June 19, 2012
 Read
 Complete
the Questioning Circle (Patricia
Kelly and Leila Christenbury)
 Emphasizes bringing different resources
student need to bring to bar to understand,
interpret, evaluate, and use messages in text
 45
states have adopted the CCSS
 This is the most sweeping reform of K-12
curriculum that has ever occurred in the US
 Looking at the CCSS as curmudgeons (pg. 3 of
Pathways to the Common Core) Obstacles
and mixed messages turn and talk
 Pg. 7: Queen Mother story
 Looking at the CCSS as gold Standards as
Gold turn and talk
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Percentage of children living in poverty has risen from 16% in 200
to 21% in 2009 (US ranks second highest of industrialized nations)
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Teaching conditions are getting worse: budgets are decreasing
and class size is increasing
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CCSS take college level skills and work them backward
throughout all grades
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Who wrote the standards anyway? No author but now two names
have emerged (David Coleman and Sue Pimentel)
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Standards were designed to leave the implementation up to
school leaders and teachers but now documents are emerging
that lay out specific implications for how to teach the content
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Implementation will be expensive
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Only 15% of America’s students would currently be considered
proficient at all grades
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The CCSS are a great hypothesis of the best way for K-12
teachers to prepare students for college and career success, but
there is not enough research to declare them a one size fits all
fix Pathways to the common core lucy Calkins, mary
ehrenworth,...
 Urgently
needed wake up call: The US went
from providing students with world class
education to ranking 14th on the PISA
assessments for Reading: 25 years ago 95% of
jobs required low skills-today only 10%
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New levels of literacy are required for today’s
job
From 1997-2002, the amount of new information
produced was equal to the amount produced
over the entire previous history of the world!
Students need a thinking curriculum, with writing
workshops, reading clubs, research projects,
debates, and think tanks
 Higher
level comprehension skills are
required
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NCLB defined comprehension as one small item
in a list of five priorities: phonemic awareness,
phonics, fluency, vocabulary, and comprehension
Readers of today need to integrate information
from several texts, explain relationships between
ideas and author’s craft, analyze multiple
accounts of an event, read lots of books and
documents of all sorts, meet in groups and have
conversations, take stances, and interact with
others
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CCSS place equal weight on reading and on writing:
reading will be assessed through writing
CCSS stress critical citizenship!!! Yeah! We are bringing up
students to ask who is saying this, what is their evidence,
what other positions are there?
CCSS emphasize reading complex texts
CCSS has a clear design, with central goals and high
standards
CCSS convey that intellectual growth occurs through time,
across years, and across disciplines
CCSS calls for proficiency, complexity, and independence
CCSS calls for cross-curricular literacy teaching
CCSS requires that all students be given access to this work
CCSS puts every state on the same measuring stick
CCSS respect the professional judgment of classroom
teachers
 Not
outlined in the standards
 Calls for accelerating students’ literacy
development
 Must create systems of continuous
improvement that result in teaching toward
clearer and higher expectations with
teachers working together in and between
grade levels to ensure observable progress
along the trajectories of skill development
 Go
to and create Reading Response
Journals
 Take a 3 minutes to write down your
definition of Reading Workshop in journal
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What is it?
What are the components of it?
Time frame?
What should it cover?
What does the classroom look like?
What procedures/practices need to be in
place?
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Reader’s Workshop Overview in Packet
Reader's Workshop is the only, truly differentiated
approach to teaching and learning. Here, students
act as and are known as individuals. Here,
teachers recognize and support the needs and
growth of individual students. (Franki Sibberson,
and Karen Szymusiak)
Reading Workshop is an organized set of language
and literacy experiences (minilesson,
individualized reading, one-on-one conferences
and sharing) designed to help students become
more effective readers. Students become more
active in their own learning and are exposed to a
greater variety of texts. Daily conferences allow
the teacher to tailor instruction to the individual
needs of the student.(Fountas & Pinell, 2001)
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Reading Workshop: Essential Reading Experiences
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By Laura Robb Scholastic Instructor Magazine
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As you conduct a workshop, choose reading experiences that enable you to interact with
students and monitor their progress. The reading experiences that drive my workshop are:
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Teacher Read-Alouds: daily read-alouds introduce students to a variety of genres, improve
listening and recall skills, and enable the teacher to think aloud and model reading strategies.
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Strategy Mini-Lessons: demonstrate reading strategies and how they can help solve reading
problems. These can be whole or small group or for the one student who needs more
explanation.
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Guided Practice: the whole class practices a strategy with the teacher after a mini-lesson.
Students who require extra support continue to practice in small groups on other days.
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Independent Free-Choice Reading While students read, teachers can hold short one-on-one
conferences, giving students individualized support on selecting readable and interesting
books.
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Strategic-Reading Groups Pairs or small groups of students with similar needs work with the
teacher on understanding and applying reading strategies.
