Post on 23-Feb-2016
description
of workshop…September 2013
The
“We shouldn’t teach great books; we should teach a love of reading.” B.F. Skinner
• The First Few Weeks of School…
Goal: Getting to Know your Students, Building Relationships & Creating a Community of Readers and Writers
Donalyn Miller Recommends…
O Student Surveys: (reading and interest inventory)
O She uses information from the surveys to make book recommendations for kids.
O She starts with her struggling readers firstO Book Frenzy
O Spends one day letting kids give recommendations and share their favorite books
O First vocab & unit: Genre studyO Over 2 weeks, investigate all the genres & create
lists of elements of eachO 40 Book Reading Requirement
Chris Tovani Recommends… O Conversation calendar
(example on page 19, 20)
O Asking specific Qs Beginning of course survey (page 24)
Chapter 4 includes a lesson plan of the
first two days (pages 47-71).
Tovani’s SurveyBeginning of Course Survey:
You as a School Reader1. List the types of reading or texts that are difficult for you to
read. Be as specific as possible.2. Describe what you would do to help yourself when you’re
having difficulty reading a text. If you automatically quit reading or find a way to get around the reading, explain in detail what you do.
3. What grade did you earn in your last English class?4. Describe what you were assigned to read in the class and
share how much reading you actually did.5. If you didn’t do the majority of the reading, describe in detail what you did to get around it.
Does this tend to be you…?
Penny Kittle Recommends…
O Changing our own philosophy of teaching reading and literature:O “A book isn’t rigorous if students aren’t reading it.”
So, why teach the classics if only (maybe) 30% of students read an assigned book?
O We are responsible for moving EVERY student forward in reading. For our low readers, “giving them work that is beyond them is unlikely to help them catch up, and is likely to make them fall still further behind.”
O We can increase students’ interest and ability to read if we build their CAPACITY for reading -> reading stamina
Kittle quotes Ann Patchett:
O “I’m all for reading bad books because I consider them to be a gateway drug. People who read bad books now may or may not read better books in the future. People who read nothing now will read nothing in the future.”
In the first week…
O Establish reading rate & assign HW expectation (27)O Find an interesting bookO Read for 10 minutes; record the # of pages readO x 6 for an hourly rate; O x 2 = the # of pages a student should read outside
of class each week (2 hrs of homework)
• Start developing relationships with students • Accept where they are• Provide books that ignite a motivation to read
READING LOGS
Maintaining Reading Statistics
O Goal of using reading logs is to maintain reading statistics so we can spy on ourselves as readers.
O The log could contain the title, author, the level of difficulty, the numbers of minutes the student spent reading, and the starting and
ending page numbers.
O This could look different depending on your student population.
Renna’s Log
Megan’s Log
Kemp’sReading Log
Megan’s “in class” reading log/ exit
slip
“Books Read” Log
“Books Read” Log
Kemp’s hourly reading record
Student name Book TitleMon Tues Wed Thurs Fri Wk Total
READING RECORD hr:
~~ Each day, record the page number you are currently reading ~~
“We must understand that reading at grade level in big gulps of hundreds of pages makes the hard reading possible.” – Penny Kittle
READING LOG REFLECTION
1. Make a claim about your reading and use evidence to support it.2. Write a full page. You can discuss any of the following:
• What books did you read? What did you think?• How many total pages did you read on this log?• How many total minutes did you read?• When (days, time of day) do you seem to do the
most reading?3. Did you reach your goal(s) from last time?
Why or why not?4. What are your new goals for the next two weeks?
What steps will you take to help you reach your goals?
Did you remember to:? Add your total minutes and pages read to your reading graphs?? Turn in your reading log?? Write a full page reflection in your notebook?
“HOW” Reading Logs should be USED:O Schools establish a policy about maintaining a daily record of
books read at school and HOME O Reading logs ARE NOT places for responses to reading, nor do
students write book summaries in them. O They are simply records of time spent reading
and volume of reading accomplished.
Teacher’s College Recommendations…
Information from TC Curricular Plan for 8th grade
To Get Started: • ALL STUDENTS recording starting time and page number. • ALL STUDENTS recording ending time and page number.• After a few weeks, encourage students to study their
reading logs to articulate their reading habits. By themselves, and then with their reading partner.
“WHY” Reading Logs should be USED in the classroom/school…
O Provides insights to a child’s readingO “I notice you’ve been reading faster. Has it
been hard to hold on to the story as you read faster?”
O “What’s slowing you down? I notice you read less today. What got in the way?”
