Conferencing Assessment conference

Independent Reading

Readers Workshop

Explicit teaching

Mini lesson Assessment conference

30

min

. 5

min

.

Reflection

Students practise their ‘reading goal’.

Teachers model ‘what good readers do.’

Links to prior learning

LI & SC

15

min

.

Purposeful Reading Task

TEACHING READERS @ BANNOCKBURN

Non-negotiables

Explicit teaching Time Guide: 15 mins. Agreed Definition: A focused lesson, whole group instruction with an explicit skill or strategy focus. Extended Explanation: Lessons come from what you know about your students (make links to prior learning) and are focused on a topic or skill that you know many of your students need. The topic of the lesson should not be something that most of the students already know how to do. The time spent on lessons will vary, but the majority of them should be quick. They have a clear learning intention and success criteria that carry into future sections of the reading lesson. Possible Teaching Approaches: Read Aloud

Reading to students is a key component of any literacy program. It is a wonderful opportunity to motivate students to love reading. The read-aloud is an activity in which the teacher reads a book aloud to the whole group. The purpose of the read-aloud is to model appropriate reading behaviours and reading strategies. It is also a time to expose children to a variety of genres and literary styles. The teacher has an opportunity to show students the joys of reading and teach them how to think and discuss text. Teachers should have a set purpose for each read-aloud and should read with the proper fluency, rhythm, and intonation.

All teachers follow a whole school shared approach that uses the Essential Ingredients to form the basis of teaching and learning in Reading.

6 Reading sessions (300 minutes) taught every week.

Teaching and learning uses a common language to focus on comprehension.

Children have access to appropriate books in Just Right Book Boxes that meet their reading needs and can be taken home for independent reading.

Books are borrowed on a daily/needs basis.

Reading stamina is built to reading 20 minutes a day.

Borrowed books support the classroom reading program and well organised classroom libraries support the reading program.

Teachers use the Reading Eggs program as an integral part of their classroom reading program. Reading Express is used as a support program.

M100W words are used to generate students’ sight and frequency vocabulary

(there will be students in Year 1 and 2 that continue to need this step in their learning)

Shared Reading

Shared reading is an interactive approach to the teaching of reading that promotes the

development of new skills and consolidates those previously taught in a very safe and

encouraging environment. During shared reading, the teacher demonstrates how to apply

reading strategies in the context of authentic reading to the whole class or a small group by

reading a text that all students can see, using an overhead, digital text, big book, chart, or

poster. The teacher reads the text with the students, sharing the responsibility for reading at

key instructional moments. The same text can be revisited several times for a variety of

instructional purposes. A shared reading lesson should not last longer than 10 minutes and

should focus on one or two specific teaching points.

Language Experience:

The language experience approach is a method of teaching reading in which the teacher creates text by

writing down words dictated by the students. It allows students to directly see the correspondence

between spoken and written words, and gives students an opportunity to read their own words, which

are familiar and meaningful to them.

The general procedure for the language experience approach involves:

o experiencing;

o discussing the experience;

o recording the experience for/with the students;

o read the text aloud to students and then with students; and

o use the record of the experience for reading and writing activities.

Creating anchor charts and class books.

Collaboratively documenting thinking on large paper to be displayed as a point of reference for

the students.

Viewing: Watching videos like you read a book.

Reading a text, video comprehension is a matter of decoding, but with different symbols based

on unique modalities. Light, sound effects, scene cuts, dialogue, voice-overs, video speed,

music, and more.

