Exploring the Reading WorkshopJoyful Reading, Thoughtful Teaching

Amherst Schools

Summer Institute

August 2009

Introductions and Hopes

Goals

Rationale and research for teaching reading in a workshop modelTime Zones: Day, Unit, Year, ContinuumCASE: Curriculum, Assessment, Structures, EnvironmentDevelop individual “Try It” listsExplore your questions and ideas

Group Self-Assessment

On the chart paper around the room…

Please place a colored dot that indicates your “comfort level” with the reading workshop element listedGreen: Expert- very familiar, confidentYellow: Intermediate- Somewhat familiar, dabblingBlue: Novice- unfamiliar, little or no experience yet

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, I’m not from this village. May I ask what’s going on here? The laborer replied curtly, “Can’t you see? I’m busting rocks.” 

The traveler approached a second laborer doing the same thing and asked the same question. The second laborer replied, “Can’t you see? I’m 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? We’re building a cathedral.” - Author unknown: adapted from “The Cathedral Within” by Bill Shore

What is our mission as teachers of reading?

Cambourne’s Conditions for Literacy Learning (1988)

ImmersionDemonstrationEngagementExpectationUseApproximationResponse

Situated Cognition (Lave, 1988)

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

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 Instruction which 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 writingSituated practice where students are actively and collaboratively engaged in the actual activity being learned

Cognitive Apprenticeship(Collins, Brown, Newman, 1989)

Modeling

Coaching

Scaffolding

Articulation

Reflection

Exploration

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.

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.

Scaffolding is an essential element of coaching…

What is Scaffolding?

Scaffolding includes…

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

A Scaffold Needs to be Self-Destructive

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

What is Articulation?

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

What is Reflection?

Learners are given the opportunity to reflect on the learning 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.

What is Exploration?

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

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

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

Getting the Big Picture…

C.A.S.E.

Curriculum

Assessment

Structures

Environment

Physical Environment

Is the arrangement of your classroom and the accessibility of books and other resources conducive to instruction that promotes thinking and exploration in reading?

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Does a person walk in your classroom and know immediately that this is a community that celebrates literacy?

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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?

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Think, Pair, Share

Cultural Environment

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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?

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Think, Pair, Share

Teaching an ARCH Unit

Assessment

Routines

Choice

Healthy Community

Assessment

Routines

Choice

Healthy Community

Sample ARCH Unit

Planning an ARCH unit

How to make this more than activities?

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

Recommended book titles, resources, book substitutions

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

Small Pull-outLook for ways to build key elements into daily instruction

Modeling what good readers do, coaching, independent practiceBuild reading identities and set goals (share with classroom teachers)ChoiceResponse

Find opportunities to push-in or visit other classes, co-teach relevant lessonsCommunicate with the classroom teachers

Some Adaptations for Special Needs

Same concepts, lower level booksSame concepts, more scaffolding Make challenging texts accessible so students can engage in the thinking Pre-teach concepts that will be addressed in large group laterSmall groups to revisit teaching pointsMore opportunities for active engagement

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

How often to assess?

Longitudinal assessment (I.e. DRA, QRI)--two to three times per yearAssessment on unit goals, a few times per unit depending on length of unitRunning records--early grades: every few guided reading sessionsLevel check--once or twice per marking period for fluent readers

How to address standards and maps that identify resources?

Match units to standards

Apply the daily workshop structure and apprenticeship model to required curriculum goals

Use required resources as whole group read-alouds

Gradual Release of Responsibility

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Gradual Release of Responsibility-Daily Structures

Guided Reading

Book Clubs

Read-aloud

Independent Reading

Shared Reading

Strategy Groups

Conferencing

Gradual Release of Responsibility*

Read-aloud

Shared Reading

Guided Reading

Strategy Groups

Conferencing

Book Clubs

Independent Reading

Time-Zones for Teaching

A ContinuumA YearA UnitA Day

The Components of Comprehensive Daily Literacy Instruction

Teach WHOLE

Practice SMALL

Share WHOLE

The Day WHOLE - Focused Instruction

SMALL - Independent PracticeSmall Guided Groups

Conferring

WHOLE - Wrap Up

The Whole

Students gather for a period of focused instruction for 5 – 15 minutes.

The Small

Students practice independently, while teacher confers with students and/or conducts small instructional groups.

The Whole

Wrap Up - Students return for a focused

5 - 7 minute discussion that reflects on the day’s learning.

The Whole: Stages of Focused Instruction

Handouts and video withMs. Damiano, Hackensack Schools

Stages of Focused Instruction

Warm-up

Teach

Try

Clarify

Using teaching points to promote independence

The Small

What small group structures support learning in the reading workshop?

