Transcript Teaching Reading Putting the Pieces All Together

Teaching Reading
Putting All the Pieces Together
Structure, Routine, Ritual, and
System
As a structure alone, workshops
will never work!
As a structure alone, guided
reading will never work!
So why are they important?
Workshop as a Structure
• A way to structure class time
• Gives students the bulk of time to do the
work of learning
• Three parts: short mini-lesson, student
worktime, and a debrief/closure time
• Teacher may rotate through the cycle
more than once in once class period if
needed
That Workshop Book by Samantha Bennett
Workshop as a Routine
• A regular order of events
• Assures we make time to fit in the necessary
components, including time to listen and observe
• If students know that every day, without fail, they will
be expected to read, write, and talk to make meaning,
they will be more likely to take the risk to attend to
meaning
• If students know that every day they will have a debrief
session and will be expected to share and celebrate
thinking, it helps them to stay on task.
• If students know the routine, it frees up some brain
space otherwise used for speculating about what
might occur next.
That Workshop Book by Samantha Bennett
Workshop as a Ritual
• Spirit of celebration – a celebration of
student thinking
• Spirit of tradition – an emotional
attachment: “This is how we ______.”
• Emulates the way the real world operates
– lends significance
• Nothing else takes precedence
That Workshop Book by Samantha Bennett
Workshop as a System
• All three parts – mini-lesson, worktime,
debrief – operate in a purposeful manner,
serving a common purpose
• During each part of the workshop, there is
a cycle of assessment, planning and
instruction
That Workshop Book by Samantha Bennett
Worktime
Mini-lesson
planning
planning
assessment
assessment
instruction
Maximum
student
learning
instruction
Debrief
planning
assessment
instruction
That Workshop Book by Samantha Bennett
Planning: What do students need to
know and be able to do? How can I
help students come to know what
they know and are able to do? What
will I do if they don’t get it?
Assessment: How do I know what my
students are able to do?
planning
assessment
instruction
Instruction: What daily systems, structures,
routines, and rituals will help me uncover what
my students know and are able to do so that I
can teach them more today and teach them
better tomorrow? What will help students
know so they can become intrinsically
motivated agents of their own learning?
That Workshop Book by Samantha Bennett
Teaching requires careful listening. Being a sensitive observer
helps answer the questions: How do I know what my students
know and are able to do? How will I use what I learned about
students today to help them learn more tomorrow?
It is significant to realize that the
most creative environments in our
society are not the ever-changing
ones. The artist’s studio, the
researcher’s laboratory, the scholar’s
library are each deliberately kept
simple so as to support the
complexities of the work-in-progress.
They are deliberately kept predictable
so the unpredictable can happen.
Lessons from a Child p. 32 Lucy
Calkins
Activity
• Discuss your students focusing on how
and why structure, routine, ritual, and
systems might be important to their
academic and social growth.
• Where are these elements already in
place in your instruction?
• How might you make modifications to put
them into place, or strengthen their
effectiveness?
Grouping for Instruction
•
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Whole Group
Guided Reading Groups
Literature Circles/Book Clubs
Partner/Buddy Reading
Independent Reading
Flexible Grouping in Reading by Michael F.
Opitz and “Grouping for Instruction in Literacy”
by Jeanne R. Paratore
Grouping for Guided Reading
• Early and emerging readers will initially be
grouped homogeneously, mostly by
reading level
• Later, some grouping may be related more
to strategy/skill needs
• Fluent readers may be grouped a little
more heterogeneously
• Students progress at different rates, so
even when homogeneously grouped,
groups should not stay static
Components of Guided Reading
Book Introductions
Characteristics
•Well thought out ahead of
time
•Conversational tone
•Frontload with regard to
searching and monitoring with
meaning, sentence structure,
and phonics/word solving
(MSV)
•May be supported with some
word work
Why
•Build and activate
schema at a variety of
levels
•Promote risk taking
•Demonstrate processes
(e.g. solving words by
analogy)
Components of Guided Reading
Guiding the Reading
Characteristics
Why
•Every child gets to read the
entire passage/text
independently the first time
through
•Teacher listens in taking
advantage of teachable
moments
•Teacher circulates among
students
•Teacher takes good notes for
assessment and planning
•Focus is on meaning
•Develop ability to carry meaning
over longer stretches of text
•Provides timely feedback and
scaffolding
•Increases time on task
•Authentic assessment
•Assessment for learning
•Opportunities to look for patterns
within and among students
•Quickly intervene to stop inefficient
reading behaviors
Components of Guided Reading
Closing the Session
Characteristics
Why
•Quick teaching points
based on observations
•Reinforcing effective
strategy use
•Facilitating comprehension
discussions
•Responding to students’
questions or getting
students to respond to one
another
•Provides timely feedback
and scaffolding
•Support reading for
meaning
•Increase likelihood of
efficient reading behaviors
reoccurring
•Quickly intervene to stop
inefficient reading behaviors
Activity
Considering the workshop framework, how
might you incorporate the various types of
grouping into your reading instruction daily
or weekly?