Link for more info: http://www.teachthought.com/learning/viewing-comprehension-

strategies-watching-videos-like-you-read-a-book/

Possible Explicit Teaching Content: Reading Management (established early in the year)

o Setting expectations/rules

o Finding ‘Just Right’ books that appeal to readers

o Abandoning books

o Keeping a reading list

o Selecting a place to sit during reading time/mini-lesson

o Giving a book talk

o Being a good listener in a share session

o Maintaining appropriate noise level

o Asking questions during a sharing session

o Setting individual goals

o Getting ready for a conference

o Taking care of books

Strategies and skills

Concepts of print

o concept of story

o concept that print carries meaning

o directionality

o concept of “word”

Figuring out unknown words

o using context

o reading on

o substituting

o using picture clues

o using the sounds of blends, vowels, contractions, etc.

o Monitoring comprehension (Does this make sense and sound right?)

o Asking questions while reading

o Making predictions

Comprehension strategies

o Connecting reading material to your own life

o Using Post-Its to mark interesting parts

o Making sense

o Mapping a story

o Retelling a story orally

o Looking for relationships

o Looking for important ideas

o Making inferences

o Drawing conclusions

o Summarizing story

o Distinguishing fact from opinion

Literary analysis / Craft Mini Lessons

Differences between fiction and non-fiction books Parts of books Characteristics of different genres Poetry Books that show emotions Books written in the first, second, or third person Author studies Author’s styles Learning from dedications How authors reveal characters How authors use quotations How the story setting fits the story Development of characters, plot, theme, mood How the lead hooks us How authors use the problem/event/solution pattern Titles and their meanings Characters’ points of view

References:

http://readersworkshopk6.wikispaces.com/Minilessons http://www.esiponline.org/classroom/foundations/reading/readalouds.html Sources of Mini Lessons A huge list of planned mini-lessons...a must-see site! http://www.wrsd.net/literacy/launch.cfm Jessica Meacham has uploaded extensive plans for all her Mini lessons http://www.jmeacham.com/readers.workshop/readers.workshop.mini.lessons.htm More extensive ideas for Mini lessons http://www.thelearningpad.net/readers_mini_lessons.html Some great examples of mini lessons from 'Reading with Meaning' by Debbie Miller and 'Growing Readers' by Kathy Collins (plus picture books to match them!) http://www.maiolo.org/2nd_Grade/Mini_Lessons.html Some great resource material on mini-lessons http://www.tips-for-teachers.com/Mini%20Lessons.htm A wiki full of pre-planned mini lessons http://readingminilessons.wikispaces.com/ A series of videos of teachers implementing mini-lessons http://www.angelamaiers.com/2009/12/minilessons-2009-a-year-with-teachers-a-year-with-students.html Great photos of possible anchor charts for Mini Lessons http://hollynowalk.shutterfly.com/204 Sample mini lessons from Beth Newnham http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/Mini%20Lessons.htm

Purposeful Reading Tasks Time Guide: 10 – 15 mins. Agreed Definition: Purposeful reading tasks are opportunities designed for students to, independently from the teacher, practise and refine specific skills and strategies. They link to the explicit teaching session, learning intention and success criteria. Extended Explanation: Students need opportunities to respond and reflect about what they are reading and the skills and strategies that they are learning. It helps clarify their thinking, ponder questions, develop divergent thinking and hone skills and strategies.

There are many ways students can respond to text, including; share connections made with text or explicit teaching use a reading book to write responses and reactions while they are reading or afterwards keep a reading log respond to directions given by teacher (i.e. write a summary, fill in a character map, etc.) have conversations with teacher or classmates about their reading

Please note: Whenever possible, students should be making use of their reading books / Ipads. Please avoid photocopying sheets for students if they are capable of recording the task in their book.

Resources available: Shared Admin/Essential Ingredients for Reading Idea also available: Fountas and Pinnell Continuum of Literacy Learning

Mini Lessons Time Guide: 10 – 15 mins. Agreed Definition: Small Group Instruction is the explicit, targeted teaching of skills and strategies to flexible collections of students with like needs. Possible Teaching Approaches: (see Shared Admin/Essential Ingredients for Reading/Teaching Approaches overview)

Gradual Release of responsibility by the teacher leading to learner’s control and independence. (Wild,

2009) Reading

Aloud to

Children

Modelled

Reading

Shared

Reading

Guided

Reading Reciprocal Teaching

Literature Circle

Independent Reading

EXPLICIT TEACHING

EXPLICIT TEACHING

EXPLICIT TEACHING OR MINI LESSON

MINI LESSON MINI LESSON MINI LESSON INDEPENDENT READING

“Reading aloud enables

children to hear the rich language of

stories and text they cannot yet

read on their own, or might

never have chosen to

read.” (p.18

Routman)

“Modelled reading involves

reading to the class daily.