Independent reading

Conferring

Guided Reading (F and P)

Strategy Groups

Collaborations--pairs, clubs, etc.

Guided Reading and Strategy Groups

Conferring in the Workshop

Wise Conferring

Conferring Topics

Conferring Structure

Video examples

Recordkeeping Options

The Whole: Don’t forget to share!

Parallel Structures

Apprenticeship Matching Game

Modeling

Coaching

Scaffolding

Articulation

Reflection

Exploration

Focused Instruction

Independent Reading

Conferring

Guided Reading

Strategy Groups

Collaborations

Sharing

Teaching in Units of Study

Look at sample unit and unit stages

The Complete 4

Given all that we have explored in these two days, list goals you have for your readers this year

A Comprehensive Curriculum

Our students need to understand the process of reading and writing

Our students should learn to read and write in many different genre

Our students should be strategic readers and writers

Our students should demonstrate command of the conventions of the English language

Qualities of an Effective ReaderStrong, effective readers have knowledge and understanding of:

Qualities of an Effective ReaderStrong, effective readers have knowledge and understanding of:

The Reading Processunderstanding self as a readerchoosing books to match purposehaving stamina and reading with fluencytalking about and growing ideas with othersusing tools in a way that deepens thinking

 

Qualities of an Effective ReaderStrong, effective readers have knowledge and understanding of:

 A Variety of Genres

anticipating consistent structures within a particular genreapproaching a text with a mindset that corresponds to specific genrematching genre to purpose

 

Qualities of an Effective ReaderStrong, effective readers have knowledge and understanding of:

Reading Strategiesbecoming metacognitive about one’s own readingapplying reading comprehension strategies to deepen understandingusing word attack strategies effectively

 

Qualities of an Effective ReaderStrong, effective readers have knowledge and understanding of:

Standard English Conventionsdeveloping awareness of grammatical structuresusing punctuation to read smoothly and effectively

As teachers of reading we assess for these qualities of reading across the year, in a unit,

and in a day.

Process Genre Strategy Conventions

• Crea ting a readin g / writing

co mm unity (ARCH) • Reading / writing ide nt ity • Sta mina • Pacing • Fluency • Conferri ng • Peer con ferring • Partnerships • Text c lubs • Text ta lk • Book choice • Making p lans and setting

goa ls • Storytelling • Inde p end enc e • Mentors • Too ls of a reade r/ writer • Con te nt area

reading / writing • Writing abou t reading • Assessment and Ref lec tion • Revision • Writing und er timed

condi tions • Finding writing ideas • Deve loping writing ideas • The Four Promp ts (Obs erve,

Wonder, Rememb er, Imagi ne)

• Tec hno -litera cy

Narrative: • Narra tive/f ic tion • Mem oir • Persona l Essay • Short Story • Pla y • Folkta les • Mysteries • Historica l fic tion • Fantasy • Scienc e fic tion • Series • Biograph y

Persuasive Non-Fiction: • Persuasive Essay • Book Blurbs/Re views • Literar y Essay/Cri ticism • Editoria l • Deba te • Speec h • Feature Artic le

Informationa l Non-Fiction: • News Artic le • Essay • Biograph y • All Abou t Book • How-to Text • Ques tion/ Answer Book

Poetry Letters Picture Books Standardized Tests

• Moni toring for meaning • Rereading • Ac tiva ting schema • Making co nnec tions • Visua lizing • De termining impor ta nce • Inferring • Pre-reading (predic tions,

book wa lk, co ver, b lurb) • Interpr et a tion • Critica l ana lysis • Charac te r ana lysis • Story elemen ts • Retelling • Summ arizing • No te-taking • Research • Theme stud y • Author stud y • Organiza tiona l struc tures • Revision • Writing to a pro mp t • Stud ying cra ft stra tegies • Close stud y of a n an c hor text • Reading like a writer

• Concep ts of prin t • Word a ttack/

Word solving skills • Gra mm ar • End Punc tua tion • Pausing Punc tua tion • Linking Punc tua tion • Dia logue • Capi ta lization • Fluency and Phrasing • Syntax (sente nc e

struc ture) • Sentenc e

Types/Vari ety • Parts of Spee ch • Editing • Spelling stra teg ies and

resourc es • Con ventions as a cra ft

too l • Paragraphs • Roots, Prefixes, Suffixes • Word Origins

The Complete 4

The Complete 4

To Contact Me…

Carolyn Greenbergcwgteaches@mac.com

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