O If a child is making slow progress through the book, observe how the child is reading silently, checking to see if there are any behaviors slowing the child down.
Information from TC Curricular Plan for 8th grade
Reading Log Red Flags O School leaders, as well as teachers, must
collect, save, and study these critical records. For example:General rule of thumb is that a child
should read approx. three-quarters of a page a minute.Reader reads 34 pages during a ½ hour in school
And ONLY 8 pages in ½ hour at home.Reader is consistently reading far EASIER texts than their level. CRUCIAL to communicate with parents on the volume of reading their child is doing. Communication could be HUGE payoff.
Information from TC Curricular Plan for 8th grade
Reading Logs provide insight to VOLUME of student reading.
EXAMPLE: It takes eight hours for a student who reads 200 WPM to complete Hatchet. If he reads at school and home, he should finish this book in ___?___(Researcher Dick Allington)
If a child is reading below 120 WPM, then alarm bells should go off. Does he need an easier book? Is he actually reading?
O http://www.readingrockets.org/article/96/
Information from TC Curricular Plan for 8th grade
Effective Reading LogsO Intentional Practice through teacher
modeling at first…Practice, practice, practice to move to automaticity with students.
O Philosophical stance on Reading Logs supported by research
O Plus decide on grade level and/or school wide stance on Reading LogsO Be enthusiastic about Reading Logs even if you have to “fake” it.
Information from TC Curricular Plan for 8th grade
Assessing Readers and Writers in Workshop
Teacher’s College Recommends…
O Many secondary teachers assess readers by the books they are holding in their hands.
O Simply assess their accuracy, their fluency, and their comprehension, right in the text, and you’ll have a window into how well they are matched to books.
O Start by assessing your struggling readers first.
O Teacher’s college has an in-book assessment you can use.
In-Book Assessment from
TC
http://readingandwritingproject.com/public/themes/rwproject/resources/assessments/additional_tools/in_book_assessment.pdf
In-Book Assessment from
TC
http://readingandwritingproject.com/public/themes/rwproject/resources/assessments/additional_tools/in_book_assessment.pdf
Reading Rates
Information from TC Curricular Plan for 8th grade
Donalyn Miller Recommends…
Chris Tovani Recommends…
Penny Kittle Recommends…
GradingHow do people grade in a workshop?
Chris Tovani Recommends…
Check out Chapter 7: Grading is Killing Me (129-149).
Penny Kittle Recommends…
6th Grade ELA
Grade Distribution
Homework-10%Class Work-40%Projects / As-sessments-50%
Renna’s Grades
Grading Assignments
Renna’s Grades3 4 5• Does not
meet standards/ expectations
• Below grade level
• Meets standard/ expectations
• On Grade Level
• Exceeds standard
• Going above and beyond
Example Notebook Rubric
Renna’s Grades
The NotebookWhat goes in the notebook?
Donalyn Miller Recommends…
O Tally List—page is divided into columns for the genres and # of titles she requires. She signs off on books they complete
O Reading List—students record all the books they’ve read. Each entry includes title, author, date book was finished and the student’s assessment of how difficult the book was to read.
O Books-to-read list: plan for future readingO Response entries (letters): students reflect on
personal reactions to books they read and authors’ writing. Miller writes letters that respond back.
(96)
Chris Tovani Recommends…
Penny Kittle Recommends…
Balanced LiteracyFitting in Reading and Writing Each Day
Chris Tovani Recommends…
Penny Kittle Recommends…
Donalyn Miller Recommends…
O Stealing Reading Moments (52-59)O Using classroom interruptionsO Bell-ringers and warm-upsO When students are doneO Picture dayO Library Time-focused library visits
Supporting Students’ Vocabulary
Teacher’s College Recommends…O “The research is clear: the single most important thing you can
do to enhance your students’ knowledge of words is to lure your students into lots and lots and lots of reading; if students read a diverse range of books, they’ll encounter a wider range of words.”
O The vocabulary in historical fiction, science fiction, fantasy, and nonfiction will often be richer than vocabulary in realistic fiction and mysteries.
O Lucy recommends using Donald Bear’s Words Their Way to help students who struggle with reading learn the spelling and word patterns that, for whatever reason, they may have missed when they were younger.
O You may want to assess your students for high-frequency words and spelling stage to see if some students would benefit from Bear’s word-study work. Those assessments are available on the teacher’s college website.
Information from TC Curricular Plan for 8th grade
Chris Tovani Recommends…
Penny Kittle Recommends…