader’s Workshop
• Think about the comprehension instruction and materials available to you in your classroom, complete the chart.
What do readers do?
Think of yourself as a reader• How do you approach reading?• Where do you like to be when you
read?• What do you do when a text is
difficult?• What do you enjoy? • How does it affect you?
Discuss
How do you have students respond to text?
Reader Response Transactional Theory- the act of reading
involves a transaction between the reader and the text. Each "transaction" is a unique experience in which the reader and text continuously act and are acted upon by each other.– A written work does not have the same
meaning for every reader– Each reader brings individual background
knowledge, beliefs, and context to a reading
From the work of Louise Rosenblatt
Reader’s Workshop
• Format for classroom reading instruction
• Students interact with texts and each other in a meaningful way.
• Students learn how to select reading material.
• Apply the reading strategies and skills of proficient readers.
Schedule
• Meeting Time (10 minutes)
• Minilesson (15-20 minutes)
• Work Time (30-45 minutes)• Ending Meeting (5-10
minutes)
Meeting Time
Meeting Time- • Discuss expectations• Review procedures• Check to see which students
would like a conference or inform students that you need to conference with them
MinilessonMinilesson (15-20 minutes)- In most cases this is done
with the whole group. The teacher can focus the minilesson on:
• Comprehension strategy• Use of a graphic organizer• Modeling a method for responding to reading• Share a piece of reading and a response• Modeling a reading strategy thought a Think-Aloud• Read-aloud• Introducing an Author/Illustrator (Students can do this
too)• Plan for what students will be doing during work time.
– Can give an assignment at the end of the minilesson (“Everyone is to choose a character trait graphic organizer and complete it ” or “Everyone should write a Found Poem using the text they are reading”)
– Determine which students will be working in the guided reading group, if it is happening that day.
Work Time• Guided reading groups- teacher
works with a small group who need help with a strategy. Students still read their individual texts
• Independent reading time• Partner reading• Small groups reading a common text
meet together• Teacher individual conference• Peer Conferences• Opportunities for Reader Response
Daily 5Reader’s Workshop format
developed by Gail Boushey and Joan Mosher
• Read to Self• Work on Writing• Read to Someone• Listen to Reading• Word Work
Ending Meeting
• Students can share a story or response
• Discuss the assignment for the day and share responses
• Review successes• Solve problems that may have
arisen during workshop time
What it looks likehttp://www.learner.org/libraries/readingk2/pursley/
index.html#
Teaching Reading: K-2 Workshop(12:00)1. What grouping formats does the
teacher have?2. What was the “minilesson”3. How did the teacher transition the
students?4. What happens during the conference?Complete the Venn Diagram as you view
Our Reader’s Workshop• Class Meeting
– Expectations during RW
• Minilesson– Found Poems Readwritethink.org
• Small Group Work– Vocaroo– Create a Glog
• Independent Reading– Write a Found Poem– Do a character analysis– Select a Reading Response from the list (Doodle Splash,
Character Chart, Diary Entry, Story Map, Connections, Chart, Compare/Contrast)
Ending Meeting (share what you did)
Practice, Practice, Practice-Explicitly teach the expected behaviors and routines of
Reader’s Workshop. The first minilessons should focus on:
• How to move around the room during reader’s workshop (how to come together as a group, where you can read during independent reading time)
• How to treat books and other reading materials (audio tapes, computers, etc.)
• Modeling how to have conversations about books• Selecting “just right” books• How to use the classroom library• Where to find and how to care for materials
(highlighters, post-it notes, writing materials, art materials)
Have a Variety of Texts• Expand your definition of texts. Reluctant
readers can be motivated to read magazines, newspapers, comics, graphic novels, books on tapes, film. They can incorporate the comprehension strategies using these texts and may be motivated to read other texts when they see that reading is a valuable pastime.
• This is a time for readers to actively engage in reading that is genuinely interesting to them.
• Reader’s Workshop is an opportunity for the English Language Learners in your class to engage with texts in their first language.
Provide a Variety of Ways to Respond to Text
• All response to texts do not have to be written!
• Reader’s Workshop is a great opportunity to differentiate. Students have “different ways knowing” and can show their responses to texts through art, music, drama, etc.
What do you think?
…schools shouldn’t be about handing down a collection of
static truths to the next generation but about responding to the needs and interests of the
students themselves-Alfie Kohn
Connecting to Practice
• Consider the texts you’ve been using and the Web Tools you’ve explored.
• How can you fit that into a unit you will be doing.
Next Time
• Reading/Writing Connection– Bring magazines that can be cut
up
• Literacy Assessment