sarah doerr district literacy coach school district of menomonee falls extending student thinking...
TRANSCRIPT
SARAH DOERRDISTRICT LITERACY COACH
SCHOOL DISTRICT OF MENOMONEE FALLS
Extending Student Thinking Through Readers’ (and Writers’) Workshop
Opening Activity
How familiar are you with the Workshop Model? I have never heard of that! I have heard of it but never used it! I have heard of it and have just started using it in my
classroom! I am using that model in my classroom
And could present for me!!
Opening Activity Continued
Who are you? Administrator Classroom Teacher Support Staff Member Parent
WORKSHOPMINI-LESSON
5 – 15 minutes
INDEPENDENTWORK
SMALL GROUPWORK
CONFERENCES
WHOLE GROUPREFLECTION/SHARE
5 – 15 minutes
Independent Work Time 30 – 50 minutes
Common Classroom Teacher Concerns
What do I do with my G/T students?What materials should I use with my G/T
students?How do I know my students are growing?How do I know what I should teach?
Mini Lesson
Architecture of a Mini LessonConnectionTeachActive EngagementLink
Small Groups to Extend
Purpose- Learn a particular strategy (practice new strategies, review previously learned strategies, or preteach upcoming strategies)
Texts- Independent or instructional level (seen or unseen)
Instruction- Explicit instruction around a particular concept
Time- 10-15 minutes
SMALL GROUP
Video
Literature Discussion Groups/Book Clubs
Purpose- Deepen and enrich comprehension through conversation and writing
Texts- Unleveled Trade BooksInstruction- Facilitating conversation
through participation, questioning and coaching
Time- Varied depending on classroom structure and dynamics
Why Literature Circles ?The Rationale Behind Them
Promote a love of literature and positive attitudes toward reading.
Reflect constructivist, child-centered model of literacy Encourage extensive and intensive reading Invite natural discussions that lead to student inquiry Support diverse responses to text Provide choice and encourage responsibility Expose children to literature from multiple perspectives Nurture reflection and self-evaluation
Source: Literature Circles and Response, Hill, Johnson, Noe
Book Clubs: Things to Remember
Book ChoiceGroups meet regularly within the classroomStudents use note taking device to help guide
conversation: post its, jots in response log, annotations
Discussion topics are student drivenGroup meetings should be open, natural
conversations about booksTeacher is a facilitator; not a leaderAssessment
Coaching Into Book Clubs
Act It Out- Have 2 students play one character (internal
thoughts vs. external actions/words)Reread the first page(s) and look for tidbits missedCompare and contrast text with a similar text or
different text (Historical fiction with non-fiction)Keep book club grounded in the textAsking questions to grow investigative power
Questions with multiple answers Questions grounded in the text
BOOK CLUBS
Video
What is a conference?
A short (3-5 minute) interaction between teacher and student during the work time of Readers Workshop.
Structure of a Conference
Research- observe and converse with the reader
Decide what to compliment the reader on and what to teach the reader
Compliment the reader to reinforce what is going well
Teach the reader Link the teaching point so that the learning
transfers to all books.
Conferring with High Readers
Access the Continuum bookUse their response logsFocus on talking and writing about their
thinkingFocus on evaluating and critiquing a textStretch their exposure to a wide variety of
genre, topic, and authorLook at the expectations for the grade level
above or beyond
Importance of Note Taking
Piece of data collection Provides evidence for grades and conferencesFormative AssessmentRecord of the student’s growth
Why Thoughtful Logs?
Students jot down thoughts before, during, and after reading
Responding to reading through writingPreparing for discussionAssessmentConferencingDeeper Comprehension
A Share Might Look Like…
Students bringing a post it to the rug and share what makes it so great
Reviewing the learning for the dayA fish bowl to assess and analyze one anotherA read aloud or shared reading work to teach another
conceptRestating teaching pointPreviewing a future teaching pointSelf-assessingAddressing a need that arises from independent
readingSharing student work/thinking
Goal Setting
I know what I need to learn Clear learning objectives and targets
I have input on my learning goal Student centered goal setting
I know how I am doing on my goal Charting progress
I know what helps me learn Student/Teacher Feedback
Video
THE POWER OF WORKSHOP: TEACHERS AND STUDENTS