From time to time the

teacher might stop reading

and ‘think aloud’ about the various

aspects of the reading process.”

(PETA, 2006)

“Shared reading is an ideal context

for the teacher to demonstrate

and the students to participate without any pressure or

fear of failure. It is an

enjoyable social

interaction.” (p.131

Routman)

“The teacher builds on the

students’ strengths and supports and demonstrates

whatever is necessary to

move the child towards

independence.” (p.151

Routman) The strategies introduced in

guided reading are practiced

during independent reading time.

“This strategy takes the form of a dialogue between the teacher and students as

they use and develop the processes of predicting, clarifying,

questioning and

summarising while reading small sections

of the text.” (PETA, 2006)

“Is an ideal strategy for

developing and practising the

skills of independent readers. The

students have roles that provide

opportunities to think and

talk about the books they are

reading.” (PETA, 2006)

Students read

text independently in preparation for literature

circle.

“Students need lots of time to

practise reading. If we

make sure students are

matched with a text they can read – which

includes being able to apply the strategies we have been teaching them – we can trust that learning

and understanding

will occur.” (p.161

Routman)

Compiled by: Sarah Chapple, Andrea Hillbrick, Emma Holloway & Irena Spehar. November 2013. References: http://www.myread.org/guide_guided.htm http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/diversity/eal/continuum/langexp.pdf

Independent Reading Time Guide: 10 – 20 mins. Building stamina all the time. Prep to 6. Agreed Definition: Independent reading is time for students to practise skills and strategies whilst reading ‘Just Right’ texts. Students work on their individual reading goals during this time. Extended Explanation: During independent reading time, students should be reading books of their choice. They should not be limited to their guided reading or small group books. Student choices should not be dependent on reading levels, but should reflect a wide range of texts and genre. During independent reading time, students develop the stamina to read for an extended time. Establish a reasonable amount of time you expect students to read independently. Begin the school year with short periods of time and push the limits, keeping in mind students' developmental levels and monitoring their engagement. Help students recognise what independent reading looks like and sounds like. "We can't learn to swim without swimming, to write without writing, to sing without singing, or to read without reading. If all we did in the independent reading workshop was to create a structure to ensure that every child spent extended time engaged in reading appropriate texts, we would have supported readers more efficiently and more effectively than we could through any elaborate plan, beautiful sheet, or brilliant lecture." The Art of Teaching Reading, Lucy Calkins Content:

Independent reading: Reading alone.

Paired reading: Two students at different reading levels.

Buddy reading: Two students at similar reading levels.

Recorded Reading: Students listen to a pre-recorded text at their instructional level.

Here are some possible guidelines for Independent Reading Time:

Read the whole time Stay in one good spot the whole time Read ‘Just Right’ books (no pretend reading) Respect the readers around you Read quietly Do not interrupt the teacher during conferences

What are Just Right’ texts: Students will need to choose several books to go into their individual just right book box. These should be ‘Just Right’ books, not too easy and not too difficult. It will take time and explicit instruction for students to learn to choose appropriate books. ‘Just Right’ texts often refers to selecting a text that is at an appropriate level of difficulty. However, it also incorporates selecting texts that are ‘Just Right’ for other reasons. An example of this might be a topic a student is really interested in learning more about. References: http://readersworkshopk6.wikispaces.com/Independent+Reading+Time

