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The "Teaching" Reading Workshop

The Reading Workshop is a powerful instructional framework that can be used to support readers across multiple grades and content areas. The following presentation gives you an 'inside look" at organizing your time, space, and materials for this critical reading block.

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The "Teaching" Reading Workshop

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  1. Creating Powerful Instructional Frameworks to Support ALL Readers Presented by Angela Maiers, 2007

  2. What is the best way to TEACH reading? What kind of readers do we want our TEACHING to develop?

  3. If... Then 5 T’s

  4. "Teaching" • Change Talk about/around text • Expand definition of Comprehension • Develop Novice toward Expertise Reading

  5. Workshop Framework • Mini Lesson • Reading Application • Sharing

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  20. Schedule

  21. Mini Lesson( 10-15 min) • Reading Application • Sharing “Private Practice” Conferencing “Small Group” Guidance

  22. Mini Lesson( 10-15 min) • Skills and Strategies (competencies) • Genre (extensive and intensive) • Sustainable Habits and Behaviors (life long learning)

  23. Planning for Instruction

  24. Where Do I Begin???

  25. Establish Routines •    where to sit during reading time • giving a book talk •    how to be a good listener in a share session •    what is an appropriate noise level during reading time •    what to do when you finish a book •    what kinds of questions to ask during a share session •    running a small group share session •    self-evaluation •    getting ready for a conference •    how to have a peer conference •    where to sit during mini-lessons •    taking care of books •    keeping track of books read •    rules of the workshop

  26. Posters by Beth Newingham

  27. Posters by Beth Newingham

  28. Posters by Beth Newingham

  29. Choose Your Path • “One Text at a Time” • Broad Units of Study • Long Term Systematic Framework

  30. “ONE TEXT AT A TIME” Genre: Format: Task/Purpose:

  31. Literature Example Q: What have I taught students today that will make them a stronger, more competent R/W/T the next time they pick up a text like this?

  32. "Units of Study" vs. Scope and Sequence

  33. Posters by Beth Newingham

  34. Long Term Systematic Plannning

  35. Planning for Daily Intentional Teaching • What do my students need to know? • What strategies/knowledge help them as readers? • In what way does this “strategy” look different across genre? • How will I make this strategy or understanding clear to them? • What language will I use? • What texts/materials will best support this instruction? • How can/will I connect this work to writing? • How will I collect evidence that can help me determine how well students have grasped this new understanding?

  36. What are the other kids doing?

  37. Read to Self

  38. Read to Someone

  39. Work on Writing

  40. Work on Words

  41. Listen to Reading

  42. SUCCESS Guaranteed • Full Disclosure: Clarify Expectations • Explicitness: Describe the Practice • Demonstrate: Make it Visible • Practice w/ Guidance: Scaffolding • Private Practice: Student Application • Share and Reflect

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