4. Tenets
0 Practice: Pencil to paper, eyes on print
0 Learning is messy, teaching must be flexible
0 Formative Assessment
0 Feedback
0 Approximation
0 Transfer is the Key
5. Components of aComponents of a
Comprehensive LiteracyComprehensive Literacy
ApproachApproach
Interactive Read
Aloud
Shared Reading
Reading Workshop
Grammar
Shared Writing
Writing Workshop
Word Study
6. Purpose of ComponentsPurpose of Components
Wor
d
Stud
y
Wor
d
Stud
y
Reading and Writing
Workshop
Shar
ed
Writi
ng
Shar
ed
Writi
ng
Gram
mar
Gram
mar
Shar
ed
Read
ing
Shar
ed
Read
ing
Read
Alou
d
Read
Alou
d
10. Five Qualities of Good
Writing
0 Focus/Content
0 Elaboration
0 Voice
0 Structure
0 Mechanics
11. Shared WritingShared Writing
0 Separate from Writing
Workshop, rarely used in
a minilesson
0 Share– create it
together, teacher does
the writing
0 Preparation and skill
introduction and practice
14. Grammar andGrammar and
MechanicsMechanics0 The difference between
conventions and grammar:
Grammar refers to the structure
of a language: the parts of speech
and their functions, their
relationship to each other, word
order in sentences, the parts of a
sentence and how they are put
together, e.g., subject, predicate,
objects, etc. Mechanics refers to
the conventions of written
language: punctuation,
capitalization, spelling, etc.
0 Language of literacy
0 Students along the way are
going to understand, and
then mess it up again. This
15. students’ writing, or
tell them to be
correct, then they
may revert to
simpler vocabulary
and sentence
structure that they
are sure how to
punctuate.
21. Writing Workshop
Structures and Routines
0 Minilesson
0 Independent
Writing and Small
Group Teaching
0 Conferring
0 Small Group
Strategy Work
0 Mid Workshop
Teaching Point
22. Writers Need
0 Time
0 Choice
0 A variety of strategies to access
learning
0 Models
0 Modeling
23. Nothing a teacher can
do can have a greater
effect than this
combination—
giving students crystal
clear goals,
opportunities for
engaged work, and the
feedback that includes
compliments and steps
for more progress.
24. Teachers must also ensure that children have
access to reading materials that are relevant to the
kind of writer they are interested in becoming at
that particular moment. Teachers must also
recruit the authors who will become the children’s
unwitting collaborators.
Frank Smith on Mentor Texts
25. Writers Need
0 Time
0 Choice
0 A variety of strategies to access
learning
0 Models
0 Modeling
0 A Writer’s Notebook
27. A Writer’s Notebook
0 Not a journal
0 A place for practice
0 A place for feedback
0 A place for planning
0 A place to collect minilessons or teaching
strategies
0 Filled with all different genre
0 A place to collect ideas, pieces of stories,
inspiration for writing
0 A place to live like a writer
0 Teacher comments in post its
0 Graded differently than other writing
33. Whether it is with a group of
characters or an idea for the plot,
begin to write. Everything develops
under the pencil as you begin to
write.
Roald Dahl
36. Assessment
0 Assessment for
Learning: This
is what you did
well, here are
my questions,
here are my
suggestions to
improve your
writing
0 Assessment of
Learning:
Process, content,
conventions
grades
40. First, a little reading…
Pa XXXX Joanie with his dirty XXXX.
Spoon rose to follow Pa, but one of
the XXXX XXXX in the window caught
the light of the real XXXX and sent
off pure white XXXX directly at
Spoon. He sat down again, XXXX by the
XXXX orb, feeling as if he was on the
brink of a meaningful XXXX, on the
verge of XXXX his XXXX.
His eyes darted from one XXXX to
the next. Something of Gram’s.
Thinking, thinking.
5th
grade reading level, GRL R
85% accuracy
41. Let’s try that again at
90%...
Pa followed Joanie with his
dirty XXXX. Spoon rose to
follow Pa, but one of the XXXX
suns in the window caught the
light of the real XXXX and sent
off pure white XXXX directly at
Spoon. He sat down again, XXXX
by the XXXX orb, feeling as if he
was on the brink of a meaningful
thought, on the verge of XXXX
his XXXX.
His eyes darted from one XXXX
to the next. Something of
Gram’s.
Thinking, thinking.
42. This is what it should
sound (and feel) like…
Pa followed Joanie with his
dirty dishes. Spoon rose to
follow Pa, but one of the
stained-glass suns in the
window caught the light of
the real sun and sent off
pure white flashes directly
at Spoon. He sat down again,
mesmerized by the gleaming
orb, feeling as if he was on
the brink of a meaningful
thought, on the verge of
solving his problem.