Let’s Not Forget:
Provide ample time for text
reading
• Opportunity to orchestrate all of the skills and strategies that are
important to proficient reading
• Results in the acquisition of new knowledge which fuels the
comprehension process
• Teachers must assure students are actively engaged in actual reading,
not reading related activities
• P. David Pearson (Michigan State Univ.) and Linda Fielding (Univ. of
Iowa) recommend that of the total block of time set aside for reading,
students should be given more time to read than the combined total time
allocated for learning about reading and talking or writing about what has
been read
• Avoid the Matthew effect
Balancing Authenticity and Strategy Awareness in
Simply allocating time for text
reading is not enough.
Things teachers can do to increase the
likelihood that text reading translates
into improved comprehension:
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Choice
Optimal difficulty
Multiple readings
Negotiating meaning socially
Balancing Authenticity and Strategy Awareness in
Comprehension Instruction” Pearson and Fielding
Gradual Release of
Responsibility
STUDENT
TEACHER
Gradual Release of Responsibility
Explicitly
Taught
Demonstrated
Shared
and
Guided
Collaborative
www.rememberit.org
Independent
Gradual Release: Explicitly Taught
• Naming and explaining the strategy gives
students knowledge of the strategy.
www.rememberit.org
Gradual Release: Demonstrating
• Demonstrating explicitly gives students
comprehension of what the strategy looks
like.
• Think Aloud
www.rememberit.org
Gradual Release: Shared and
Guided Practice
• Shared and guided reading and discussing
give the students the opportunity to do part
of the work of using the strategy with
support from teachers and peers.
www.rememberit.org
Gradual Release: Collaborative
Practice
• Collaborative reading and discussions give
students the chance to do more of the work
of using the strategy with peer and teacher
feedback.
www.rememberit.org
Gradual Release: Independent
• Independent reading and reflecting gives
students the chance to practice it by
themselves with new or familiar text.
www.rememberit.org
Activity
Using the handouts “Optimal Learning Model Across
the Curriculum” and “Planning for Gradual Release”,
discuss the following talking points:
• Where along the gradual release continuum do I
tend to spend too much or too little time and effort?
• Why is that the case?
• How does my instruction need to change in order to
adequately move myself and my students across the
continuum?
• How might things look different in my classroom if I
implemented the gradual release model?
#
Additional slides on guided reading follow – time allowing
The Functions of Guided
Reading
Readers construct and extend the meaning of
texts
Readers monitor and correct their own reading
Readers maintain fluency and phrasing while
reading continuous text
Readers problem-solve words “on the run” while
reading continuous text
Things to consider as you choose texts
are:
Reading Level
Concepts – Will they understand it?
Linguistic Difficulty – How complex are the sentence
structures?
Theme – Is it appropriately sophisticated?
Background Knowledge
Current Strategies Used
Current Strategies Neglected
Text Layout
Interest
Reasons that it is important for every child to
have the opportunity to read the entire text:
 They need to know what is happening within the whole
text, not just a portion. This allows them to use the
storyline to predict and to monitor their reading.
 The need to encounter the word, structure, or type of
processing again and again.
 Limited amounts of texts offer limited opportunities.
 They need to develop the ability to carry meaning over
longer stretches of text.
 They need to develop persistence and stamina as
readers.
 They need to collect evidence that may change their
thinking as they read.
Choose the most powerful
and memorable teaching points
and let some things go.
Use prompts that are
generative in nature.
Work for independence.
Discussing the Text
After reading the teacher brings students together
to discuss some aspect of the text.
 Characters
 Plot predictions
 Part about which the students have questions
 Revisit difficult vocabulary
 The teacher may also use this time to:
 Reinforce strategy use
 Demonstrate or model strategy use
 Initiate a brief word study
Opportunities to Reread
Opportunities are provided for
rereading familiar texts in order to
promote fluency, comprehension,
and the orchestration of
strategies.
As we continue to work
together this year, we will
continue to put the parts
of this puzzle together.
Like looking at the box lid
of a jigsaw puzzle,
hopefully today gave us a
better picture of how
things will look when we
get all the pieces together.