March 19 2015 Dianne Wilkinson Start Up Write What do you know about R eading Workshop Share your thoughts with the person next to you What questions do you have about Reading Workshop ID: 529949
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Reading Workshop
March 19 2015Dianne WilkinsonSlide2
Start Up Write
What do you know about Reading Workshop?Share your thoughts with the person next to youWhat questions do you have about Reading Workshop?Slide3
Purpose
To gain an understanding of the Reading WorkshopTo investigate the CAFÉ system as a way of facilitating a reading workshop Slide4
Learning A New Skill
Think about a new skill you learned recentlyWhat was the process involved in you learning the skill?What conditions helped you to learn the new skill?Share at your tableWhole group shareSlide5
Conditions for Effective Learning
DemonstrationAn expert shows how the skill is appliedPracticeGuided by the expertIndependent Lots of timeFeedback From the expertRegularSpecific Slide6
Independent Reading
“Good teachers create effective independent reading programs by motivating students reading, guiding student book choices, conducting effective conferences, maintaining careful records, and encouraging response to literature.” Barbra Moss and Terrell Young – “Creating Lifelong Readers Through Independent Reading”Slide7
Typical Structure of an Independent Reading Workshop Session:
Whole class focus (mini lesson)– Teacher explicitly teaches a comprehension strategy. Usually by modelling in a think aloudIndependent reading for all students. Students read self selected texts independently. Teacher works with a small group for part of the time and then confers with individual studentsWhole class teaching share or partner shareSlide8
60 Minute Reading Workshop
Workshop SectionWhat happens
Whole Group
(10-15min)
Mini Lesson:
Incorporating a ‘think aloud’
Independent Reading
(20-45min)
Independent Reading
Guided Reading
Strategy
Group
Conferring
Whole Group
(10min)
End of Workshop Teaching ShareSlide9
The Mini-lesson
“ A Minilesson is a short lesson focused on a specific procedure.” (Calkins, 1986)To explicitly teach workshop expectations and comprehension strategiesThink alouds:Teacher’s thoughts are verbalised so the students can see how the strategies are used to enhance comprehension Slide10
Independent Reading Time
Independent reading for all students on self-selected textsGuided reading P-2 and at risk studentsStrategy group for students needing support on the same strategyConferring one on one with the teacher Slide11
After Workshop Teaching Share
The share always includes teachingState the skill/strategyExplain when and why to use itAsk students to share how they successfully used the strategy taught in the mini lessonSlide12
Research on Independent Reading
Better Fluency and ComprehensionIncreased Vocabulary DevelopmentGreater Domain and Background KnowledgeBuilds Language SyntaxIncreases Engagement and MotivationImproved Reading Achievement(Creating Lifelong Readers Through Independent Reading, Barbara Moss, Terrell A. Young)
Slide13Slide14
Read, Write, Pair, Share
Read the excerpt from Reading Essentials by Regie Routman leaving tracks of your thinking as you goShare your thinking with a partnerWhole group shareSlide15
Photo Gallery
What does reading workshop look like?Slide16Slide17Slide18Slide19Slide20Slide21Slide22Slide23Slide24Slide25
What does Independent R
eading Workshop look like and sound like?
Looks like
Sounds like
Kids reading avidly
Writing about their reading
post-it notes
notebooks
margins
Filling
in reading logs
Choosing books from the classroom library
Kids sitting comfortably around the room – sitting, lounging, lying down
Some kids sharing a book
Teacher sitting with one kid
The teacher writing in an assessment folder
Kids organising their book boxes
Quiet
Some kids talking about their reading
Some kids sharing a book – reading to each other
The teacher and a student
chatting about the kid’s reading
The teacher working with a small groupSlide26
The Role of the Student
The Role of the Teacher
Self-select Just Right books
Interest
Level of appropriate ability
Practice reading goals
Accountability
Maintain a reading log
Respond
to their reading:
reader’s notebook
entries
annotations on post-it
notes
think sheets
talk about their reading
Self-assess their reading progress
Engage in conferences with the teacher
Engage in substantive conversations with peers
Provide a supportive reading environment
that includes a classroom library
Texts -
quality, quantity & variety
Engage with students around their reading /texts being read – conferencing
Provide support and guidance for
students’ choice of
Just Right books
Monitor
student
progress by
conferring with students
Support goal setting
Explicitly teach
comprehension strategies in mini lessons
Reinforce norms and expectations
Provide structures and opportunities for substantive conversations
Continuously read students’ reading responses
Slide27
John Hattie ResearchSlide28
John Hattie Research
Meta-analysis of the research about student achievementEffect size answers the question ‘what has the greatest influence on student learning?’Ranks each influence according to its effect size.ES = 0.4 Average effect sizeES <0. 4 Are these influences worth it? Cost? Interaction effects? Other non academic achievements?ES > 0.4 Worth havingSlide29
John Hattie ResearchSlide30
John Hattie Research
Formative evaluation - .90Feedback - .73Direct Instruction (gradual release of responsibility model) - .59Goal setting - .56Reading Comprehension Programs with a dominant focus on processing strategies – 1.04Slide31
How can
I facilitate the Reading Workshop?Slide32Slide33
C
- ComprehensionA - AccuracyF -
Fluency
E
-
Expand VocabularySlide34
What Is CAFÉ?