His eyes darted from one sun
43. This shows…
0 Reading a book that is too hard is equivalent to
not reading at all.
0 Reading at 98% or higher accuracy is essential
for reading acceleration.
0 Anything less, slows the rate of improvement
and anything below 90% accuracy doesn’t
improve reading ability at all.(Allington, 2012; Ehri,
Flugman & Gross, 2007)
0 In order for students to make the necessary
progress to become better readers they need 57
minutes a day to read books they can read with
accuracy, fluency and comprehension.
46. Guided ReadingGuided Reading
0 Powerful vehicle to
differentiate instruction
0 Features vs. Comprehension
Skills– balance changes as
levels become more
difficult
0 Text considerations
(Independent,
Frustrational,
Instructional)
0 Guided reading can
strengthen strengths as
well as help move levels
0 Should be viewed as a
support to transfer
47. “A child's reading level
doesn't catch up to his
listening level until eighth
grade. You can and should be
reading seventh-grade books
to fifth-grade kids.”
“You have to hear it
before you can speak it,
and you have to speak it
before you can read it.
Reading at this level
happens through the ear.”
“The single most important
activity for building the
knowledge required for
eventual success in reading is
reading aloud to children.”
~ Becoming a Nation of Readers, 1985
Read Aloud
48.
49. Instructional Read Aloud
with Accountable Talk
0 Practice strategies
learned in other reading
modalities
0 Practice talking about
reading
0 Removes the decoding to
allow for comprehension
work
51. Word Study
0 Word patterns (Letter-
sound, Affixes, Common
Greek and Latin roots)
0 Vocabulary (inside and
outside)
0 Sight Words (High
frequency words)
52. Tiers of Vocabulary
0 Tier 1: Oral Language
0 Tier 2: Literary Language (AKA
Academic Vocabulary)
0 Tier 3: Content Specific Language
(AKA Domain Specific Vocabulary)
53. Spelling
High Frequency
Words
0 Trends become
Whole Class teaching
0 Individualized or
small group
instruction
Word Patterns
0 Trends become
Whole Class teaching
0 Individualized or
small group
instruction
Student Writing
Quick overview of the components of the comprehensive approach
All aspects of literacy should have an end goal in mind: student achievement. We design our instruction so it is all focusing on a particular area we want our students to succeed.
Talk this through
Notecatcher about each.
Start with something each person has learned and what they needed in place.
Talk about each and processing time for all T’s
Article Share
Study a notebook entry and name these qualities, thinking about which quality needs more support
Shared Writing plan for a week
I visualize an ongoing running list/anchor chart – continuously adding new skills – serves as a reminder
Get it all out on the table!
Name our values around Grammar
Page 8
Same for adult learners– adult learning,
Categorize and explain briefly the parts of the
Example of minilessons: Big change Minilesson using Ish
Overview of mentor texts and how to use them– how they connect directly to the common core standards
Bob Dylan
Orville and Wilbur Wright
Louis and Clark
Click on Louis and clark notebook to get to Sharing Our Notebook website: http://www.sharingournotebooks.amylv.com/
Louis and Clark
Share Jack’s Notebook
Roald Dahl
Processing: How would you build a notebook?
Jane Austen’s plan for a book
Share roald dahl chapter
Volume-two pages in class, two at home 20 pages per week
Write the Weird– the odd, original part, push to tell the truth, wholly and fully without, uncover those things that make writing real, collecting moments that matter, then tell them more honestly, precisely, dig farther inside things that were already written, (p. 25)
Dig deeper, thinking, what does this story say about…?
Make plans for that evening’s writing before ending the workshop
After discussing assessments, start to talk about the units. Create a pacing guide of units.
Define each, share the hierarchy of comprehension
Knowing the level, matching books to kids,
Before we can do any work with text, we need to be sure kids are reading texts at their level!
Read high interest books with 99% accuracy
Volume reading is the goal
Writing about reading, not instead of reading
Conferring with record keeping
Example of minilessons: Big change Minilesson using Ish
Video of dad who read to his daughter through college
Quick demo
Define shared reading and then try it out with the poem. Share the plan for shared reading.
Refer to CCSS
20 minutes per day on Word Study
Differentiate into three groups, teach them games and/or centers to practice
1st grade enters with about 30-40 sight words, 2nd grade 150 words,
Make a ring of words that students know and almost know,
K-1 name study in the first month