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ALICE ENSLEY DALTON PUBLIC SCHOOLS PRIMARY DISTRICT TRAINER FOR LITERACY COLLABORATIVE [email protected] Intentional Teaching in a K-2 Readers’ Workshop
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ALICE ENSLEYDALTON PUBLIC SCHOOLS
PRIMARY DISTRICT TRAINER FOR LITERACY COLLABORATIVE
Intentional Teaching in a K-2 Readers’ Workshop
Goals for this session:
Review the structure of a Readers’ Workshop
Define the purpose and role of reading minilessons in a K-2 Readers’ Workshop.
Describe what makes for effective reading minilessons in the primary grades.
Connect the CCGPS, the interactive read aloud section of The Continuum of Literacy Learning and The Prompting Guide 2 to plan explicit reading minilessons.
A Language and Literacy Framework: Time
Three Blocks
Readers’ Workshop Writers’ WorkshopLanguage and
Word Study
The Advantages of Readers’ Workshop
Students read extensively. (Anderson, Wilson, and Fielding, 1988)
Students take responsibility for their reading and understand its purpose in their lives. (Atwell, 1987.1998)
The structure of Readers’ Workshop makes it possible top use time efficiently and intentionally to assure maximum student engagement and learning. (Education Development Center Grade 3-6 Classroom Impact Study, 2002-2004)
…and levels of support
Building an Effective Reading
Process
Interactive Read Aloud
Above grade level text
Shared Reading
Above grade level text
Guided Reading
Instructional level text
Independent ReadingIndependent
level text
Interactive Read Aloud
Reading is Thinking:
Within the text
Beyond the text
About the text
Readers’ Workshop
Whole Group Minilesson
5-10 minutes
Guided Reading (40 minutes)
Independent Reading/MIL (40 minutes)
Readers’ Workshop
Readers’ Workshop
Share
(5-10 minutes)
Connecting Our Standards to a Reading Minilesson
CCGPS RL2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Continuum Goal for Second Grade: Infer characters feelings and motivations from description, what they do or say, and what others think about them.
Language from Prompting Guide 2: (page 23) “What do you think this character really meant by saying that?” (Implicit teaching)
Minilesson Principle: “Think about what characters say and what their words really mean. This will help you understand the characters true feelings.” (Explicit teaching)
Mini Lessons
Readers_________________________________________________in order to ________________________________________________________.
K-2 Minilessons
“Think about the problem in the story.”
“You can notice who is telling the story.
“When I read I try to think about what the author is really trying to say.”
Thinking Across a Text Set to Plan Minilessons
“Think about what characters do and why they do it. This will help you understand the character better.”
Minilesson Planning:
What will be my focus?
What will be my minilesson statement?
What mentor texts will I use?
How will my students “try it out”?
How will we share our learning?
Interactive Read Aloud Minilesson
An example
Guided Practice Independent Practice
An Example
Independent Practice Share
An example
TAPS Domains and Standards
PLANNING
Professional KnowledgeInstructional Planning
INSTRUCTIONAL DELIVERY
Instructional StrategiesDifferentiated Instruction
ASSESSMENT OF AND FOR LEARNING
Assessment StrategiesAssessment Uses
LEARNING ENVIRONMENT
Positive Learning Environment
PROFESSIONALISM AND COMMUNICATION
ProfessionalismCommunication
Reflection
“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 fully literate people in today’s world.”
T,C,&F p. 353
How will you use reading minilessons at your grade level to support your students’ thinking?