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Literature Discussion Groups Small heterogeneous groups talk about books they've read that
relate to a theme and/ or author study.
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Vocabulary-Building and Word Study: vocabulary instruction occurs before, during, and after
reading. Students study the meanings of prefixes, suffixes, and roots.
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Conferring: teachers hold brief one-on-one meetings with students to observe and support
how they apply strategies to reading.
 Read-Aloud
 Whole-Class
Instruction- Mini-lessons
 Independent Reading
 Small-Group Instruction During Independent
Reading
 Individual Conferences During Independent
Reading
 Share Time
 In
Teaching the Best Practice Way: Methods
That Matter, K-12, Harvey Daniels and
Marilyn Bizar remind us of the value of
reading workshop: “In this model,
elementary and secondary classrooms are no
longer merely locations where information is
transmitted. Instead, they become working
laboratories or studios, where genuine
knowledge is created, real products are
made, and authentic inquiry is pursued. The
classroom workshop is the pedagogical
embodiment of constructivist learning
theory” (2004, p. 153)
Time: extended blocks of time to read
independently and with others
 Predictable Structure: daily mini-lessons,
independent reading time, read-alouds and
sharing allow students to develop responsibility
for their learning each day
 Ownership of Learning: students can define and
redefine themselves as readers
 Response to Reading: thinking about the books
they are reading, the strategies they are using,
and they behaviors they are learning are all a
part (places and routines to share are necessary
part)
 These 4 characteristics cannot be sacrificed!!!
 Take Quick Quiz pg. 25 Engaging Readers and
Writers with Inquiry- Wilhelm
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DAILY SCHEDULE FOR WORKSHOP APPROACH
I really make it a point to keep the schedule the same each day
in my room for consistency. I find that the kids do very well with
the predictable schedule on a regular basis.
8:00-8:15 Readers' Workshop: Short read aloud with a mini lesson
8:15-8:25 Independent Reading/ Teacher Confers with students
one on one ( I do not get to all of my students in one day, but will
confer with all sometime during the week).
8:25-9:05 Independent Reading with Independent Work/ Teacher
meets with three different guided reading groups. One group
goes from 8:25-8:40, Second from 8:40-8:55, Third from 8:559:05~9:10
9:10-9:15 Share Out with the whole class
9:15-9:35 Recess
9:35-10:00 Word Study (Focus here is on grammar, high frequency
words, punctuation, word groups)
10:00-10:15 Writers Workshop Mini Lesson
10:15-10:50 Independent Writing with one on one teacher
conferring
10:50-11:00 Share out whole class
11-11:45 Lunch
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8:50-9:15 Nonfiction Reading Time, Poetry Friday!,
Discovery Time (alternating days)
9:15-10:30 Math
10:30-11:30 Content Areas: Science, Social
Studies, Health
11:30-12:15 Writing Workshop
12:15-1:00 Lunch and Recess
1:00-2:20 Reading Workshop
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Read Aloud (1:00-1:25)
Mini-Lesson (1:25-1:35
Independent Reading, Small Group Instruction, and
Individual Conferences (1:35-2:15)
Share Time (2:15-2:20)
2:20-2:40 Content Reading and/or Word Study
2:40-3:30 Art, Much, P.E.
To Do List: Create a tentative schedule
 Provisioning
a Reading Workshop: Overview,
Classroom Environment, and Tools
 Watch video: Look for how the classrooms
are set up and what a mini-lesson looks like
 Looking at Reader's Workshop Part 1
 Suggestion: Support independence in finding
books of varying genres by dividing the
library into fiction, nonfiction, and poetry
sections
 To Do List: What do I need to do to set up my
classroom?
What is a just-right book? (Silent Discussion
strategy)
 Samples
 How do you use a classroom library?
 How do you come to the carpet?
 How can you be an active listener?
 What should student behavior be like in a oneon-one conference?
 Article: Establishing Routines and Expectations
 Classroom Management Classroom Management
Wiki Resource
 To Do List: What will the rituals and routines in
my classroom be?
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 Talking
and writing are important ways to
refine your thinking about reading
 Everyone has something different to bring to
the read-aloud and we can combine our
thinking to gain new insights
 There are many ways to respond to a book
 We can chart our thinking to develop our
understanding about how and what we read
 We can use features in the text to boost our
understanding
 Putting our ideas together creates new
thinking
 Tools
for thinking: writing to clarify thoughts
 Students jot thinking in notebook at key
stopping points
 Group can talk to help students put their
thinking down
 Write down whatever they are thinking
 Use them to learn about your students
 Read Aloud Notebook Blogspot
 To do: What will I use for a read-aloud
notebook?
Knowing who you are as a reader helps you move
forward
 There are many ways to think about a text as
you are reading it
 Paying attention to your thinking during reading
is important
 You can do many things to help yourself when
you are stuck
 A text may be hard or easy, depending on the
reader
 All readers struggle with some kind of text
 Mini-Lessons 2009: A Year with Teachers, A Year
with Students
 Wachusetts Lessons
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 Base
1.
