the necessary ingredients for cookin’ up reading & writing workshop indian hills elementary...

The Necessary Ingredients for Cookin’ up Reading & Writing Workshop

Indian Hills ElementaryJuly 29, 2015

Presenter: Chef Paula [email protected]

Today’s “Menu”:

8:30-11:20 *The framework of Reading Workshop *Continuum orientation *Guided Reading lesson

11:30-12:30 *Lunch

12:30-3:00 *The framework of Writing Workshop *Guided Writing lesson *Writing prompts

15 years teaching experience:*4th Grade HR Teacher - seven years*Writing Intervention - four years (2nd – 5th)*5th Grade HR Teacher - three years*Writing Intervention & Support – SC and KV split

S.C.E. 5th Grade Schedule

7:25-9:20 Reading Block (1 hr. 55 min.) 9:20-10:05 Content Switch 1 (L.A./M/Science/S.S. in 45 min.)

10:05-11:00 Content Switch 211:00-11:50 Content Switch 311:50-12:30 Content Switch 4 (HR)12:30-12:55 Lunch12:55-1:10 Recess1:15-2:00 Planning2:05 Load Busses

Livingood Instructional Responsibilities

Reading (HR) L.A. Classes115 min. daily 45 min. x 4

switches daily

S.C.E. 2013-2014ODW KPREP Scores

N A P D % P/D

4.8

5.8

6.8

10.7

11.5

18.2

2.5

57.1

63.5

52.3

2.5

27.4

19.2

22.7

62.5

84.5

82.7

75.0

95.0

Total students tested :84

63 % F/R tested: 52

Boys tested: 44

Girls tested : 40

S.C.E. 2013-2014 ODW and Reading KPREP Scores

N A P D % P/D

4.8

19

10.7

17.9

57.1

40.5

27.4

27.6

84.5

63.1

ODW Scores

Reading Scores

Spotlight on today’s learning goals:

• Understand the framework congruency and vital components that Reading Workshop and Writing Workshop need to include in order to meet CCSS

• Make connections to the Danielson Framework for Teaching• Understand the importance of the gradual release of responsibility • Become familiar with the Continuum of Literacy Learning resource• Determine how to structure reading and writing lessons

(minilessons and guided lessons) within a 90 minute weekly block• Design guided reading and guided writing lessons• Compose grade level writing prompts from leveled texts

What constitutes effective reading instruction?

Research says…

Five Pillars of Effective Reading Instruction:(NRP, National Reading Panel research)

Phonics —the acquisition of sound-letter correspondence and their use in reading and spelling.

Phonemic Awareness —the manipulation of phonemes in spoken syllables and words.

Vocabulary —the deep knowledge of word meaning used in speaking and writing.

Fluency —the ability to orally read with speed, accuracy, and proper expression (prosody)

Comprehension —intentional thinking about text in order to understand, remember, and communicate meaning from what has been read.

Six T’s of Effective Literacy Instruction

(R. Allington, Researcher)Time Instructional time focuses more on reading and writing opportunities such as guided and

independent reading/writing.

Text Appropriate level texts are available so that students can read with a high level of fluency, accuracy, and comprehension.

Teaching Explicit demonstrations of cognitive strategies are modeled and instruction is offered in small group and whole group lessons.

Talk Thoughtful classroom talk focuses on making children’s thinking visible and building understanding.

Tasks Students are provided similar, but different tasks that integrate several content areas with more complexity. (Less skill sheets and with a focus on reading and writing workshop opportunities.)

Testing Student work is evaluated based on effort and improvement.

Why balanced literacy?

Gradual Release of ResponsibilityGradual Release of Responsibility

Resources: Fountas and Pinnell

Meet…your continuum book!!

