Presented by Angela Maiers, 2007

What is the best way to TEACH reading?

What kind of readers do we want our TEACHING to

develop?

oPassionate

oInquisitive

oStrategic

oConfident

oFlexible

oEfficient

oEnduring

oOpen Minded

oThoughtful

Time

Text

Talk

Task

Teach

• Change Talk about/around text

• Expand definition of Comprehension

• Develop Novice toward Expertise

• Mini Lesson

• Reading Application

• Sharing

6

7

8

9

10

11

12

13

14

15

16

17

18

19

• Mini Lesson( 10-15 min)

• Reading Application

• Sharing

“Private Practice” Conferencing

“Small Group” Guidance

Mini Lesson( 10-15 min)

• Skills and Strategies (competencies)

• Genre (extensive and intensive)

• Sustainable Habits and Behaviors (life long learning)

Establish Routines•    where to sit during reading time• giving a book talk•    how to be a good listener in a share session•    what is an appropriate noise level during reading time•    what to do when you finish a book•    what kinds of questions to ask during a share session•    running a small group share session•    self-evaluation•    getting ready for a conference•    how to have a peer conference•    where to sit during mini-lessons•    taking care of books•    keeping track of books read•    rules of the workshop 

Posters byBeth Newingham

Posters byBeth Newingham

Posters byBeth Newingham

Choose Your Path1. “One Text at a Time”

2. Broad Units of Study

3. Long Term

Systematic Framework

TEXT Behaviors/Actions Strategies/Tools Attitude/Stance

Genre:Format:

Task/Purpose:

“ONE TEXT AT A TIME”

Literature ExampleMonday Tuesday Wednesday Thursday Friday REFLECT

Code Breaker

Meaning Maker

Text User

Text Critic

Q: What have I taught students today that will make them a stronger, more competent R/W/T the next time they pick up a text like this?

Posters byBeth Newingham

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Shared Reading

Shared Reading

Shared Reading

Shared Reading

Shared Reading

Shared Reading

GenreFiction

GenreFiction

GenreNon-Fiction

GenreNon-

Fiction

GenreFiction

GenreFiction

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Shared Reading

Shared Reading

Shared Reading

Shared Reading

Shared Reading

Shared Reading

GenreHistorical F

GenreHistorical

F

GenreNon-Fiction

GenreNon-

Fiction

GenreFantasy

GenreFantasy

-historical fiction

-Schema Activation-historical event

-connect life to real event in history

-punctuation. ? !-plot (introduction, problem, conclusion)

-historical fiction -critical features

-punctuation “ “-dialogue

-plot

-character feelings

-non-fiction

-headings / subheadings

-table of contents

-index

-Cause and Effect

-non-fiction

-photo/captions

-bold print

-glossary

-main idea

-Problem and Solution

-Elements of Fantasy

-plot

-character traits

-types of characters:-static / dynamic

-Elements of Fantasy

-compare to Realism

-Review Plot

-main idea

Vocabulary Vocabulary

Vocabulary Vocabulary

Vocabulary Vocabulary

Context clues

Context clue

Base Word Base Word

Prefixes Prefixes

Planning for Daily Intentional Teaching• What do my students need to know?

• What strategies/knowledge help them as readers?

• In what way does this “strategy” look different across genre?

• How will I make this strategy or understanding clear to them? • What language will I use?

• What texts/materials will best support this instruction?

• How can/will I connect this work to writing?

• How will I collect evidence that can help me determine how well students have grasped this new understanding?

Read to Self

Read to Someone

Work on Writing

Work on Words

Listen to Reading

☺Full Disclosure: Clarify Expectations

☺Explicitness: Describe the Practice

☺Demonstrate: Make it Visible

☺Practice w/ Guidance: Scaffolding

☺Private Practice: Student Application

☺Share and Reflect