Can you share some of the books you use to model the lessons.
Patk
On Oct 2, 2011, at 5:23 PM, Maura Shea Sackett wrote:
I vary the responses, depending on what they've been taught.
Typically, I
begin the workshop with a read aloud from our mentor text. All
students have
a copy and follow along silently. I think aloud to model whatever is
connected to the minilesson strategy. For the first couple of weeks of
school, we've been focusing on metacognition. I believe that in
order to
practice all other strategies, students must be aware of that
internal voice
Readers have as we interact and react to text. So I model that a
lot. They
have a go with it, first by doing turn and talk with a reading
partner.
Next I modeled stop and jot, which is basically the same thing as
turn and
talk, but instead I show the youngsters how I jot down what I am
thinking.
For a 12 page chapter, I may stop and jot four times. I focus
initially on
Observations, Wonders, and Links (OWL) which I got from this list
years ago.
They practice and at the end of the read aloud, several will share
their
thinking. So that is currently what we are doing now for reading
responses.
This week I need to be sure they are set on story elements, so that
will be
the focus of my think alouds. Next up witll be the strategy of asking
questions. I love QAR for this strategy, so I'll be pulling that in
next
week. All of these are things I'll be having them practice into their
Reader's Notebook. They'll use our mentor text as well as their Just
Right
books.
After this part of the workshop, I have them reading independently
in either
Just Right books or novels at their level which are connected to our
thematic unit. This year I'll be doing less assigned novel reading;
rather
I'll offer the books up and see if children want to read them. Our
district
tried doing Guided Reading using novels in the upper grades (I teach
fifth),
but I just can't make it work in the limited time I have. So this
year I'll
be doing small group targeted instruction using short text and more
nonfiction. Our district bought the Scholastic leveled library, so I
hope to
get kids practicing strategies within these books, short text (love
Scholastic's "Storyworks"!), their Social Studies text, poetry, and
whatever
I can find online.
As students are reading independently I pull small groups for more
instruction. I also use the time to do miscues, interviews, and write
anecdotal notes on the children. Whew! The 50-60 minutes flies by! I
try to
have a quick share at the end of the workshop, to pull us all back
together.
I highly recommend going to the Tools page for the list serv, which I
believe is still on Reading Lady. Here's the link
http://www.readinglady.com/mosaic/tools/tools.htm
Many talented teachers have put up so many wonderful lessons,
assessments,
long term strategy plans, and way more. I could not possibly do what
I do
without this site. I love it and so appreciate my online colleagues
for
sharing!
Good luck with launching your Reading Workshop. This is my twelfth
year, and
I still feel like I am constantly learning and refining and growing.
That's
why I teach!
Maura
5/NJ
On Sun, Oct 2, 2011 at 2:49 PM, Cara Acosta <[email protected]>
wrote:
That site is so great, thanks for the share. For those of you who do
reader's workshop-- I am a bit overwhelmed with management. How do
you
decide what type of responding the students are doing at any given
time?
Is
it set up individually or as groups or whole class?
On Sun, Oct 2, 2011 at 9:13 AM, Maura Shea Sackett
<[email protected]
wrote:
Try the Teachers' College Site. They have downloadable
assessments. My
district just began using these.
http://rwproject.tc.columbia.edu/resources/assessments/reading-assessments
The assessments are accompanied by rubrics, good explanations for
administering them, and how to use them for assessing levels.
Maura
5/NJ
On Sat, Oct 1, 2011 at 3:41 PM, <[email protected]> wrote:
Hi Beverlee,
What is DEAR?
And what is the difference between independent level and high
instructional
level? The names make them sound very different.
Although my school gives various reading tests, we do not test for
reading
level. Can anyone suggest a test I can use in the classroom for
reading
level so that I can determine what texts are right for my students?
Jan
Quoting "[email protected]" <[email protected]>:
And the other thing we'd do well to remember is the crucial
piece in
his
work reminding us that the material used absolutely needs to be
at an
independent/high instructional level
in order for the child to continue to grow as a reader. If she's
reading
"below grade level" then it's very likely that all of the content
books
are
too high, so little growth is likely there. Unless the books in
readers'
workshop are carefully matched to the readers, we can't expect the
kind
of
growth that needs to take place. Plus, there has to be quality
instruction. It so disappoints me in the [hopefully] rare
instances
when
a
teacher
creates what amounts to little more than DEAR, calls it readers'
workshop,
and then complains that workshop "doesn't work." So...be sure when
you're
looking at the research that you look beyond the conclusions to
see
how
the
research was set up, how the terms are defined, etcetera. And
PLEASE,
some
of you, find a collaborator and do this research so teachers in
ten
years
aren't still asking, "Where's the beef?"
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PatK
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