Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Organizing for Instruction

No description

maria pecoraro

on 30 March 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Organizing for Instruction

Jennifer Ryan
Megha Sitaula
Maria Pecoraro Chapter 10
Organizing for Instruction Basal Programs Commercially produced collection
of materials, lessons, resources
used for reading instruction

Materials include: texts, teacher's
guide, big books, decodable books,
trade books, workbooks, kits and
alpha-cards, parent materials,
black line masters, assessment
materials, multimedia Literature Focus Units Literature Circles Hand Outs References: Student-led discussion groups

A variety of books are read

Students choose books and groups

Features: Choice, Literature,
Response - 3D Responses
- Graphic Organizers
- Character Maps or Webs
- Venn Diagrams
- KWL Chart
- Oral Reports
- Poetic Response
- Create a New Ending
- Readers Theatre
- Puppet Show
- Online Resources: Components of
Literature Focus Units - Vocabulary

- Parts of Speech

- Phonics Components of
Literature Focus Units - Grand Conversations

- Double Entry Journals

- Open-Minded Portrait of a Character Components of
Literature Focus Units - Reading Aloud

- Reading Independently

- Shared Reading

- Reading with a Buddy

- Reading in Small Groups

- Reading a Book in an Hour Find a good book, do some research
on the book and read it first.

Create an outline for yourself and activities for the book.

Read one chapter per day.

Develop strategies for low-level readers – books on tape or an
outline for each chapter Teachers 1: Select the Literature

2: Set Goals

3: Develop a Plan

4: Coordinate Grouping Patterns
with Activities

5: Create a Time Schedule

6: Manage Record Keeping Developing a
Literature Focus Unit Theory Base Emphasis is on teaching students about literature and developing lifelong readers

Reading though literature

High-quality, grade appropriate picture books and novels

Introduces all genres of literature

Centered around one book, many books of the same author, or books of similar topics or genre

Explore text and apply learning through projects Teacher-centered and student-centered learning

Represent cognitive/information processing theory

Reflects Rosenblatt’s transactive theory

Critical literacy theory - issues of social injustice often arise in the trade books I. Reading a Chapter or Picture Book II. Responding III. Teaching Mini-lessons IV. Creating a Project *www.readwritethink.org *www.teachervision.com
*www.educationworld.com *www.scholastic.com No Child Left Behind Title I, Part B, Subpart 1: District and school reading
programs for K-3 students have the following goals:

Includes instruction, curriculum, and assessment
on the five essential elements of reading:
* Phonemic Awareness * Phonics
* Fluency * Vocabulary
* Reading Comprehension Strategies

Requires reading programs be based on
scientifically based research.

Requires screening, instructional, and
diagnostic reading assessments. Title I, Part B, Subpart 1: District and school reading programs for K-3 students can focus on:

Building students’ motivation to read. No Child Left Behind 3 Types of Responses Students keep reading logs in which they write their initial responses to the books

Students dialogue with the teacher or keep a journal for ongoing written conversation about the book

Teacher's role is important in helping students expand and enrich their responses

Monitor their responses Responding Students read books they choose themselves and respond to books through writing in reading logs and conferences with teachers and classmates (Atwell, 1998).

-Fosters real meaning of self selected books

-At first grade students might read 3 or 4 books each day, close to 1000 books a year

-Older students read fewer books but they are long; and read between 25 to 100 books in a school year Students are involved in authentic reading and writing projects.

Involves: Time, Choice, Response Reading and Writing
Workshop Hancock (2007) Immersion responses: whether the book is making sense to them, make inferences about the characters, offer predictions, or ask questions.

Involvement responses: get personally involved with the characters, often giving advice or judging a character’s action.

Literacy connections: make connections and evaluate the book. Offer opinions,
saying “I liked …” or “I didn’t like ...” or
compare the books with their peers. Three Characteristics 1. Time: Opportunities to read and write, finish
assignments, reading and writing becomes
core of literacy curriculum

2. Choice: Ownership of their learning through self
selection of books to read and write; topics
are related to their hobbies and interest

3. Response: Respond to books in reading logs
that they share during conferences with
teachers; also do book talk with their peers
to share books Reading Workshop Teach minilessons to model the type of responses

Spends 5 to 15 minutes teaching minilessons on reading workshop procedures, comprehension strategies, and text factors

Reading aloud to students: use interactive read-aloud procedures to read picture books Teacher’s Role Writing workshop is the best way to implement
the writing process (Atwell 1998).

