Stanley Teacher Prep August 2014. Workshop Structure: Discuss Reading Essentials Hook: Inquiry +...

Stanley Teacher PrepAugust 2014

Workshop Structure: Discuss Reading Essentials Hook: Inquiry + build common

foundation (10 minutes) Mini-lesson: Instructional framework (15

minutes) Work time: Discuss the book in like

grade levels, create a chart (20 minutes + transition time)

Debrief: gallery walk (10 minutes)

Formative Assessment conversation on 8-12-14

As a result of reading The Writing Workshop I’m thinking:

There are so many connections between reading and writing- they aren’t really isolated subjects

Important to know that each student comes with different skills/ ways of thinking and that my teaching builds off what they know

The workshop structure is about teaching students to be independent, to have choice, to have a voice, to be engaged in their own learning

I always thought kids needed to learn skills first, in workshop they learn and apply skills

There is a lot of repeating: if kids don’t get it the first time, they have other opportunities to learn things again

Importance of talking “a chance to use verbal skills to talk things out, explore before writing”

“Reading and writing float on a sea of talk” –Fletcher and Portalupi

Hook: Quick write Write a definition:

What does it mean to read?-use Routman’s work as a support for your definition

Turn and TalkShare your definition of

reading + essential components from the text

Mini-Lesson: Optimal Learning Model Instructional framework at the heart of

teaching and learning: moving from dependence to independence

Gradual Release of Teacher ResponsibilityDirect Instruction

Modeling Guided Practice

Collaborative work

Independent Work

Sharing &Reflection

Teacher names the skill and gives the rationale for learning it

Teacher models the use of the skill

Teacher leads students through practicing a skill

Students work together to use the skill

Students use the skill on their own

Students make their work public and reflect on their use of the skill and how it helped them learn

“I Do, You Watch” “I Do, You Help” “You Do, I Watch”

Work Time: Apply Comprehension Strategies Groups of 2-6 Each person share: what stood out as

most important/ essential given your upcoming grade level?

Synthesize your thinking on a chart to teach the rest of us

Debrief: Gallery Walk In your writer’s notebook:

Write down what is essential at this point about Reading Essentials as you prepare to head into the classroom

Some pages not to miss: Focus on what matters most, p.7 Understand and apply the learning

model, p.47 Best practices in teaching reading, p.

187 I keep the following questions in mind

all the time, p. 203

“Teaching is an on-going series of

microexperiments that extend and modify the repertoire of teachers.

When we stop experimenting, we stop

living as teachers. ”-Tom Newkirk