simplify your reading block krista geffre. agenda outline of my literacy block independent work...
TRANSCRIPT
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Simplify Your Reading BlockKrista Geffre
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Agenda
•Outline of my literacy block•Independent Work (Daily 5)•Instruction & Café Menu•Small Group Reading Instruction•Assessment/Individual Conferences
•Read Aloud and CCSS
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Disclaimer
I use many ideas from “The Sisters” who created the Daily 5 and Café Menu.
The Daily 5: Fostering Literacy Independence in The Elementary Grades
&The Café Book: Engaging all Students In Daily
Literacy Assessment & Instruction
By Gail Boushey & Joan Moser “The Sisters”
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How I have Simplified My Reading Block•Independent work is meaningful and student led
•Independent work does not require daily planning
•No stacks of papers to grade•Lessons are focused and short•1 lesson for multiple book groups
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My literacy Block• Mini-lesson # 1• Independent Work / Meet with book Groups or
individuals
• Mini-lesson # 2 / Refocus• Independent Work / Meet with book Groups or
individuals
• End reading block with review and/or sharing
• Read aloud with a CCSS focus* *this is outside of my “literacy block” time this year
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Mini Lesson
•Keep it short – 10 minutes•Café menu Put your objective or CCSS on the wall for reference
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Posting Objectives
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CAFÉ Menu
•Comprehension•Accuracy•Fluency•Expand Vocabulary
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www.thedailycafe.com
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Café menuObjectives are
printed or written on cards
Put them on the wall as they are taught
Students refer to them throughout the
year
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Strategies and Standards are posted as they are taught
Keep the café menu and strategies you haven’t used yet on the inside of a cabinet door
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Independent work simplified - Daily 5
•Read to Self•Read to Someone
•Work on Writing – During writing time
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Keys to success
•Give students choice•Explicitly teach how to do it•Teach students how to pick books
•Build Stamina•Hold students accountable•Reteach if needed
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Read to SELF I-Chart
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Read to Someone
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Helping a partner
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Where to sit
•Students enjoy choosing their own spots around the room to sit
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What they read
•Students choose their own books
•Teach them how to decide if a book is a good fit for them
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Build stamina
•Practice, practice, practice!•In the beginning just practice
•Make sure they can be completely independent before you pull reading groups
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Daily 5 and Café Resources
•www.thedailycafe.com•Many free resources and more if you join
•Café menu copies•How to launch the daily 5
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Status of the class•Hold students
accountable•They choose read to self
or read to someone•They choose their
strategy focus•Quick check-in
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Small Group Reading
•Any text•Vary groupings throughout the year
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Book Groups - Simplified
•Plan one lesson for all groups
•Vary level of the text
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Small Group Outline
•Mini-lesson•Model of strategy and fluency
•Students read and mark their books
•Share thoughts and read aloud
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Video – Mini Lesson Example• CCSS• Describe in depth a character, setting, or event
in a story drawing on specific details in the text (e.g., a character’s thoughts, words, or actions)
• Objective / Learning Target• I can use specific details from the text to
describe characters, settings, or events.• I can locate sections of a text where characters,
settings, or events are described.• RL.4.3
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Video summary
•Use post-its to mark thoughts and ideas•Grades for group participation
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Group Participation Grading
•Discussion•Share ideas•Comment / Ask Questions of other students
•Demonstrate their thinking and understanding of the concept and story
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Interruptions
•Don’t start small group work until students are really ready for independent work
•Teach students when it is okay to interrupt – sick or injured
•Paper hand – emergencies only
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Individual Reading Conferences
•Visit with individual students and track their progress.
•Keep general notes in a binder or spreadsheet
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Outline for individual conferences
•“What are your working on today?”
•Have them read to you•Choose something to focus on and teach
•Have them repeat their focus/goal to you
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Read Aloud
Use CCSS to determine your focusI use cards from the café menu to help focus my instruction and also remind students what we are working on.