A management system for reading workshopA list of reading strategies that teachers can teach to their students and refer to when establishing goals in conferences with studentsSlide35Slide36Slide37
Video of Wesburn PS
Write down any thought/questions you have as you watch the video..\..\..\..\Karoo\Wesburn IR - From GB.movSlide38
Implementing a Reading Workshop
The first consideration is to establish a comprehensive classroom library Attractive and invitingA variety of text types and genresA range of reading levelsWell known and popular authorsBooks arranged cover outComfortable spaces to readSlide39
Classroom Libraries
Read the excerpt from Creating Lifelong Readers by Moss & YoungShare your thoughts with a partnerWhole group shareSlide40
Classroom Libraries
Research shows that students read 50-60% more in classrooms with librariesMany students do not have access to books or rich reading material at homeInvolve students in the choice of texts and the arrangement of the libraryChange the texts in the library on a regular basisMagazines comics and articles are great to include in the library. They help turn our struggling readers into competent readersSlide41
Photo Gallery
Room set up and classroom librariesSlide42Slide43Slide44Slide45Slide46Slide47Slide48Slide49
Steps to Implement a Reading Workshop
Establish a comprehensive classroom libraryOrganise student tools for reading – post its, book boxes, book marks, clipboards, reading journals, reading recordsOrganise teacher tools – anchor chart paper, big book easel, conferring folder Slide50
Establishing the Reading Workshop
Begin by incorporating independent reading after a mini lesson – gradually increase length as student stamina increasesNeed to explicitly teach all aspects of the reading workshop routineDevelop a chart with students about what reading workshop looks and feels like – needs to reflect the guidelines eg remain seated, quiet, have book box with youCreate a chart that clarifies the student’s and teacher’s roles during
the reading workshop Slide51
Establishing the Reading Workshop
Establish the reading workshop routine:Choose a ‘good fit’ or ‘just right’ book that interests youGet enough books to last the whole reading sessionChoose a place to read and stay there
Read
quietly
Practice the strategy explicitly taught in the mini lesson
Keep tracks of your thinking
Complete your reading
logSlide52
Establishing the Reading Workshop
Teach students to select ‘good fit’ booksTeach ‘Why do readers abandon books?’Teach how to keep a reading log and where to store itTeach the importance of having a balanced reading dietTeach students how to leave tracks of their thinking. Create a chart and add to this over the year– post-it notes, notes in margins, notes in journals, think sheets. Sometimes students must do a particular type, sometimes they can choose a way to record thinking.Slide53
Establishing the Reading Workshop
Teach students about reading response journals/notebooksWhat do we write in them? Suggested responses to our readingWhere will we put our artefacts, such as post-its in the journal?Where will they be kept for easy access?Where will we keep our CAFÉ menu or goal sheet?Slide54
Establishing the Reading Workshop
Book BoxesContain books the student is currently reading and their Reader’s Notebook.
Maybe some post-it notes.Slide55
Questions
Revisit the questions you wrote at the beginning of the session.Are there any questions that haven’t been answered?Slide56
Planning for Launching CAFÉ
Discuss with a partner how you could implement the CAFE approach to reading workshop in your classrooms Write down 3 things you will implement before the end of termSlide57
Contact
For further support in the implementation of reading workshop CoachingStaff/team meetingsCurriculum daysEmail: diannea.wilkinson@bigpond.com Phone: 0409401667