Methods and Materials in Reading/LitWeek 4

Betsy Brownbrownem@geneseo.edu

Agenda Coaching Project due Today!

o Grades will be posted on myCourses.

Structures for Effective Workshopo Review of Elements of Workshopo Discussion of Daily 5

Reading is Thinkingo Discussion of Readingo Metacognition and Schema

Coaching Project

Share your #1 with your partner. We’ll share out a few as a class.

Take a 3 minutes to review these elements with your partner!

Workshop Structure

(Recommended times)

Mini Lesson (10 -15 mins.)Teacher teaches whole group

Work Time (20 – 40 mins.)Teacher is observing, conferring, or working with small groups.

Share – (5 – 10 mins.)Students share work completed, strategies used, and/or thinking

with whole group – tends to relate back to minilesson

Discussion of Daily 5

This is one way to implement a workshop related to reading, writing, and word study that offers students a chance to learn in whole class, small group, and individual setting. We’ll break into groups of 4. Discuss the following: What do you like about the Daily 5 structure? What don’t you like? What doesn’t make sense? What do you think could work but needs to be

tweaked?

The Daily 5 – Independent Reading and Buddy Reading

How do you get students to read for extended time so that the teacher can meet with students?o Daily 5 offers a structure and specific mini-lessons to help

students build stamina and be independent

Let’s watch Joan in a series of videos introduce Read to Self to a group of students. o Look for the “I” charto Listen for Specific Language that can span grade levels

The Daily 5What it looks like in my classroom…

DISCLAIMER: You must do what is best for you and your students!

Reader’s Workshop

After my Reading Mini-Lesson, students participate in:

Word study and Writing are at a different times during the day and I have the students complete read to self at the same time. There’s a reason why!

Read to Self

Read to Someone

Listen to Reading There’s a schedule that rotates students on a daily basis.

Instruction Across the Day9:10 – 9:30 Morning Routine/Morning Centers

9:30 – 10:25 Math Workshop (RTI)10:25 – 10:35 Read Aloud/Snack10:35 – 11:15 Writing Workshop11:15 – 11:45 Social Studies/Science11:50 – 12:20 Lunch/Recess12:20 – 12:30 After Lunch Routine12:30 – 1:00 Word Study1: 00 – 1:40 Specials1:40 – 2:40 Reading Workshop (RTI)2:40 – 3:05 Grammar /Handwriting3:05 – 3:15 Dismissal Routine

Read to Selfo Students find a “book nook”

and stay for the entire time. o We work on building stamina

at the beginning of the year.o They are required to fill in their

reading log each day found in their reader’s notebook.

o They may be working a task from mini-lesson

o They may be working on a strategy that will help them reach their goal.

Students read independently in a self selected book for about 20 – 25 minutes.

Read to Someone

o Students find a “book nook” and stay for the entire time. • We work on building

stamina at the beginning of the year.

o They read a book together and talk about strategies as they are reading.

o They may be working a task from mini-lesson.

Students read with a partner for about 15 – 20 minutes.

Reader’s Notebook

• A notebook used by readers to collect their thinking and record in a variety of types or forms

• It may include:• Record of books read• Plan for future reading• Gather thinking about texts (drawing or writing)• Write notes, plans, or drafts of thinking• Engage in a conversation about texts with other readers• Collect and organize thinking for self and to share with others• write about thinking in a variety of forms• Plan for longer writing or future talk about reading

Fountas and Pinnell (2006)

Note: We’ll talk more about this in a future class.

What am I doing?

While students are engaged in reading, I am: Observing Meeting with Students

o Individual Conferenceso Strategy Groupso Guided Readingo Assessing

To keep track of all this, I use a Conferring Notebook. We’ll talk more about this during Week 8 – Record Keeping.

Writer’s Workshop

Writer’s Workshop follows the same format as Reader’s Workshop.

After mini-lesson, students are writing.

I am meeting with individual students or small strategy groups.o My record keeping is different from Reader’s Workshop.

When required writing pieces come up in a Unit of Study, I do establish deadlines so that students complete the required work.

Writer’s Workshop Resources

For Units of Study: Lucy Calkins Units of Study

Ruth CulhamFor assessment purposes: 6+1 Traits of Writing

Break!! Be sure to sign attendance Sheet!

Meet back in 10 minutes

Thank you for bringing snacks, Alyssa, Bre, and Kristin!

Reading Is Thinking!

In the reading on myCourses, Fountas and Pinnell talk about the three different ways readers can think about the text: Thinking Within the Text Thinking Beyond the Text Thinking About the Text

Then they discuss the 12 strategic actions that allow readers to gain meaning from text.

As a teacher, using this research will help you determine the thinking required of your students.

Reading is Thinking!

We are going to break into groups based on the different ways of thinking:Thinking Within the TextThinking Beyond the TextThinking About the Text

With your group, be ready to share with the whole group (Feel free to develop a poster/word document on computer, etc to help share your thoughts): Describe your way of thinking Talk about the strategic actions necessary to complete that

type of thinking. Examples of what instruction may look like during reading

– Try to include different grade levels.

Metacognition SchemaHow would you define these

terms?In your notebook, jot down

your thinking.

Metacognition and Schema

Metacognition is simply defined as “Thinking about Thinking.”

Schema can be defined as an organized chunk of knowledge or experience, often accompanied by feelings

Even the youngest readers can use these terms and learn how they can help improve their reading comprehension.

There are lessons you can do to help readers understand metacognition and Schema! Some resources: o Tanny McGregor: Comprehension Connections o Debbie Miller: Reading with Meaningo Harvey and Goudvis: Strategies that Work

Metacognition – The Reading Salad

We’ll go through a lesson called The

Reading Salad (McGregor, 2007).

You can do this with your students to help

them with Metacognition.

Schema How does schema help you as you read?

o Think back to the brief story from the 1st week about Samo Read another passage and see if you can use your

schema to figure out what the author is trying to say

There are lessons to help your students understand what schema is and how to activate it. You want your students to use their schema, background knowledge, and prior knowledge to improve their comprehension.

It is important to “value what the reader brings to the table!” (McGregor, 2007)

Schema

Schema T Chart Lesson (McGregor,

2007) is a great way to introduce schema to students. We’ll go

through how it works.

Try out the lint roller lesson too!

Next Week: Next week: We’ll talk about Whole Group

Instruction and learn more about Interactive Read Alouds and Think Alouds.

Class will let out early next week, so you can plan to meet with your Theory and Practice Presentation group.

Please complete assigned reading! Have a great week!! Contact me with any questions, concerns,

suggestions, thoughts, etc.• brownem@geneseo.edu• Phone: (585) 245-1188