setting up for independent reading denver public schools
TRANSCRIPT
Setting up for Independent Reading
DENVER PUBLIC SCHOOLS
Setting the Stage for Independent Reading Time
Literacy Environment
Appropriate Materials
Rituals, Routines, and Artifacts
Time
“When readers read less than 10-15 minutes at a time, they are
less likely to engage in reading, make connections and recall what they have read.”
--Linda Hoyt (2001)
Reading Workshop Writers Workshop Skills Block
25 min Whole Group Instruction (E*) Mini-Lesson (Shared Reading) Read Aloud
7-10 min Whole Group Instruction (E*)Focus on 2grade level genres each year
30min
Whole Group Direct Instruction (E*)• Phonics• Word work• Sentence Combining
60 min
Work Period 43 –48 min Work Period • Conventions
Teachers are: (E*)• Instructing guided reading and/or• Holding reading conferences with 1 to 3 students
Students are: (E*)• Reading independently • Partner reading • Engaging in book talks, • Engaging in book clubs• Writing in response journals• Doing author studies
Teachers are: (E*)• Conferencing with individual or small groups of students
Students: (E*)1) Work on their writing and will be at various stages of the writing process: planning, drafting,meeting in response groups,revising, editing, publishing.2) Work on genre studies
5 min Closure 5 min Author’s Chair
90 minutes 60 minutes 30 min
Literacy Environment
Large group area for meetings, demonstrations, and sharing
Literacy Environment
Areas for small group work
Literacy Environment
Rich classroom libraries, arranged purposefully in an inviting way
Literacy Environment
Comfortable spaces for reading
Literacy Environment Charts and Word Walls as a visual resource
Materials Just as we would not ask a doctor to heal
without medicine, so we should not ask teachers and schools to teach without the materials to do so. Reading material is basic to all education, and providing a rich supply of reading matter to children of all ages, as well as a place and time to read, is the first step to bridging the gap between poor and good readers.
--McQuillan (1998)
“It is extremely important that students’ independent reading be within their control. They should be able to read these texts with ease and fluency so that they can concentrate on their responses and interpretations. Only by successfully processing texts they understand can they build reading power.”
-- Fountas and Pinnell (2001)
Considerations for Analyzing Text to Match Students’ Reading Levels
Considerations for Text SelectionMatching Text to Students’ Reading Levels
Language Layout Content
Correlation of Different Leveling Systems
Grade level(Basal)
Stages of Reading Reading Recovery Levels
Guided Reading Levels
(Fountas & Pinnell)
Developmental Reading
Assessment (DRA) Levels
Kindergarten Early Emergent
Upper Emergent
Early Fluent
Fluent
12
3-4
ABC
A123
1st Grade 5-67-8
9-1011-1213-1415-16
DEFGHI
46-810121416
2nd Grade 18-2024-28
J-KL-M
18-2024-28
3rd Grade 3034-38
NO-P
3034-38
4th Grade 40 Q-RS-T
40
5th Grade 44 S-TU-V
44
6th Grade V-WX-Y
Second Language Learners “Although the research in second
language is not as extensive as in first language reading, it strongly suggests that free reading in a second or foreign language is one of the best things an acquirer can do to bridge the gap from the beginning level to truly advanced levels of second language proficiency.”
--Krashen (1993)
Rituals, Routines, & Artifacts Rituals - The procedures. The point of a ritual is
that an activity is always done the same way. It tells the students how to do things in Readers Workshop.
Routines –The daily structure. Routines are predictable so students know what is expected and can operate independently.
Artifacts - Objects that are central to learning. Standards books, rubrics, texts, reading folders, book bags, charts.
Rituals, Routines and Artifacts, NCEE, 2001
“We put our trust in creating calm,joyful settings with simple, clearroutines.” --Shelley Harwayne