?A teaching method in which the goal is to explicitlyteach students strategies to become more skillful at comprehendingtext.
?Involves students in authentic reading experiencesthat focus on the strengths and needs of each individual student through differentiatedinstruction.
?Emphasizes the importance of student engagement and the interaction between readers and thetext.
?In the workshop model, students are invited to become actively involved in their learning, and in the process learn more about howto read various kinds of texts(Atwell).
?There is not much good to say about “hard reading.” If you wantkids to fail, give them “hard books” they can’t read with less than 95% comprehension. The end result of a steady diet of “can’t do” is unmotivated, hard to manage, oppositional students(Allington).
?Students are given an opportunity to read at their own level and choose theirownbooks.Research has shown that motivationpredictsreading volume, which improves achievement(Allington).
?More time is provided in uninterruptedblocks
?Students think about what they’ve read and explain theirthinking
?There is ongoing strategyinstruction
?Students have “literate conversations”(Allington).
?Whole class reading/Readinggroups
?Limited/no independent readingtime
?Teacher teaches whole class readingskills
?Lack of studentparticipation
?Teacher sets the pace for reading (some students are held back, some fallbehind
?Whole class, small group, and independentreading
?Explicit Modeling/Think?Alouds in whole group and targeted instruction in small group and conference.
?Teach Reading Skills and Strategies
?All students participate (Turn andTalk)
?Students read at their own pace; they can move ahead or re?read asnecessary
?Students read the SAME text over a period oftime
?The students answer questions at the end of a story and complete worksheets to demonstrate theskill
?Students not aware of teacher’s reading processes andpractices
?Primary instruction of reading skills presented in a format based onbasal
?Students read different books (interest andlevel)
?Students apply and demonstrate skills and strategies for their own books, leaving “tracks” of theirthinking
?Teacher models reading processes and shares reading practices (use of read alouds and think alouds)
?Instruction emphasizes teaching reading strategies based on standards through selectedliterature
?Comprehension Multiple ChoiceAssessment
?Running records, conferencing, rubrics, notebook, self?reflection, comprehension open ended/multiple choiceassessments
Ways to use this video:
View the end of the video where Lucy Calkins discusses how it fits into the core curriculum and how it can be improved.
Show the video to students for inquiry learning, stopping it just before Lucy Calkins speaks at the end. Ask them to observe and note what they see happening. What do you see the students doing during this discussion? Chart their observations to start an anchor chart that guides their groups.
Videotape your reading groups/book clubs/literature circles for students to view themselves and compare.
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