Conferencing / Assessment conference Time Guide: During Independent Reading time (varies) Agreed Definition: Conferencing is a conversation between a teacher and a reader to recognise successes and identify areas for growth (goal setting). Extended Explanation: Reading conferences provide the most useful opportunities for formative assessment of students’ reading – assessment for teaching and learning. They allow teachers to gather information about their students’ reading habits, interests, processes and strategies. Identifying each student’s successes and difficulties during the actual act of reading is crucial for teachers who wish to provide the most appropriate teaching and learning experiences for individuals, groups and the whole class. Conferences should take place either while other students are completing their Purposeful Reading Task or Independent Reading. All conferences should focus on:

what students are doing as readers providing students with feedback about their strengths and the result of their efforts and

suggest the next goal (goals may be suggested by the student) establishing tasks that will help students improve their reading (identifying the NEXT STEP)

Students should always be active participants in the conference by:

talking about what and how they have been practising responding to the text(s) they have been reading articulating the processes and strategies they are using stating new goals and describing how they will achieve them.

Documentation: Teachers need to know and keep a record of what they have discovered about the student as a learner – what are their reading strengths, what are their needs, what are they interested in, what is getting in the way of learning? Students need to know what they have achieved and what to do next and this should be recorded in their personal reading notebook or reading journal. During assessment periods, use this time to complete assessments but still make the time to discuss the child’s reading with them and goal set from what you discuss. Reading Conferences provide the opportunity to:

learn about student reading interests determine the appropriateness of the text the student is reading observe strategies used while reading listen to oral reading / take a running record ask questions about the reading provide feedback to students about their skills as a reader encourage students to reflect on their reading skills determine a teaching point, and share an observation with the student provide a focus for the student's reading and the next conference

Ideas of how to get Assessments Conferences done outside of Reading Lesson times:

During sustained writing sessions

During independent Life Studies task times

Set independent iPad tasks – Reading Eggs, Skoolbo, Mathletics etc

Utilising lunch eating, lunch or recess break times

Show and Tell time – have a student leader for the show and tell session

References: http://readersworkshopk6.wikispaces.com/Reading+Conferences https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/vlnsa3d4readingconf.pdf

Reflection Time Guide: 5 mins Agreed Definition: Reflection is a focused opportunity for all to evaluate the learning of self and others through sharing. Extended Explanation: At the conclusion of the reading session, reflection takes place through the process of sharing. The focus for these conversations / activities should be to share a skill or strategy, something students learned as readers, or one of many conversations about being a reader and the reading community in the classroom. Reflection could focus on the learning, the teaching or the workshop itself. Revisit the Learning Intention and Success Criteria during Reflection time. Some of the benefits include

a way to assess what students have and have not learned students learn to listen, think, and talk about their learning keeps kids on task, knowing that they will have to discuss their work during share time opportunity to share student expertise with the class chance to clarify misconceptions identified during the workshop.

Suggested sharing strategies Knee to knee: partners go knee to knee to discuss a teacher's question or share what they

learned/did in Reading Workshop. Individual Share: teacher asks one student to share something they practiced that the teacher

noticed during Reading Workshop. Group Share: Have students sit in groups to have discussion on a topic or a strategy.

Discussion Prompt Ladder: What did you learn? How do you know you learned it? What got in

the way of your learning? What helped your learning? How did you feel?

True and False: Teacher asks prompting questions and students give thumbs up or down to

indicate level of understanding.

Traffic Lights: Students indicate green, amber or red based on their understanding.

Phone a Friend: Students phone a friend and question them about their learning.

Exit pass: students answer a question on a sticky note and that is their exit pass recess of lunch.

0-10 Share: Students pick a number 0-10 and justify why the picked that number.

VIP: record the Very Important Points of the lesson.

Sharing Stars: Students are given stars during the lesson to indicate that they will be sharing. References:

http://www.busyteacherscafe.com/literacy/reading_workshop.html http://www.edutopia.org/student-reflection

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