Methods and Materials in Reading/Lit Week 4

1. Methods and Materials in Reading/LitWeek 4 Betsy Brown brownem@geneseo.edu

2. Agenda • Coaching Project due Today! • Grades will be posted on myCourses. • Structures for Effective Workshop • Review of Elements of Workshop • Discussion of Daily 5 • Reading is Thinking • Discussion of Reading • Metacognition and Schema

3. Coaching Project Share your #1 with your partner. We’ll share out a few as a class.

4. Take a 3 minutes to review these elements with your partner!

5. Workshop Structure (Recommended times) Mini Lesson (10 -15 mins.) Teacher teaches whole group Work Time (20 – 40 mins.) Teacher is observing, conferring, or working with small groups. Share – (5 – 10 mins.) Students share work completed, strategies used, and/or thinking with whole group – tends to relate back to minilesson

6. Discussion of Daily 5 This is one way to implement a workshop related to reading, writing, and word study that offers students a chance to learn in whole class, small group, and individual setting. We’ll break into groups of 4. Discuss the following: • What do you like about the Daily 5 structure? • What don’t you like? • What doesn’t make sense? • What do you think could work but needs to be tweaked?

7. The Daily 5 – Independent Reading and Buddy Reading How do you get students to read for extended time so that the teacher can meet with students? • Daily 5 offers a structure and specific mini-lessons to help students build stamina and be independent Let’s watch Joan in a series of videos introduce Read to Self to a group of students. • Look for the “I” chart • Listen for Specific Language that can span grade levels

8. The Daily 5 What it looks like in my classroom… DISCLAIMER: You must do what is best for you and your students!

9. Reader’s Workshop After my Reading Mini-Lesson, students participate in: Word study and Writing are at a different times during the day and I have the students complete read to self at the same time. There’s a reason why!

10. Instruction Across the Day 9:10 – 9:30 Morning Routine/Morning Centers 9:30 – 10:25 Math Workshop (RTI) 10:25 – 10:35Read Aloud/Snack 10:35 – 11:15 Writing Workshop 11:15 – 11:45 Social Studies/Science 11:50 – 12:20 Lunch/Recess 12:20 – 12:30 After Lunch Routine 12:30 – 1:00 Word Study 1: 00 – 1:40 Specials 1:40 – 2:40Reading Workshop (RTI) 2:40 – 3:05 Grammar /Handwriting 3:05 – 3:15 Dismissal Routine

11. Read to Self Students read independently in a self selected book for about 20 – 25 minutes. • Students find a “book nook” and stay for the entire time. • We work on building stamina at the beginning of the year. • They are required to fill in their reading log each day found in their reader’s notebook. • They may be working a task from mini-lesson • They may be working on a strategy that will help them reach their goal.

12. Read to Someone Students read with a partner for about 15 – 20 minutes. • Students find a “book nook” and stay for the entire time. • We work on building stamina at the beginning of the year. • They read a book together and talk about strategies as they are reading. • They may be working a task from mini-lesson.

13. Reader’s Notebook • A notebook used by readers to collect their thinking and record in a variety of types or forms • It may include: • Record of books read • Plan for future reading • Gather thinking about texts (drawing or writing) • Write notes, plans, or drafts of thinking • Engage in a conversation about texts with other readers • Collect and organize thinking for self and to share with others • write about thinking in a variety of forms • Plan for longer writing or future talk about reading Fountas and Pinnell (2006) Note: We’ll talk more about this in a future class.

14. What am I doing? While students are engaged in reading, I am: • Observing • Meeting with Students • Individual Conferences • Strategy Groups • Guided Reading • Assessing To keep track of all this, I use a Conferring Notebook. We’ll talk more about this during Week 8 – Record Keeping.

15. Writer’s Workshop • Writer’s Workshop follows the same format as Reader’s Workshop. • After mini-lesson, students are writing. • I am meeting with individual students or small strategy groups. • My record keeping is different from Reader’s Workshop. • When required writing pieces come up in a Unit of Study, I do establish deadlines so that students complete the required work.

18. Writer’s Workshop Resources For Units of Study: Lucy Calkins Units of Study Ruth Culham For assessment purposes: 6+1 Traits of Writing

19. Break!! • Be sure to sign attendance Sheet! • Meet back in 10 minutes Thank you for bringing snacks, Alyssa, Bre, and Kristin!

20. Reading Is Thinking! In the reading on myCourses, Fountas and Pinnell talk about the three different ways readers can think about the text: • Thinking Within the Text • Thinking Beyond the Text • Thinking About the Text Then they discuss the 12 strategic actions that allow readers to gain meaning from text. As a teacher, using this research will help you determine the thinking required of your students.

21. Reading is Thinking! We are going to break into groups based on the different ways of thinking: Thinking Within the Text Thinking Beyond the Text Thinking About the Text With your group, be ready to share with the whole group (Feel free to develop a poster/word document on computer, etc to help share your thoughts): • Describe your way of thinking • Talk about the strategic actions necessary to complete that type of thinking. • Examples of what instruction may look like during reading – Try to include different grade levels.

22. Metacognition Schema How would you define these terms? In your notebook, jot down your thinking.

23. Metacognition and Schema • Metacognition is simply defined as “Thinking about Thinking.” • Schema can be defined as an organized chunk of knowledge or experience, often accompanied by feelings • Even the youngest readers can use these terms and learn how they can help improve their reading comprehension. • There are lessons you can do to help readers understand metacognition and Schema! Some resources: • Tanny McGregor: Comprehension Connections • Debbie Miller: Reading with Meaning • Harvey and Goudvis: Strategies that Work

24. Metacognition – The Reading Salad We’ll go through a lesson called The Reading Salad (McGregor, 2007). You can do this with your students to help them with Metacognition.

27. Schema • How does schema help you as you read? • Think back to the brief story from the 1st week about Sam • Read another passage and see if you can use your schema to figure out what the author is trying to say • There are lessons to help your students understand what schema is and how to activate it. You want your students to use their schema, background knowledge, and prior knowledge to improve their comprehension. • It is important to “value what the reader brings to the table!” (McGregor, 2007)

28. Schema Schema T Chart Lesson (McGregor, 2007) is a great way to introduce schema to students. We’ll go through how it works. Try out the lint roller lesson too!

30. Next Week: • Next week: We’ll talk about Whole Group Instruction and learn more about Interactive Read Alouds and Think Alouds. • Class will let out early next week, so you can plan to meet with your Theory and Practice Presentation group. • Please complete assigned reading! • Have a great week!! • Contact me with any questions, concerns, suggestions, thoughts, etc. • brownem@geneseo.edu • Phone: (585) 245-1188