Transcript Wendy’s Panic - Denver Public Schools

Setting up for
Independent Reading
DENVER PUBLIC
SCHOOLS
Setting the Stage for
Independent Reading

Time

Literacy Environment

Appropriate Materials

Rituals, Routines, and
Artifacts
Time
“When readers read less than
10-15 minutes at a time, they are
less likely to engage in reading,
make connections and
recall what they have read.”
--Linda Hoyt (2001)
Reading Workshop
25 min
60
min
Teachers
are: (E*)
• Instructing
guided
reading
and/or
• Holding
reading
conferences
with 1 to 3
students
5 min
Whole Group
Instruction (E*)
  Mini-Lesson
(Shared Reading)
  Read Aloud
Work Period
Students are: (E*)
• Reading independently
• Partner reading
• Engaging in book
talks,
• Engaging in book clubs
• Writing in response
journals
• Doing author studies
Closure
90 minutes
Writers Workshop
7-10 min
43 –48 min
Teachers
are: (E*)
•
Conferencin
g with
individual or
small groups
of students
5 min
Whole Group
Instruction (E*)
Focus on 2grade level
genres each year
Work Period
Skills Block
30
min
Whole Group
Direct Instruction
(E*)
• Phonics
• Word work
• Sentence
Combining
• Conventions
Students: (E*)
1) Work on their
writing and will be at
various stages of the
writing process:
planning, drafting,
meeting in response
groups,
revising, editing,
publishing.
2) Work on genre
studies
Author’s Chair
60 minutes
30 min
Literacy Environment

Large group area for meetings,
demonstrations, and sharing
Literacy Environment

Areas for small group work
Literacy Environment

Rich classroom libraries, arranged
purposefully in an inviting way
Literacy Environment

Comfortable spaces for reading
Literacy Environment
Charts and Word Walls
as a visual
resource

Materials
Just as we would not ask a doctor to
heal without medicine, so we should
not ask teachers and schools to teach
without the materials to do so.
Reading material is basic to all
education, and providing a rich supply
of reading matter to children of all
ages, as well as a place and time to
read, is the first step to bridging the
gap between poor and good readers.
--McQuillan (1998)
“It is extremely important that students’
independent reading be within their control.
They should be able to read these texts with
ease and fluency so that they can
concentrate on their responses and
interpretations. Only by successfully
processing texts they understand can they
build reading power.”
-- Fountas and Pinnell (2001)
Considerations for Analyzing Text
to Match Students’ Reading Levels
Language
Layout
Content
Correlation of Different
Leveling Systems
Grade level
(Basal)
Reading Recovery
Levels
Guided Reading
Levels
(Fountas & Pinnell)
Developmental
Reading Assessment
(DRA) Levels
1
2
3-4
A
B
C
A
1
2
3
5-6
7-8
9-10
11-12
13-14
15-16
D
E
F
G
H
I
4
6-8
10
12
14
16
Grade
18-20
24-28
J-K
L-M
18-20
24-28
3rd Grade
30
34-38
N
O-P
30
34-38
4th Grade
40
Q-R
S-T
40
5th Grade
44
S-T
U-V
44
Kindergarten
Stages of Reading
Early Emergent
1st Grade
Upper Emergent
Early Fluent
2nd
Fluent
6th Grade
V-W
X-Y
Second Language Learners
“Although the research in second
language is not as extensive as in
first language reading, it strongly
suggests that free reading in a
second or foreign language is one of
the best things an acquirer can do to
bridge the gap from the beginning
level to truly advanced levels of
second language proficiency.”
--Krashen (1993)
Rituals, Routines, & Artifacts

Rituals - The procedures. The point of a

Routines –The daily structure. Routines

ritual is that an activity is always done the
same way. It tells the students how to do
things in Readers Workshop.
are predictable so students know what is
expected and can operate independently.
Artifacts - Objects that are central to
learning. Standards books, rubrics, texts,
reading folders, book bags, charts.
Rituals, Routines and Artifacts, NCEE, 2001
“We put our trust in creating calm,
joyful settings with simple, clear
routines.”
--Shelley Harwayne