Refining Your Reading Workshop . Session 4. Agenda. Finish prompting activity Mini-Lessons Sharing Journals. “People who do not trust children to learn, or teachers to teach, will always expect a method (or program) to do the job.” Frank Smith. Whole Group Instruction. Mini-Lessons.
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Finish prompting activity
Whole Group Instruction teach, will always expect a method (or program) to do the job.”Mini-Lessons
5 – 15 minutes
- introduce a comprehension strategy, skill, or concept
- think aloud
- apply strategies to text
- students share/participate
- based on student NEED &
Book Talks (optional)
** Skills and Strategies that ALL students at your grade level should know or learn.
Procedures and Organization
Strategic Reading Behaviors
Literary Elements and Techniques
**Kids who struggle with these skills then get more supported practice during small group instruction so they can practice these skills with text at their reading level. “training wheels”
TDC – Mini-Lesson (Angel for Solomon Singer)
What did you notice about the level of thinking from the students?
Make your thinking “visible” to kids.
Demonstrate the thoughts that might come to your mind while reading.
See p. 33 – 34 in handout
How would this help you?
Share ideas of great mentor text ideas for the comprehension strategies.
Give one idea and get one idea from as many people as you can.
Optimal time for informal assessment.
Teaching for Deep Comprehension
Clip on Authors Study Share time
Share ideas about how you structure share time in your workshop.
What ways could you take informal assessment information during the share time?
“Our understanding is enhanced when we communicate with others about our thinking. It is a way for readers to construct knowledge, generate new ideas, clarify their own thinking…”
-Fountas and Pinnell
Teaching for Comprehending and Fluency p. 438
What should they be reading?
How often do they read?
What if they aren’t choosing the right books?
What do they write about?
How often do they write?
Deeper comprehension entries
How often do they respond in their journal?
Get into grade level teams.
Share ideas for structuring your students’ reading response journals.
Keep in mind…less is more in terms of sections.