Amherst 8 09

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LitLife Power Point created by Carolyn Greenberg for Amherst Schools Summer Institute 2009

Text of Amherst 8 09

  • 1. Exploring the Reading Workshop Joyful Reading, Thoughtful Teaching Amherst Schools Summer Institute August 2009

2. Introductions and Hopes 3. Goals

  • Rationale and research for teaching reading in a workshop model
  • Time Zones: Day, Unit, Year, Continuum
  • CASE: Curriculum, Assessment, Structures, Environment
  • Develop individual Try It lists
  • Explore your questions and ideas

4. Group Self-Assessment 5. On the chart paper around the room

  • Please place a colored dot that indicates your comfort level with the reading workshop element listed
  • Green: Expert-very familiar, confident
  • Yellow: Intermediate-Somewhat familiar, dabbling
  • Blue: Novice-unfamiliar, little or no experience yet

6. The Laborers There once was a traveler who journeyed all over the globe in search of wisdom and enlightenment.In the midst of one village, he came upon a great deal of noise, dust and commotion.He approached the nearest laborer and asked, Excuse me, Im not from this village.May I ask whats going on here?The laborer replied curtly, Cant you see?Im busting rocks. 7.

  • The traveler approached a second laborer doing the same thing and asked the same question.The second laborer replied, Cant you see?Im earning a living to support my family. The traveler then approached a third laborer who was also breaking up rocks and posed the question a third time.With a broad smile and a gleam in his eye, the third laborer replied with great pride, Can you see?Were building a cathedral. - Author unknown: adapted from The Cathedral Within by Bill Shore

8. What is our mission as teachers of reading? 9. 10. Cambournes Conditions for Literacy Learning (1988)

  • Immersion
  • Demonstration
  • Engagement
  • Expectation
  • Use
  • Approximation
  • Response

11. Situated Cognition (Lave, 1988)

  • most learning occurs naturally through activities, contexts, cultures
  • schools too often abstract learning,u n situate it, teach concepts removed from natural contexts and applications
  • situated examples include more ap prentice-like situations (e.g., sculptors, printers in studio or workshop)

12. Learning Non-Fiction in an ESL Class: The interaction of situated practice and teacher scaffolding in a genre study by Jason Ranker,The Reading Teacher , April 2009

  • Research advocates a balance of:
  • Overt Instructionwhich emphasizes the teacher drawing student attention to particular aspects of literacy learning through lessons, conferences, small groups, and other discussions as they work on their own reading and writing
  • Situated practicewhere students are actively and collaboratively engaged in the actual activity being learned

13. Cognitive Apprenticeship (Collins, Brown, Newman, 1989)

  • Modeling
  • Coaching
  • Scaffolding
  • Articulation
  • Reflection
  • Exploration

14. What is Modeling?

  • An expert carries out a task so that student can observe and build a conceptual model of the processes that are required to accomplish the task. For example, a teacher might model the reading process by reading aloud in one voice, while verbalizing her thought processes (summarize what she just read, what she thinks might happen next) in another voice.

15. What is Coaching?

  • The process of overseeing the student's learning.Observing students while they carry out a task and offering hints, feedback, modeling, reminders, etc.
  • Scaffoldingis an essential element of coaching

16. What is Scaffolding? 17. Scaffolding includes

  • Recruiting the students interest.
  • Reducing the number of steps so that the task is manageable.
  • Maintaining students persistence toward the goal.
  • Making critical features evident.
  • Controlling frustration and risk.
  • Targeting the Zone of Proximal Development (Vygotsky)

18. A Scaffold Needsto be Self-Destructive

  • When the students behavior signals to the teacher that he or she can do it by him or herself, the support is removed.

19. What is Articulation?

  • Encouraging students to verbalize or demonstrate knowledge and thinking processes in order to expose and clarify them

20. What is Reflection?

  • Learners are given the opportunity to reflect on thelearning experience where they can share what they have learned or how they have grown as a reader
  • Enables students to compare their own problem-solving processes with those of an expert or another student.

21. What is Exploration?

  • Students enter a mode of problem solving on their own. They explore concepts and use strategies independently.

22. When teaching reading and writing, we

  • differentiate instruction
  • balance curriculum using the Complete 4 system
  • integrate content areas when possible and when effective
  • teach in a daily whole/small/whole model that allows for direct instruction and guided practice of teaching points

23. When teaching reading and writing, we

  • build extended time for students to practice what they are learning
  • forge connections between reading and writing whenever possible
  • teach with an awareness of the four time zones: a continuum, a year, a unit and a day

24. Getting the Big Picture 25. C.A.S.E.

  • Curriculum
  • Assessment
  • Structures
  • Environment

26. Physical Environment 27. Is the arrangement of your classroom and the accessibility of books and other resources conducive to instruction that promotes thinking and exploration in reading? 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. Does a person walk in your classroom and know immediately that this is a community that celebrates literacy? 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55.

  • How do you use wall-space in your classroom?
  • What students work is displayed and why?
  • Is student thinking about reading showcased?
  • Do your charts scaffold independence?

56. 57. 58. 59. 60. 61. 62. 63. 64. ????????? Think, Pair, Share 65. Cultural Environment 66.

  • How do you develop a classroom community of lifelong readers?
  • What habits of mind do we wish to cultivate in our readers?
  • What conversations need to take place to foster this community?
  • How important is student choice, talking opportunities, writing opportunities?

67. ????????? Think, Pair, Share 68. Teaching an ARCH Unit

  • Assessment
  • Routines
  • Choice
  • Healthy Community

69. Assessment 70. Routines 71. Choice 72. Healthy Community 73. Sample ARCH Unit 74. Planning an ARCH unit 75. How to make this more than activities? 76. More depth on anchor charts

  • Location (think content and function)
  • Purpose (celebration/showcasing, highlighting concepts, scaffolding independence)
  • Composition and color
  • Rotating and removing
  • Classroom challenges

77. Recommended book titles, resources, book substitutions

  • Complete Year Unit Books
  • Contact me with specifics (level, topic, strategy, student books, professional books, etc.)
  • For substitutions--I.d. the purpose that the book is used for
  • Email me, Google, Classroom 2.0, Booksource.com

78. Small Pull-out

  • Look for ways to build key elements into daily instruction
    • Modeling what good readers do, coaching, independent practice
    • Build reading identities and set goals (share with classroom teachers)
    • Choice
    • Response
  • Find opportunities to push-in or visit other classes, co-teach relevant lessons
  • Communicate with the classroom teachers

79. Some Adaptations for Special Needs

  • Same concepts, lower level books
  • Same concepts, more scaffolding
  • Make challenging texts accessible so students can engage in the thinking
  • Pre-teach concepts that will be addressed in large group later
  • Small groups to revisit teaching points
  • More opportunities for active engagement

80. More on ESL and SpEd

  • In a co-teaching situation, use partner teaching for beginning and end of unit and parallel teaching for middle of unit (where the most challenge and accountability lies)
  • Overt instruction and situated practice