Methods and Materials
in Reading/Lit
Week 9
Betsy Brown
SUNY Geneseo
Brownem@geneseo.edu
Agenda
 Review
of Conferences
 Discussion
 Small
of Readings
Group Instruction in Reading
 Conferences
 Theory
and Small Groups in Writing
and Practice Presentation
Instructing during Conferences and Keeping
Track of Student Progress
1.
Listen to student read self selected text

2.
Discussion on progress of goal and use of
strategy

3.
4.
Look at Reader’s Notebook for evidence
Determine if Goal and Strategy are still
appropriate
Model/Reinforce strategy and allow time for
guided practice

5.
Observe and record notes
Take notes on student progress
Set new conference date – Write in calendar

You may set task for student to complete in between
conferences
STRATEGY
INSTRUCTION DURING
CONFERENCES
Let’s watch a few teachers instruct during
conferences.
1.
Goal Setting Conference
2.
Keep Track Conferences
Check to see if the teacher is explicit.
Does the student know HOW, WHEN,
and WHY to use the strategy?
Discussion of Readings
CAFE – Chapter 7
Small Group Instruction
With your group, discuss the ideas shared in these
readings. Add your thoughts to the chart provided.
We like this idea
and plan to try it!
We like this idea, but
it needs to be
tweaked.
(Indicate how you
might tweak it)
We don’t know
how this would
work in a
classroom!
CAFE
Chapter
7
Small
Group
Instruction
We’ll share out as a group in about 15 minutes.
GUIDED READING
In your notebook, write down some
notes of what you already know
about Guided Reading.
Guided Reading

Instructional approach in which small groups
of students come together

Students are similar in reading development,
so they can be taught together for a period
of time.

Students read the same text, selected by the
teacher, and receive explicit instruction to
expand reading processing systems.
Teaching for Comprehending and Fluency
across a Guided Reading Lesson
Introducing the text
 Reading the text
 Discussing and Revising the text
 Teaching for Processing Strategies
 Working with Words (Optional)
 Extending the Understanding of the Text
(Optional)

See myCourses for more information about each of these parts.
Let’s check out a few
Guided Reading Lessons
Watch for the structure of a guided reading
lesson.
 What is the role of the teacher? What is
the role of the student?

.
Strategy Groups

Instructional approach in which small groups of
students come together

Students have similar needs and receive explicit
instruction to improve reading strategies.

Students may read at different levels and bring self
selected text to work with during small group.

Groups are flexible
Coaching Toward a Target: Small Groups
1.
Listen to students read self selected text
 Observe and record notes
2.
Discussion on progress of goal and use of
strategy
 Look at Reader’s Notebooks for evidence
 Have student turn and talk with a partner
 Celebrate students that you observed using strategy
3.
Model/Reinforce strategy and allow time for
guided practice
 Take notes on student progress
4.
Set new meeting date – Write in calendar
 You may set task for students to complete in between
meetings
CHECK OUT THE FORM
I USE FOR STRATEGY
GROUPS!
Let’s check out a few Strategy Groups

How does the teacher manage readers at all
different levels?

What are the benefits of having readers of all
levels? What are the challenges?
Determining Groups for Instruction
With your group, look at the class list
provided. Think about how you might group
these students.
Who would be in a group together? Why?
 Would you use guided reading or strategy groups?
Why?
 Who would benefit from conferences? Why?

Break!!

Please remember to sign attendance sheet

Meet back in 10 minutes
Thank you for bringing snacks!
Discussion of Reading
Getting Started with Book Clubs
We’ll separate into groups of three. You’ll pick
the topic you want to review:

◦
◦
◦
Book Selection/Forming Groups/Scheduling Groups
The Structure of Book Club
The Teacher’s role/Assessment

Take a minute to review that section.

Share out your thoughts with the other two
group members.
Book Clubs/Literature Circles

Literature circles are small, peer-led discussion groups who have chosen
to read the same story, poem, article, or book.

While reading each group-assigned portion of the text (either in or
outside of class), each member makes notes to help them take
contribute to the upcoming discussion, and everyone comes to the
group with ideas to share.

Each group follows a reading and meeting schedule, holding periodic
discussions on the way through the book.

When they finish a book, the circle members may share highlights of
their reading with the wider community; then they trade members with
other finishing groups, select more reading, and move into a new cycle.
Book Clubs/Literature Circles
Tips to Consider
Books clubs work best when students are
comfortable discussing books in small
groups.
 Have other teachers, parents, adults come
in to share about their own book clubs.
Develop a list of what the class learned
about book clubs.
 Use minilessons from (F&P) to help
students prepare for book clubs.

Book Clubs Recording Sheets
Literature Circle Jobs

Check out myCourses for examples of Jobs for
Literature Circles and forms for book clubs.

Check out Beth Newingham’s website for
information about reading partnerships

Sibberson and Szymusiak’s book – Day to Day
Assessment in the Reading Workshop also offers
suggestions for book clubs.
Check Out Video of Book Clubs

What do you notice about the students?

What do you notice the teacher doing?

What are some important thing to consider
when implementing book clubs in your
classroom?
Writing Conferences and Small Groups
My writing conferences and small groups are
different from reading!
Structure of Writing Workshop
MINILESSON (10 – 15 minutes)
Students learn about structure, genre, or strategy
that will help improve writing.
WRITING (15 – 20 minutes)
Students are independently writing.
May be meeting with writing partner to revise/edit writing.
SHARE (5 minutes)
Students share work done during writing
Writing Conferences
1.
Initiate conference by asking, “How’s it going?”
or ask student to read a section of their writing.
2.
Determine strategy that is most helpful to
student at that time.

Try to address ONE issue at a time!
3.
Teach/Model strategy.
4.
Allow time for guided practice.
 Make note of conference and strategy taught.
5.
Monitor progress in future writing pieces.
Small Group Writing Instruction
Group students that have similar needs.
1. Students bring writing piece to group
meeting.
2. Teacher shares teaching point and then
models/teaches strategy.
3. Allow for guided practice.
 If possible, students practice on their own writing.
4.
Reinforce with a future group or in
conferences.
Typical Writing Groups/Conferences
These are a few examples of writing groups I
use during writer’s workshop:








Brainstorming a topic to write about.
Using punctuation to create complete sentences.
Using paragraphs to organize writing.
Developing an introduction sentence/paragraph.
Developing a concluding sentence/paragraph.
Creating a final copy.
Using more descriptive words.
Show, Don’t tell!
Instructional Inquiry due next week!

Are there any questions?

Do you need any support?
Theory and Practice Presentations

Are there any questions?

Groups will be assigning readings for the
week they present, so please be sure to let
the class know. You can pass them along to
me for myCourses or upload them to your
WIKI.

Spend time working with your group on the
next step for your project.
Next Week…

Instructional Inquiry due next week! Please
bring a printed copy with you to turn in.

Please complete the assigned readings. We’ll
talk more about developing units of study and
writing about reading.

Contact me with any questions, concerns,
suggestions, thoughts, etc.
 brownem@geneseo.edu
 Phone: (585) 245-1188

Have a great week!