Transcript Pathways Reading Workshop

Pathways Reading
Workshop
December 5, 2009
Goals
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Review the big picture of Comprehensive Literacy
and Literacy in the Middle Grades.
Identify and explain the components of Reading
Workshop
Provide a hands-on demonstration
Understand where Reading Workshop fits into a
Pathway’s day and discuss scheduling
Review a plan for getting started.
COMPREHENSIVE LITERACY
Communication
o Reading
o Listening
Comprehension
o Viewing
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Writing
Speaking
Expression
Visual representing
Data Integration Program
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Smart Goals- Assess needs of learners.
CAT III, EQAO etc.
TLCP –Teaching Learning Critical Pathway
Differentiated Instruction
Anchor Charts
High Yield Strategies: Graphic organizers,
visuals etc.
To Develop Accomplished Readers
& Writers
Mode
Description
Mode
Description
Read aloud
Teacher reads text
aloud sharing the
thinking process good
readers use to
understand text.
Students usually do not
have a copy of the text
Write aloud
Teacher writes a chart
or overhead, sharing
the thinking process
being used.
Shared reading
Teacher reads aloud as
students view the text.
Students chime in
when ready to do so.
Shared writing
The group or class
writes together,
working with the
teacher.
Guided Reading
Teacher talks, coaches,
and walks students
through sections of the
text with questions and
student predictions
Guided writing
Students write their
own product; teacher
prompts and guides.
To Develop Accomplished Readers
& Writers
Cooperative reading
Students read with a
partner or partners,
either orally or
silently.
Collaborative/coope Students write with
rative writing
one or more
partners on a single
product.
Independent
reading
Students read text
alone without
support, usually
silently.
Independent writing
Students write alone.
Pathways
Instructional Block
Curriculum Focus
Daily Routines
Read Aloud
Daily Oral Language
Phonics/Word Study/Focus on Words
Spelling
Reading instruction
Thematic Study
Guided Reading
Reading Workshop
Independent Reading
Writing Workshop
Independent Writing
Guided Writing
READING WORKSHOP
Pathways Reading Workshop Basic Components
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Mini-lesson (3-5 minutes)
Self-Selected Reading (10-20 minutes)
Conferencing (10-20 minutes)
Sharing (5-10 minutes)
Learning Experiences
Read Aloud
What: The teacher reads aloud daily to the whole class from a
variety of children’s literature (fiction, nonfiction, and poetry).
Why: Reading aloud is the single most influential factor in young
children’s success in learning to read.
Builds listening skills and vocabulary
• Aids reading comprehension
• Develops a positive attitude toward reading
Shared Reading
What: The children (or a small group of children) see the text,
observe the teacher reading it with fluency and expression, and
are invited to read along. The teacher can use this opportunity to
focus on skills and strategies. Eyes on text with voice support is
shared reading.
Creates a low-risk environment
Provides support so that the children can join in and see themselves
as readers.
Guided Reading
What: The teacher selects books for a small group with
the expectation that all children can read the selection
at an instructional level (90 to 94 percent word match).
The teacher observes and supports the reader with
prompts and questions.
Why: guided reading provides the teacher with time to
observe reading behaviors:
*Lets the teachers see the children functioning as readers
*Helps the teacher know what to stress next to move the
children forward.
Independent Reading
What: The child selects and reads texts, an integral
component at all states of reading development
Why: Independent reading provides practice and
builds fluency and comprehension.
Instructional groups: whole group, small group,
independent.
TEAM
Together
Everyone
Achieves
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