READING WORKSHOP SERIES

DAY 1

Jennifer Evans

Assistant Director ELA

St. Clair County RESA

Evans.jennifer@sccresa.org

http://www.protopage.com/evans.jennifer

Agenda

Introduction Background Objectives

Initial Reading Workshop

Reflection/Plan

Essential Components of

a Reading Workshop

Assessment Overview Practice Homework

Entrance Ticket

Teacher Self-Reflection

Essential Collaboration

With your table group, discuss the meaning of

each box on the Teacher Self-Reflection tool.

Determine an essential understanding of what

each box means.

Where We Are Now ?

Highlight where you feel you are on the Teacher Self-reflection

tool.

Compare the Initial Reading Survey with the self-reflection.

Set a goal for your continued implementation

of Reading Workshop and what you would

like to accomplish by the end of this

year.

Throughout this series, develop

and add to a plan detailing

what you will do to achieve your

goal.

Keep This in Mind:

Why Workshop?

Research based

MotivationBest Practices

Research Based

Research has suggested that addressing students’ individual needs is an important aspect of effective reading instruction (Fielding & Pearson, 1994). Although this may challenge teachers’ traditional notions of reading instruction, forcing them to work in guided reading groups and individually with readers, the research is overwhelmingly in favor of individualizing instruction to meet the needs of all learners (Allington & Walmsley, 1995). Teachers need to put aside instructional practices that have been shown to be ineffective.

Attachment A

Research Base for Readers and

Writers Workshop Article

Big Five from the Reading First Panel of the

Federal Government

7 Habits of Good Readers

What are the Big Five? How do you teach them?

Motivation

Learning in general is indeed an intentional act. Students make the conscience decision to learn or not to learn immediately upon entrance into the classroom each day. The teachers and learning environments which the student encounters certainly influence his decision to learn.

Implementing Reading and Writing Workshop into elementary, middle, and secondary classrooms can lead to increased levels of motivation in readers and writers.

Research has found that high levels of motivation and engagement in elementary classrooms leads to high levels of achievement (Pressley, M., Allington, R.L., Wharton-McDonald, R., Black, C.C., & Morrow, L.M., 2001

Best Practices

In workshop approaches, the teacher is seen as a decision maker, conducting lessons and creating learning experiences based on the needs of the readers in their class.

Instructional decisions are made by teachers to address the needs of the students in their classrooms, rather than coming from a commercial program. In the hands of a quality teacher, basals and instructional materials become resources to use, rather than a series of lessons to be read aloud.

not authentic text every piece (worksheets)skills in isolation one size fits alldecline in reading scores often times the teacher does all of the

talking not providing the students with the time to practice

Don’t promote teachers making good instructional decisions based on student need

“Basals with fidelity”

One of the most important things we can do as educators is to provide students with ample time to practice reading and writing.

It is necessary to have a classroom structure in place that supports the other students in their literacy learning.

Management and routines are key!

The Reality

Professor Pearson finds that in many classrooms, students spend little time actually reading texts. Much of their instructional time is spent on workbook-type assignments. The skill/time ratio is typically the highest for children of the lowest reading ability (Allington, 1983). Furthermore, the research indicates that teachers are spending inadequate amounts of time on direct comprehension instruction. A study completed in 1979 (Durkin) concluded that teachers used either workbooks or textbook questions to determine a student's understanding of content, but rarely taught students "how to comprehend." In 1987, Dr. Pearson (and Dole) described the importance of "explicit instruction" for teaching comprehension

How?

teacher modeling and explanation with explicit instruction

guided practice during which teachers "guide" students to assume greater responsibility for task completion

independent practice accompanied by feedback

application of the strategies in real reading situations

Dr. Pearson emphasizes that comprehension instruction must be embedded in texts rather than taught in isolation

through workbook pages.

Such instruction involves four phases:

Reading/Writing Workshop Comparison

Traditional Reading Groups Groups remain stable in

composition. Students progress through a

specific sequence of stories and skills.

Introductions focus on new vocabulary.

Skills practice follows reading. Focus is on the lesson, not the

student. Teacher follows prepared "script"

from the teacher's guide. Questions are generally limited

to factual recall. Teacher is interpreter and

checker of meaning. Students take turn reading orally. Focus is on decoding words. Students respond to story in

workbooks or on prepared worksheets.

Readers are dependent on teacher direction and support.

Students are tested on skills and literal recall at the end of each story/unit.

Guided Reading Groups Groups are dynamic, flexible, and

change on a regular basis. Stories are chosen at appropriate

level for each group; there is no prescribed sequence.

Introductions focus on meaning with some attention to new and interesting vocabulary.

Skills practice is embedded in shared reading.

Focus is on the student, not the lesson.

Teacher and students actively interact with text.

Questions develop higher order thinking skills and strategic reading. Teacher and students interact with text to construct meaning.

Students read entire text silently or with a partner.