• Grades Pre K-2 or Grades 3-8

• Inside cover• Grade level tabs• Guided Reading A-Z• Glossary

Sample Daily Literacy ScheduleReading Workshop (75 min.)•8:00-8:15 CCS Mini Lesson with mentor text•8:15-9:10 Rotations

*Guided Reading Groups *Various Center Activities (Independent reading / computers/ ?)

•9:10-9:15 Share Out with the whole class•9:15-9:35 RecessWord Study (25 min.)9:35-10:00 Writing Workshop (1 hour)•10:00-10:15 CCS Mini Lesson with mentor text •10:15-10:50 Rotations

*Guided Writing Groups *Various Center Activities (Independent writing / computers/ ?)

•10:50-11:00 Share out whole class

“Workshop” terminology?

F & P Three Block Framework Block 1: Language/Word Study

Focuses on Foundational and Language CCSS

(Reading, Writing, Listening, and Speaking CCSS)

Block 2: Reading Workshop

Focuses on Literary and Informational Text, Writing, Listening, and Speaking CCSS

Block 3: Writing Workshop

Focuses Specifically on Narrative,

Opinion/Argumentative, and Informative/Explanatory CCSS

(Reading, Listening, and Speaking CCSS)

90 min.

Let’s take a trip through the framework blocks!!

• The burning question: How you are going to incorporate all three blocks into a 90 reading/writing time?

90 Minutes Reading & Writing Workshop “Ingredients”:

1. Minilesson (10-20 min.) —Read Aloud/Modeled Reading OR Write Aloud/Modeled Writing (based on CCSS / Continuum)

*lessons expose ALL students to grade level core instruction

2. Rotations (10-20 min.):• Guided Reading OR Guided Writing Instruction (Cont.)• Interactive/Shared Reading OR Interactive/Shared Writing (Cont.) *lessons are geared towards A-Z reading level / NEEDS of

students• Independent Reading OR Independent Writing Instruction (Cont.)• Various Centers

3. Share/Feedback Time (5-10 min.)

F & P Three Block FrameworkBlock 1: Language/Word Study

(~30-60 minutes)


*Interactive Edit*Interactive Vocabulary*Handwriting Minilesson*Modeled or Shared Reading/Writing*Readers’ Theatre*Choral Reading*Word Study*Interactive Read Aloud*Reading and/or Writing Assessment

Block 2: Reading Workshop(~60-90 minutes)

Block 3: Writing Workshop(~60 minutes)

Continuum per Grade Level:

*Interactive Read-Aloud…, *Shared and Performance R…, *Phonics Spelling, and Word Study*Oral, Visual, and Technological Studies


(~30-60 minutes)





1. Minilesson/Modeling with Mentor Text

2. Rotations:•Guided Reading Instruction•Independent Reading•Various Centers

3. Share/Feedback Time



(~30-60 minutes)












1.Minilesson/Modeling with Mentor Text

2. Rotations:•Guided Writing Instruction•Independent Writing•Various Centers


“…but my students write in reading ALL the time!!”

W to Learn (independently, interactively, or collaboratively)

W to Demonstrate Learning

W for Authentic Audiences & Purposes

Purpose

Audience

gather knowledge or practice thinking while reading

student

show what has been learned

teacher

write to a real audience for a specific purpose (narrate, argument/opinion, inform/explain)

various & authentic

Forms drawings—labels—beg. spelling—sentence, journals, various graphic organizers, GOs, blogging, etc.

constructed responses--short answer & extended response

products from a step of the writing process: letters, narratives, reports, essays, articles, speeches, etc.

Reading Workshop Writing Workshop

Reading and Writing ARE separate…

…BUT intimately related processes!

Reading CCSS Writing CCSS

Connecting Reading and Writing

• Mature readers constantly make connections between reading and writing.

• When writers read, they notice possibilities to use within his/her own writing (new vocabulary, sentence variety, breaking rules, etc.).

• Readers enjoy books and then use those same crafts to make his/her own writing enjoyable (humor, foreshadowing, predicting, etc.)

