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 Time
oStrategic
oConfident
Text
oFlexible
oEfficient
Talk
oEnduring Task
oOpen Minded
oThoughtful Teach
• Change Talk about/around text

• Expand definition of Comprehension

• Develop Novice toward Expertise

• Mini Lesson

• Reading Application

• Sharing
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• Mini Lesson( 10-15 min)

“Private Practice”
Conferencing
• Reading Application

“Small Group”
Guidance

• Sharing
 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
by
Beth Newingham
Posters
by
Beth Newingham
Posters
by
Beth Newingham
 Choose Your Path
1. “One Text at a Time”

3. Broad Units of Study

5. Long Term
Systematic Framework
 “ONE TEXT AT A TIME”
TEXT Behaviors/Actions Strategies/Tools Attitude/Stance

Genre:
Format:

Task/Purpose:
 Literature Example
Monday Tuesday Wednesday Thursday Friday REFLECT

Code
Breaker

Meani
ng 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
by
Beth Newingham
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Shared Shared Shared Shared Shared Shared
Reading Reading Reading Reading Reading Reading
Genre Genre Genre Genre Genre Genre
Fiction Fiction Non-Fiction Non- Fiction Fiction
Fiction
 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Shared Shared Shared Shared Shared Shared

Reading Reading Reading Reading Reading Reading

Genre Genre Genre Genre Genre Genre

Historical F Historical Non-Fiction Non- Fantasy Fantasy
F Fiction
-historical -historical -non-fiction -non- -Elements of -Elements of
fiction fiction fiction Fantasy Fantasy
-critical -headings /
-Schema features subheadings -photo/ -plot -compare to
Activation- captions Realism
historical -table of
event -character
-punctuatio contents -bold print traits -Review Plot
n
-connect life
to “ “ -index -glossary -types of -main idea
real event in -dialogue characters:
history -Cause and -main idea -static /
-plot Effect dynamic
-punctuation -Problem
. ? ! -character and
feelings Solution
-plot

(introduction,
problem,
Vocabulary Vocabular Vocabulary Vocabula Vocabulary Vocabulary
 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