Focus is on understanding meaning.

Students respond to story through personal and authentic activities. Students read independently and confidently.

Assessment is ongoing and embedded in instruction

Comparison of Traditional and Guided Reading Groups

In order to create a literacy environment within your classroom, what things must be considered?

Think – Pair - Share

* traffic flow * rich language environment *rule/procedures* management of materials

*good lighting * preferred seating *interests levels * leveled library * noise level*relevant activities * file folder games at level

*trust * comfort * safety *vision* work to keep engaged *goal setting

Collaborate , research, plan to determine the best set-up for your classroom.

Whole-Class Meeting Area (This includes my easel, rug, directors chair, etc.)

Book Shelves for My Classroom Library

My Bulletin Boards (My CAFE board, Homeworkopoly, 6 Traits Board, Writer's &

Reader's Workshop, Anchor Charts, All About Me Board,

etc.)

Check In/Paper Work Area for Students Computers Materials/Supplies Set Up

Desks/Tables

Plan Your Space

The sisters – setting up your classroom: (6 min. )

http://www.choiceliteracy.com/books-dvds-detail.php?id=57

Classroom set-up: (pictures)

http://workshopteaching.weebly.com/classroom-set-up.html

Setting Up Your Classroom

Break

In order for a guided reading group to be successful, the rest of the students in the class need to be involved in meaningful literacy activities.

It takes time to establish routines

Why is structure important?

At your table, take turns sharing examples of

meaningful activities for students to do. Be sure to explain how you know it’s

a meaningful activity.

Each time you share, place your chip in the

center.

Everyone must share before you share again.

Take notes of meaningful activities you would like to

use.

Chips in:

Students are actively

engaged

Concepts and strategies are reinforced and

based on student need

Collaboration and

independence are promoted

Meaningful literacy activities are ones in which:

PLC opportunity: How do you determine what literacy activities you will teach? Have at centers?

Literacy develops best through social

interaction and dialogue with

others.

Guided reading is essentially a

carefully managed “social occurrence”.

Research tells us that:

http://www.youtube.com/watch?v=8nhZ7g0955Q (6.42)

The Components of Balanced Literacy

Mini-Lesson (10-15 minutes): explicit instruction

of skills and strategies

Read Aloud

Think-Aloud

Shared Reading

Modeled Reading

Review

Assessment

Independent and Small Groups (45-60

minutes):

Independent Reading

Collaboration

Discussions

Guided Reading

Assessment

Conferences

Reinforce/Extend/Re-teach skills

Centers/Menus

Shared Learning (10-15 minutes): time to share and talk about reading

Sharing Projects

Author’s Chair

Assessment

Status check

Review

Essential Components of a Reading Workshop

http://www.youtube.com/watch?v=cgN2WUMW6zM (Calkins – Structures of a Reading Workshop– 5min)

Rick’s Reading Workshop Overview: https://www.teachingchannel.org/videos/reading-workshop-overview

Components of a Reading Workshop

Handout of Components

Read AloudTeacher reads selections aloud to students.

Benefits:

•Students are introduced to a variety of texts

•Students hear fluent reading

•Teacher shares her thinking (Think Alouds)

•Students are provided with quality writing models

•Creates a sense of community

What it Looks Like: All Eyes on One Text

Reading Together Repeated Readings of

New, Familiar and Favorite Texts

Supported Skills Fluency and Phrasing Love for reading Comprehension Word familiarity Phonemic

awareness/phonics Safe environment

Shared Reading

Guided Reading

Guided Reading Small Group Strategy Lessons

Small groups at the same reading level

Prepares students for the next reading level

Teach the skills within their instructional level

Books match their instructional reading level

Small groups that are skill based

Students may or may not be at the same reading level

Differentiated Instruction Books match their

independent reading level

Teacher works with small, flexible groups of children who have similar reading strengths & needs.

Students read texts that they have chosen.

Books should be “Good Fits” Meet their need (to inform,

entertain, or persuade them) Match their interests At an appropriate reading

level Students are given time to

actually read. Students are encouraged

to get comfortable.

Independent Reading

Individual Instruction for Readers and Writers

Take place between the teacher and student

Differentiation at its Best!

Conferring

Mini-lesson : Teacher explicitly teaches a skill in phonics, spelling, vocabulary, reading, or writing

Practice: Students practice the skill independently or with a partner - a white board for everyone is key

Sharing: Students share what was learned and how it will help us in everyday reading and writing

Word Study

Components of Language/Word Study

Phonemic Awareness

Phonics Instructions

Vocabulary Instruction

Spelling Instruction

Interactive Edit Vocabulary Handwriting Test Reading/Writing

Current EventsModeled or

Shared Reading/Writing

Interactive Read Aloud

Rules and Procedures are Clearly Established

Relevant tasks are prepared at each center

Literacy Centers

When trust is combined with explicit instruction, our students acquire the skills necessary to become independent learners. Students will continue their learning even when they are not being “managed” by the teacher. (p. 18)