• Beginning writers compose text that resembles features and styles of the text that has been read.

Connecting Reading and Writing

• As students become “stronger” readers, he/she become “stronger” writers.

• As students have opportunities to write, so then it strengthens his/her reading ability.

Literacy FrameworkBlock 1: Language/Word Study

(~30-60 minutes)













2.Rotations:•Guided Writing Instruction•Independent Writing•Various Centers


Language / Word Study

Video: Mentor Text & Interactive Writing in Kindergarten


Interactive Dialogue Editing in 5th

Language / Word Study *Morning Message Interactive Editing in Kindergarten


*Reader’s Theater on Figurative Language

*in 5th grade L.A. content switch


*Human spelling*L.A. content switch

Reading WorkshopBlock 1: Language/Word Study

(~30-60 minutes)













2.Rotations:•Guided Writing Instruction•Independent Writing•Various Centers


Setting up Reading Workshop

• Teach students how to work independently during rotations away from you (gradual release model)

• Resource excerpt pgs. 6-13 from The Next Step in Guided Reading © 2009 by Jan Richardson, Scholastic Professional (online)

Reading Workshop “Ingredients”

1. CCSS Minilesson/Modeling with Mentor Text2. Rotations:

• Guided Reading Instruction• Independent Reading (Practice)• Various Centers (Practice)


The “Perks” of Reading Workshop

• Students hear fluent reading and think alouds to understand the reading process

• Creates a community of learners who learn from one another

• Highly structured and predictable = on task behaviors• Differentiated instruction: teaches students at

his/her instructional level through a guided reading approach

The “Perks” of Reading Workshop

• Students practice modeled lessons and process thinking in writing to learn activities

• Students have the opportunity to frequently reflect upon his/her growth as a reader and can set goals

• KPREP scores will reflect rigor and relevance of effective reading instruction within your school

1. Minilesson Planning

Components:•Lesson Introduction & Connections•Teaching/Modeling/ Read Aloud/Book Talk•Active Engagement•Link

Time:•Depends on age level•Varies from 10-30 minutes

Template provided

1. Minilesson

• Video clip • https://www.youtube.com/watch?

v=5Gu5O5ro7zs&feature=player_detailpage• (Lucy Calkins Whole Class Instruction in Perspective

and Point of View grades 5-8)

Minilessons on How to Use Comprehension Strategies

• Strategies overview handout provided• “Into the Book” website• Interactive Read Alouds matrix (Linda Hoyt) on

website• Strategies that Work, by Harvey & Goudvis

1. Minilesson Planning

• See lesson plan template• Minilessons are based upon CCSS • Can also result from observations/needs of

the MAJORITY of your students

2. Guided Reading

2. Guided Reading Planning

AFTER assessing all students with the F & P assessment:•Homogeneously grouped: read at about same level, demonstrate similar reading behaviors, and share similar instructional needs (see GR A=Z tab)•Size can be 3-8 students (CAREFUL!! need time to “tap on and tap off” with all)•Temporary groups that change as you assess students’ growth and needs


Fountas & Pinnell Criteria for Instructional Level Reading:•At levels A K: ‐ 90 94% accuracy with excellent or ‐satisfactory comprehension or 95 100% accuracy ‐with limited comprehension.

•At levels L Z: ‐ 95 97% accuracy with excellent or ‐satisfactory comprehension or 98 100% accuracy ‐with limited comprehension.

2. Guided Reading PlanningThe Reading Process: Before—During—After

2. Guided Reading Structure• Select text that meets needs of group• Introduce text or new section of text (vocabulary that might

impede comprehension!!)• Teach/reinforce for processing strategies

– Students read the text INDIVIDUALLY (tap to hear individuals read and keep anecdotals of thinking within the text

– Discuss / revisit text (thinking about and beyond the text)

handout

provided

2. Guided Reading Structure• Word work (optional)• Extending the meaning of the text (see Writing About Reading

tab)• *See “Ten Text Characteristics for Guided Reading” handout• *Go to Guided Reading A – Z tab

Know the text BEFORE reading with students!!

