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Reading workshop with daily 5/cafe information

Overview and Management
by

Jacqueline Robinson

on 28 July 2014

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Transcript of Reading workshop with daily 5/cafe information

More Q and A
To Get Results:
Research
Make a Splash with RW!
Notes
Get a better picture of your readers with conferencing!
Dive in!
Jump in
RW up
close
Getting your feet wet
Student Book Choice
Schedule
Text Availability
Substitute?
How do you know
you're students are
meeting learning targets?
Differentiated Instruction
Text Complexity
Motivated Readers
How can I hold readers accountable?
Minilesson
IDR/conference
Share/respond
Organize your classroom library (Photos to follow)
http://classroom.booksource.com/classroom/Default.aspx

Rotation management
Materials management (Bins, Bags, and handouts)
Reader's Response Notebook
Parent Communication-monthly literacy newsletter
Guided Reading Groups/literature circles -2nd semester only!
How can I deal with limited time?
15 minute minilesson
I use a focus board! (Pics to follow)
30 minute IDR/daily 5 centers
10 minute response/share
How can I deal with limited resources?
2-3 books in a book box instead of 5.
Teacher checkout from library.
Ziplock bags instead of book boxes
If you have limited text, use leveled readers for guided instruction.
Calkins says:
"In order for students to become successful readers, they must read frequently and they must read for extended period of time."
"Students must be given decision making power about what they will read."
Allington says:
"The only effective ways to improve reading achievement are to:
Increase actual reading and writing activity.
Select more appropriate texts and tasks.
Enhance useful strategy instruction."
Avery says:
"No two children learn to read with the same timing and with identical strategies. No two readers appreciate the same reading material or read at the same pace."
For more information, check out
Other recommended resources
3 ways to assess without giving a weekly test
CONFERENCES ARE YOUR BEST ASSESSMENT and TEACHING TIME!
Running Records
Story Retell
Discuss book choice, engagement, reader response notebook, ask your students what is difficult for them!
Go over extended response or constructed response questions together ONE ON ONE.
Set goals (I write SMART goals with my readers.)

GET TO KNOW YOUR READERS! What do they like to do in their free time? What interests them?

Teach the reader,
not the reading!
Students must
have input in
what they read!
Teach students
what good
readers do!
Give students time
to practice
what you are
teaching!
Formative Assessments

Reader's Response Notebook
Rubric
Checklists
Exit Slips
Summative Assessments

Constructed Response
Extended Response
Cold Read
http://bit.ly/robinsonbinder
Daily 5 approach vs. Workshop approach
FAQ...
Have you read every book in your library?
Conference with your friend Google.
How do you know if your students are really reading?
Read their responses, look at their log for minutes, keep up with conferences using an app or notes
Where do you get books?
Grants, Scholastic, McKays (Nashville)
How do you plan lessons?
Begin with the end in mind. Start with the standard, choose an assement and mentor text to MODEL. Build an anchor chart.
Do students get to choose their books for literature circles?
ABSOLUTELY! Take into account their choice, text complexity, ability, dynamics of group.



live binder password: read

9 weeks of Jackie's conferences
1-2 book choice conferences
1-2 reading log conferences
1 SMART goal setting session,
1 story retell/book discussion (Comprehension check)
1 fluency check
1 readers response notebook check
1 reflection session on Constructed response or extended response sessions.
How I plan:

Look at the standard (look above and below!)

Determine how I will assess student progress towards a standard. CREATE ASSESSMENT.

Find a mentor text to model, plan anchor chart.
Lesson day 1 Model, make anchor chart with students, have students practice in groups, then partners and finally independently.

Assess
***Constructivist model! I do it, we do it, you do it.
Conference!
Fontas and Pinnell Genre Study Bundle
Genre Connections and Comprehension connections by Tanny McGregor
The Book Whisperer and Reading in the Wild by Donalyn Miller
Assessments for Differentiating Reading Instruction Laura Robb
Teaching Reading in Middle School Laura Robb
Reading with Meaning Debbie Miller (A MUST for primary grades!)
The Daily 5 and The Daily Café by Gail Boushey, Joan Moser
Spaces and Places Designing Classrooms for Literacy by Debbie Diller
Strategies that Work by Stephanie Harvey
Teaching for Deep Comprehension by Linda Dorn
7 Keys to Comprehension by Susan Zimmerman
Mosaic of Thought by Ellin Oliver Keene and Susan Zimmerman
Pinterest, Twitter, Teachers Pay Teachers (buyer beware!)

How can I arrange my classroom to maximize my space but still be
literacy focused?
What does reader’s workshop look like?
How can I make a schedule that incorporates all of the components of reader’s workshop or Daily 5?
How can I explain to parents that we are changing the way that we teach reading and get them to understand our rationale?
How do I incorporate spelling instruction when we are not using our basal series?
How do I launch reader’s workshop?
How can I teach my students the expectations involved in reader’s workshop and actually get them to follow my expectations?
Are there different activities for building a classroom community that will lend themselves to literacy instruction?
How many strategies should I be teaching in a week?
Is there a particular order in which these strategies should be taught?
What does vocabulary instruction look like following this model?
How can I choose appropriate vocabulary?
How many vocabulary words/stories should I teach in a week?
How can I evaluate student progress?
What is the best way to keep track of student progress; is there one
system that works better than others?
What forms can I use to make effective anecdotal records?
How will I know if my students are applying the concepts taught in the minilessons?

The Daily 5 is a structure (vehicle)

The Daily Cafe contains your essential/research based literacy components (fuel)

The Common Core standards are your destination

Learning targets drive instruction! They are your GPS
http://ateachersplan.blogspot.com/2011/09/daily-5.html

Help! I need Mentor Texts!


Conference Management
Binders
Apps-Evernote, Onenote
http://becspink.com/evernote/
Conference tool kit
Clipboard, Notebook, Filebox, iPad!
Conference schedule based on needs
Book Nook Manangment
Managing students who need MORE
RTI- Stay for minilesson and pull out for interventions
Additional flex time later in the day
small group work with resource teacher
ELL students need more listening to reading and vocabulary work
Spelling and word work:
SAVE YOUR SANITY.
Use something familiar
OR use something you
don't have to make this year!

NEXT YEAR: Words their way
or Word Journeys.

Fun things for centers:
stamping words, iPad word games
spelling tic, tac, toe etc.

Writing to self
http://www.secondstorywindow.net/home/2012/10/daily-5-work-on-writing-station.html
Anchor charts!

I make them as I go.
Take photos and store in binder.
Make copies and glue in reader
response/math notebook
Anchor chart wall
Where do I start
?

First, schedule your time
Second, organize your classroom for literacy
Third, consider your procedures and centers
Fourth, start planning for your instruction after launching.
Last, have patience with yourself.
Full transcript