literacy workshop: a foundation course in reading

K-2 NESA • Spring Educators Conference, Athens • 2018 PLEASE DO NOT DUPLICATE

Literacy Workshop:

A Foundation Course in Reading Grades K-2

NESA Spring Educators Conference • Athens, Greece March 30-April 1, 2018

Magical words spotted in a library at Colegio Nueva Granada, Bogotá

Emily DeLiddo, Educational Consultant

E-mail: [email protected] Twitter: @EmilyDeLiddo

Blog: www.languageisliving.com


Components of Balanced Literacy v Reading Workshop v Writing Workshop v Interactive Read Aloud (with whole class conversation 3-4x/week)

v Shared Reading

v Word Study (phonics, spelling, vocabulary, grammar, etc)

And when possible,

v Shared/Interactive Writing v Storytelling

v Inquiry/Choice Time

Reading Workshop Structure v Minilesson~ Teacher teaches one strategy (5-15 minutes)

v Independent Reading: Private and Partner (students)/ Conferring one-on-one and small group (teacher)

v Mid-Workshop Interruption/Partner Talk (3-5 minutes)

v Independent Reading: Private and Partner (students)/ Conferring one-on-one and small group (teacher)

v End of Workshop Teaching Share (3-5 minutes)


Unit of Study: __________________________________________________________________________ Teaching Point: _________________________________________________________________________ Materials: ______________________________________________________________________________

Connection: (activate prior knowledge, set context and focus attention on the teaching point of lesson) Something I noticed/Yesterday we worked on…. Today I want to teach you… because… Teach: (demonstration of the teaching point, showing to make meaning) Watch me as I… Let me show you how I… Did you notice how I… Active Engagement: (coach and assess the students with the strategy here as they turn, talk and attempt the strategy that was just taught) Now you are going to give the strategy a try... Learners, you are going to try… Pull students back together to share something that you heard them doing Link: (review and clarify key points, pointing out how the strategy can help them in the future) Today and every day when you are… you can…


Conferring Research – Decide – Teach

v Begin with research questions, asking reader to show where they tried strategies they name and to explain the work that they are doing

v Decide what to compliment and what to teach

v Teach/Coach • Methods of instruction typically are Demonstration, Explanation and

Example, Guided Practice, Inquiry and Proficient Partner (in that order by strongest modeling techniques)

v Restate the compliment and teaching point as a type of link to ongoing work,

often readers name out what they are going to try as they head off to work Coaching

v Research was likely already done from assessments, writing about reading examples, read aloud anecdotals, head into naming the teaching point

v Observe what the reader is doing and pop in to coach into the strategy you’d like to share with them, repeat so they try it multiple times

v Restate the teaching point and how readers can carry that into their work

Check in

v Research what the reader has been doing since your last conference or small group session, ask specific questions to refer back to that strategy naming out specific places where they tried it

v Celebrate the work, Clarify issues or Reinforce the strategy

*This conference serves as a more formal assessment type of conference, and is most likely to be used if teacher has repeatedly taught something specific to class/individual and wants to see how the work is progressing. Can be very useful for management and expectation purposes!


Student: ___________________________________________

Compliments Teaching Points


Student: ___________________________________________ Date Research/Compliment Teaching Point Next Steps


Name: __________________ Compliment: Teaching Point:

C: TP:

C: TP:

C: TP:

C: TP:

C: TP:

C: TP:

C: TP:

C: TP:

C: TP:

C: TP:

C: TP:

Small Group Strategy Lessons: Date: TP: Next Step: Date: TP: Next Step: Date: TP: Next Step:


Planning a Read Aloud Text: Focus on Language Development for ELLs

℘ Read the book yourself first and jot the page #s where you have a thought or put a blank post-it on the page to hold the spot

℘ Choose 2-3 words to preview for vocabulary development (think about nouns, verbs and

adjectives) • Decide on how you want to preview those words (multiple pictures, acting them out) • Put them on sentence strips

℘ Go back and look at the post-its you already put in. Decide where you want to stop and go back

and write down how you are going to say it… • Think Aloud (try to set up students for a future turn,talk or stop, jot) • Turn, talk • Stop, jot (think about modeling with “giant post-it notes” so the students can follow

your lead. This could be colored pieces of 8 ½ by 11” paper.

℘ Synonyms or definitions on the run • Where are some places where you can add in a quick synonym or definition rather than

stopping to teach a definition? (ie: The rain fell steadily. You can read: The rain fell steadily, it did not stop.

℘ What visual prompts will you use? Think about color coding sentence strips

• Character names • Conversational prompts (maybe 1-2): The character ____ is feeling ____. • Word bank from which readers can choose words to use related to the conversational

prompts: tired, worried, excited, sad, hungry, curious

℘ Will there be talk in a whole group or small group situation? When will it happen? • During the read aloud • After the read aloud

℘ Make sure structures are in place

• Rug spots • Ks are in partnerships or triads and know whom to turn and talk with • New arrivals or students with low stages of language acquisition should be with 2 strong

English speakers • Ks have materials they will need for stop and jot places • Read aloud pocket chart

Emily DeLiddo, 2008


What do readers do? Knowing what to t each in a Reading Workshop Skills vs. Strategies Some Common Reading Comprehension Skills (other than Foundational Skills): -Monitoring for Meaning -Determining Main Idea -Envisioning -Determining Importance

-Inferring about Characters -Synthesizing -Understanding Themes -Developing Theories

-Making Connections - Responding to texts (talk, dramatize, write, sketch, etc.) - Questioning

Reading Skill: Envisioning

Strategies: v When readers meet characters, we look at the illustrations to see if they are there and start

to imagine what they look like. v Readers pay attention to where characters are and where they go. When we turn the page

we think, “Is the character in a new place or still in the same place?” v Readers picture the actions of different characters based on how they feel. We use details

about their emotions, their feelings to think about what their face or body might look like. v Readers notice where the characters are and we pause to think of a time we were in a similar

place or saw one in a movie or on TV, then we carry the picture of what that looked like in our mind.

v Readers pay attention to when the main character is in a new place, we think about who

they are with and make sure that we add those people to the movie in our mind, thinking about where they are and what their bodies look like.

v


Building Inference with Characters A favorite support from Growing Readers by Kathy Collins;


Guided Reading


Think through units of study and create a calendar for the year~ hopefully with colleagues at a shared grade level to plan, guide and support each other!

From a school in CA

literacy workshop: a foundation course in reading

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