
Betsy Brown
brownem@geneseo.edu

 Coaching
Project due Today!
o Grades will be posted on myCourses.
 Structures
for Effective Workshop
o Review of Elements of Workshop
o Discussion of Daily 5
 Reading
is Thinking
o Discussion of Reading
o Metacognition and Schema


Share your #1 with your partner. We’ll share out a few as a class.
Take a 3 minutes to review these elements with your partner!
(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
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?
How do you get students to read for extended time so that the
teacher can meet with students?
o 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.
o Look for the “I” chart
o Listen for Specific Language that can span grade levels
What it looks like in my classroom…


DISCLAIMER: You must do what is best for you and your students!
After my Reading Mini-Lesson, students participate in:
Read to Self
Read to Someone
Listen to Reading
There’s a schedule that rotates students on a daily basis.
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!
Instruction Across the Day
9:10 – 9:30
9:30 – 10:25
10:25 – 10:35
10:35 – 11:15
11:15 – 11:45
11:50 – 12:20
12:20 – 12:30
12:30 – 1:00
1: 00 – 1:40
1:40 – 2:40
2:40 – 3:05
3:05 – 3:15
Morning Routine/Morning Centers
Math Workshop (RTI)
Read Aloud/Snack
Writing Workshop
Social Studies/Science
Lunch/Recess
After Lunch Routine
Word Study
Specials
Reading Workshop (RTI)
Grammar /Handwriting
Dismissal Routine
Students read independently in a self selected book for
about 20 – 25 minutes.
o Students find a “book nook” and
o
o
o
o
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.
Students read with a partner for about 15 – 20 minutes.
o Students find a “book nook”
and stay for the entire time.
• We work on building
stamina at the beginning
of the year.
o They read a book together
and talk about strategies as
they are reading.
o They may be working a task
from mini-lesson.
•
•
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.
While students are engaged in reading, I am:
 Observing
 Meeting with Students
o Individual Conferences
o Strategy Groups
o Guided Reading
o Assessing
To keep track of all this, I use a Conferring Notebook. We’ll talk
more about this during Week 8 – Record Keeping.

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.
o 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.
For Units of Study:
Lucy Calkins
Units of Study
Ruth Culham
For assessment purposes: 6+1 Traits of Writing
Be sure to sign attendance Sheet!
Meet back in 10 minutes
Thank you for bringing snacks, Alyssa, Bre, and Kristin!
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.
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.
How would you define these terms?
In your notebook, jot down your thinking.




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:
o Tanny McGregor: Comprehension Connections
o Debbie Miller: Reading with Meaning
o Harvey and Goudvis: Strategies that Work
We’ll go through a lesson
called The Reading Salad
(McGregor, 2007).
You can do this with your
students to help them with
Metacognition.

How does schema help you as you read?
o Think back to the brief story from the 1st week about Sam
o 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)
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!
 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