Providing choice Establish clear routines and procedures Explicitly explain why Provide lots of time for students to practice Build Stamina Good-fit books Anchor Charts Correct Modeling

Key to success:

Reading DevelopmentStage Name The Learner

Birth to grade 1 Emergent Literacy Phonological Awareness – gains control of oral language; relies heavily on pictures in text; pretends to read; recognizes rhyme

Beginning grade 1 Decoding Phonics – grows aware of sound/symbol relationships; focuses on printed symbols;

Grade 1 to Grade 3 Confirmation and Fluency

Develops fluency in reading; recognizes patterns in words; checks for meaning;

Grade 4 to 8 Learning the New (Single Viewpoint)

Uses reading as a tool for learning; applies reading strategies; expands vocabulary;

Secondary Multiple Viewpoints Analyzes what is read; reacts critically to texts; deals with layers of facts and concepts

Higher Education A Worldview Develops a well-rounded view of the world through reading

Back Page of Flip Book

AssessmentsInformal Assessments

Listening In

Turn and Talk

Teacher/Student Conference notes

Running Records

Notes From Small Group Instruction

Observations

Hand Signals

Rubrics

Journals

Self-Evaluations

On Demand Writing

Formal Assessments

DIBELS

Pre/Post Assessments

MEAP/NWEA/STAR Reading-Math

DRA

Comprehension Tests

Published Writing

Presentations

Test Administration Collaboration

Get into assessment

groups

Discuss the protocols used to

administer and record

the test

Discuss any issues/

problems that were faced

during testing or recording

of the assessment

and how they were solved

Determine protocol for

administration and recording

Record on Notes Page

for all to follow the

determined protocol

with fidelity

Assessment Administration Protocol Notes

See Selena Example

An assessment states: (page 8)

“Have a conversation with the student, noting the key understandings the student expresses. Use prompts as needed to stimulate discussion of understandings the student does not express. It is not necessary to use every prompt for each book. Score for evidence of all understandings expressed – with or without a prompt. Circle the number in the score column that reflects the level of understanding demonstrated.”

“It is not necessary to use every prompt for each book.”

Teachers may interpret this in different ways.

What if they don’t ask any prompts on any test?What if they ask every prompt on every test?What if they change what the prompt says?What if they add their own prompts?

Scoring Collaboration

Discuss the protocols they used to score the

test

Discuss any issues/ problems that were

faced during scoring of the assessment and

how they were solved

Determine protocol for scoring the

assessment and record notes

“Note Any Additional Understanding”

If a student provides other information, how do you score it?Selena did not state that the picture showed the

skunk was happy (or had lots of room) in her retell, so she received a score of a 2. ○ What if Selena gave additional much deeper

information?○ What if Selena gave additional irrelevant

information?○ What if Selena gave similar information?○ What if Selena goes off on an incorrect tangent

and changes what she said earlier?

Assessment Scoring Protocol Notes

Practice/Investigation

We will have lots of practice to make instructional decisions

based on data during this series. Start by practicing

assessments.

Or Spend the remaining time exploring these websites or my Protopage to learn more about Reading Workshops

Assessment Practice

Practice specific examples of assessment protocol for:DibelsDRAInformal Reading InventoryBenchmark Assessment

• OR…

Student Assessment Record

Working individually or with a grade level team, discuss and develop tools to :1. Record student assessment information2. Plan for monitoring progress3. Plan for recording observations4. Plan for using data to guide instruction

Small Group

Name Reading Level

Interests Strengths Skills/ Strategies Needed

QSI Level

http://insideteaching.org/quest/collections/sites/myers_jennifer/workshopapproach.htm (multiple videos showing different components of a reading workshop)

http://www.scholastic.com/teachers/top_teaching/2009/10/reading-workshop (5:49 Typical Reading Workshop Structure)

Reading Workshop Videos

The Reading Workshop Resource page:

http://www.busyteacherscafe.com/literacy/reading_workshop.html

What effective classroom libraries look like: http://teacher.scholastic.com/products/classroombooks/pdfs/research/What_Effective_Libraries.pdf

Daily 5 Literacy Block: http://pinterest.com/megandm/daily-5-literacy-block/

Reading Workshop Sites

1. Plan and Organize Your

Classroom

2. Develop Your Schedule

3. Establish Clear Routines

and Expectations

4. Give Assessments with Fidelity

6. Prepare Relevant

Activities at Level

5. Use Data to Group Students

Recap

What happens next?

Next time, bring your assessment results, curriculum and planning guide. http://soltreemrls3.s3-website-us-west-2.amazonaws.com/solution-tree.com/media/pdfs/Reproducibles_SRTI/universalscreeningplanningguide.pdf

We will look at these results and plan instruction by grouping students, determining essential standards and what they mean, and understand correct text to reader match.

Read the Motivation to Read Profile