2.
3.
them upon:
State standards
Day-to-day observations
Results of formal assessments
Using the text to support your thinking and opinions
2.
Supporting predictions with evidence in the text
3.
Noticing things you wonder as you read
4.
The importance of changing your thinking when new
evidence is presented
5.
Using text features to support understanding
6.
Ways to build on someone else’s thinking in a
conversation
7.
Strategies to help you when you find your mind
wandering
8.
Paying attention to ways characters change over the
course of a story
9.
Finding a place and time to read at home
10. Choosing appropriate books
11. Reading a variety of genres
12. Talking to others when choosing new books
To Do: Create your launch lessons/sequence
1.
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People choose books for various reasons
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An individual’s tastes and moods are important when choosing
books
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There are people in the classroom who can recommend books for
you
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Knowing others as readers can help you grow as a reader
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Finding books that you can read and enjoy from start to finish is
important
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People sometimes choose a book because they’ve read others
like it
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Keeping track of what you read helps with future reading
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People have a variety of thoughts while reading
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Reflecting on your own reading is important to your growth as a
reader (Reader’s Notebook or Reading Response Journals?)
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Independent Reading Checklist
Sample reading log (hard copies too)
 What to look for:
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What kinds of comments are students making about
the book?
Are they finishing books?
Are they reading a single book over several days or
bouncing around?
Which genre do they seem to be reading?
Are they thoughtful about their book choice?
Do they set goals? What kind?
How do they see themselves as readers?
Sample: Student reflection on reading log
 To do: What will I use for a reading
log/notebook/journal?
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We can learn from one another
Discussing our thinking with others helps us
understand it better
Lots of people in the class can help us reach our goals
We can always find a group to support us
Make a poster for upcoming groups that students can
sign up for: I would like to read ___series, I would
like to work on reading more fluently, I would like to
begin reading different genres, book clubs etc. pg.
128
Places to meet:
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By the easel
On the carpet
Small table
 We
are interested in your history and
preferences as a reader
 Talking and thinking about reading helps you
reflect on your reading and set goals based
on your reflections
 We are more interested in what you are
doing as a reader than in what the book you
are reading contains
 It helps others when you share things that
you notice about your own reading
Comprehension
 Text features
 Fluency
 Vocabulary
 Theme
 Characters
 Nonfiction
 Students teach us
 Literary chitchat (outside of conference time)
 Conferences between students
 Extending the conference through class share
time
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Is anyone at a point in their book where they
feel totally lost?
 Is anyone at a point in their book that makes
them want to quit?
 Did anyone start a new book today? How do you
read differently when you are starting a new
book?
 Did anyone try a new type of book today?
 Is anyone figuring out a new way to keep track of
characters in their book?
 Create a discussion board in room: when
students notice something in a conference or at
share time add to the board
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Should be ever-changing so that it can inform
our instruction (depends upon what we are
looking for)
 There is a difference between record keeping
and assessment: just because we don’t write it
down does not mean that you have not assessed
the child
 Reasons to keep records:
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To
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inform instruction
track progress
share with students
share with parents
More to come later!
 Listening
to Conversations
 Observing
 Individual Conferences
 Casual conversations
 Reading interviews: sample
 Reading logs or Reading response journals
 Status of the class
 Read-aloud notebooks
 Once
students know themselves as readers,
we should help students set goals.
 Talk about strengths and weaknesses
 Let the students set their own goals with
your guidance (weekly goals vs. yearlong
goals)
 Student Goal Setting Example Form
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Sample Assessment Web of information gathered during the
first six weeks of school
After completing web ask:
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What are the child’s strengths?
When is the child most engaged during the day?
How does he/she see him/herself as a reader?
What jumps out as a big goal for this child?
Are there obvious learning patterns?
Are the assessments consistent or do they tell different things?
How does the child’s attitude about reading relate to
performance?
Do formal and informal assessments show the same thing?
What one or two goals are most critical for this child?
What’s next?
More to come later
 What
Good Readers Do and How Readers
Workshop will support creating better test
takers: Wachusetts: Reading Workshop
 In your Reading Response Journal, write
down five ways that Reading Workshop will
support us in meeting the requirements of
the CCSS.
 We will create a group list
 Day
to Day Assessment in the Reading
Workshop: Making Informed Instructional
Decision in Grades 3-6. Franki Sibberson and
Karen Szymusiak. Foreword by Nancie
Atwell. Scholastic, New York, NY, 2008
 Pathways to the Common Core: Accelerating
Achievement. Lucy Calkins, Mary
Ehrenworth, and Christopher Lehman.
Heinemann, NH, 2012.
 Engaging Readers & Writers with Inquiry.
Jeffrey Wilhelm. Foreword by Jim Burke.
Scholastic, New York, NY, 2007.