• Level vs. teacher• Inappropriate content


• See lesson plan template


• Video Clip (1st Day of GR following Jan Richardson model)

• https://www.youtube.com/watch?v=AOj3281eNGg&feature=player_detailpage

• Setting up “Guided Reading K-2” handouts provided

Listening to Students Read

• Reading goal = make meaning• Keep records as you listen to students (see tracking

chart)• Specific training in August-- Readers use information

sources to make meaning (MSV):– Semantic (meaning) Does that make sense?

• prior knowledge, story sense, text, illustrations– Syntactic (structure) Does that look right?

• natural language, knowledge of English, grammatical patterns, and language structures

– Graphophonic (visual) Does that sound right?• sounds and symbols, print conventions, directionality, words/spaces, letters,

beginning/ending, punctuation

2. Independent Reading

2. Independent Reading• Enables students to practice reading “just right”

texts in connection to the minilesson• Enjoy reading texts of choiceFountas & Pinnell Criteria for Independent Level

Reading:• At levels A K: ‐ 95 100% accuracy with excellent ‐

or satisfactory comprehension.• At levels L Z: ‐ 98 100% accuracy with excellent ‐

or satisfactory comprehension.

Classroom Library

• Genres labeled• Favorite authors• Topics• Themes• Series• Magazines**F & P levels are labeled

within each book

2. Literacy Centers• Resource excerpt pgs. 13-

16 from The Next Step in Guided Reading © 2009 by Jan Richardson, Scholastic Professional (on website)

• Assignment due dates posted

• Rigor and relevance!!• Rotation schedule visible

2. Literacy Centers

Book Clubs

• Teach students (grades 3 and up) HOW to independently discuss books at a “high level”

• Video clip on website

Center Expectations to Model:

• How to rotate• How to start and finish within each area• Appropriate voice level• Clean up of materials• Establish bathroom 911 procedures

Access to Needed Materials

Individual bins: *reader’s notebook *reading folder*books that are being read*writer’s notebook *writing folder*task models visible

Technology Center

• Post task directions on classroom website or chart paper

• Post exemplary blog models– Kidblog.org– Learn2earn.org

Working with Words Center

• Post/have copies of “words to learn” list, personal words to know, vocab words, etc.

• Letter tiles• Dry erase boards and

markers• Pencil and paper

3. Share Time• Give specific feedback on observations• Ask students to evaluate his/her work during the workshop

(did well? need to improve?)• Goal setting• Ask a student to share of independent text read through a

book talk, written response, how used minilesson strategy, etc.

• Invite students to share about his/her learning– Whole group– Post-it note– Turn and talk

3. Share Time• Video clip – 3rd grade• https://www.youtube.com/watch?v=-

1XASmzDki0&feature=player_detailpage

Literacy / Data Notebook

• Reading AND writing tabs • Conference records• Use notes to group students for guided writing• Exemplary models on hand• Book level tracking chart

Formative Assessment inReading Workshop

• How do you know if your students are “getting it?”• Reading to and with• Observing and listening to students read and keeping

anecdotals• Verbal and written responses• Sample self-evaluation provided• Video Clip:

http://www.ket.org/education/video/ksenb/ksenb_000181.htm

Guided Reading Lesson Planning

• See template• Select a book level within your grade (see text

gradient handout)• Refer to “Guided Reading” tab in the

Continuum• Plan a GR lesson using this book• Higher levels (chapter books) will only select

an excerpt/portion of the text

Guided Reading Lesson Planning

• Who would like to demonstrate this GR lesson?

the necessary ingredients for cookin’ up reading & writing workshop indian hills elementary...

Documents

framework of reading

reading block

guided reading lesson

framework of writing

guided lessons

content switch

workshop opportunities

content areas