Students write on topics they choose themselves and assume ownership of their writing and learning

Students have their writing folders in which they keep their all papers related to writing

Also keep writing notebooks where the jot down images, expressions and dialogues

Access to different materials and writing tools like papers, pencils, colored pens and many more Writing Workshop 1. Writing:
Spends 30 to 45 minutes working independently on their own pace

Most students apply the five stages of writing process but young students use the abbreviated process (prewriting, drafting, and publishing)

During revising and editing stages, students share their rough drafts in writing groups. After proofreading students meet with the teacher for final editing Components
of Writing workshop 2. Sharing:
for the last 10 to 15 mins., the class gathers together to share their new publication

Young students often sit in a circle or on a rug

Makes other comments and suggestions; the focus is on celebrating completed writing projects not on revising the work

3. Minilessons:
During 5 to 30 mins. period, teachers provide minilessons on writing procedures, qualities of writing, writing strategies, and skills like organizing ideas, proofreading and using quotation marks to mark dialogue ( Fletcher & Portalupi, 2007). https://www.youtube.com/watch?v=YE4eMV5xnMQ Writing Workshop
Minilesson Be present and involved

Be respectful and polite

Develop a schedule for workshops

Allocate time for each components Managing a
Workshop Classroom W.W. Is a 60 to 90 minute period schedule each day.
Students are involved in 3 components: Writing, Sharing, and Minilessons The NCLB Act emphasizes the following key concepts related to reading and academic improvement; all children reading at Grade 3, closing the achievement gaps, adequate yearly progress, all students proficient in reading by the end of the 2013-2014 school year, annual student testing in reading, and scientifically based reading research. https://www.youtube.comwatch?v=yE4eMV5xnMQ Classroom chart to monitor students’ work (pg 353). They are useful to award weekly “effort” grades for the students; and develops a stronger desire in students to accomplish tasks Components of
Literature Focus Units Tompkins, G.E. (2010). Literacy for the 21st century: a balanced approach. 5th edition; New Jersey: Merrill Prentice Hall. Reutzel, D., Ray Reutzel, D. D., & Clark, S. (2011). Organizing literacy classrooms for effective instruction. Reading Teacher, 65(2), 96-109. doi:10.1002/TRTR.01013 Components
of Writing workshop English Language Arts
Curriculum Frameworks College & Career Readiness Anchor Standards for Reading and Writing 1 - 10
(See Attached) Organizing Literacy Classrooms for Effective Instruction. Article: (Book Clubs) Student Roles and
Discussions Students can assume roles and complete assignments to help organize their thoughts - Discussion director, passage master, word
wizard, connector, summarizer, illustrator,
investigator Types of Talk - Talk about and summarize book
- Talk about connections
- Talk about the reading process
- Talk about group process, social isssues Managing Literature Circles Improve quality of literature
circles through: - Minilessons: listening, speaking,
- Videotapes: students watch video;
identify problems
- Books: reconsider books

- Coaching: guiding, modeling Components Reading Selection
Instruction on strategies
Workbook Assignments
Independent reading
Management plan for grouping and assessment Teachers organize
for instruction using a combination of instructional approaches. The most common are:
Basal Reading Program
Literature Focus Units
Literature Circles
Reading and Writing Workshop * Writing workshop incorporates the
writing process while the others
incorporate the reading process Assessments and Differentiating Basal Programs include assessments; Assessments for other approaches: - Observations, grand discussions, rubrics,
checklists, reading logs, activities where
students apply what they learned Basal Programs have suggestions for differentiating, support for struggling students and ELL studens. Differentiating for the other approaches: - Vocab lists, reading partner, audio books,
pre-reading with teacher, study guides,
graphic organizers, modeling http://:www.giftedconsultant.com/menufiles/6%20-%20Paulsen%202-5-8.doc http://www.lites.lth5.k12.il.us/finale_units/1st/lifecycles/a3.pdf http://www.doe.mass.edu/frameworks/ela/0311.pdf Boyles, N. N. (2004). Constructing Meaning Through Kid-Friendly
Comprehension Strategy Instruction. Florida: Maupin House Publishing http://www.lauracandler.com
Full transcript