Reading+Workshop

1. Setting - need to create spaces for reading that are comfortable 2. Time - allow students large chunks of time to get lost in their books (research shows that reading at school bleeds over to reading at home) 3. Talk - allow time for students to talk to others about what they are reading 4. Topics - be sure students are reading about topics that are interesting to them 5. Volume - a large quantity of reading at their independent level will promote reading growth
 * __What makes reading work__**

__**How to choose a book wisely**__ 1. Look at the cover - make predictions, connections of what the book might be about 2. Length - Think about how long it might take you to read the book. 3. Read the blurb as well as any comments and reviews from others who have read the book. 4. Open up to the first few pages and spend some time reading. Does it seem to have the potential to be interesting? 5. Use prior knowledge regarding genre and author. Have you read this genre before? Have you read other books by this author? 6. If you started a series some time ago, reread the last book you finished to get yourself back into the series. 7. Make a plan for "what's next" by choosing what to read once you are finished with the new book you just chose.

1. visualize ideas and situations in the text 2. make connections 3. ask questions 4. draw inferences 5. evaluate and determine what's important 6. notice and analyze the author's writing 7. self-monitor while reading
 * __Thinking strategies to dig meaning out of text__**

__**Architecture of a mini-lesson**__ __Connection:__ - recap of what students have been doing; reminds them of what they've already learned - seque of some sort into the lesson such as a personal experience, vingette, etc

__Teaching Point:__ - what specifically do you want to teach in this lesson - "Here's what I want to teach you today.."

__Demonstration:__ - show them HOW to do it this work, then restate the demonstration

__Active Engagement:__ - give students a quick opportunity to try what you're taught and to do so with your support
 * use activities such as stop and jot, turn and talk, etc. for practice

__Link:__ - restate the teaching point - share what you heard during the active engagement time - remind students what they will do once they go back to their seats; give them options of what work they might do now, either incorporate the new skill, or continue with a different skill they learned


 * __Read Aloud Methods__** - Let students know you will be stopping to think as you read and let them know what they should notice in your thinking. For example: "Watch how I use information in this passage to figure out what's going. This is called inferencing."

1. heavily planned with an instructional purpose 2. orchestration of many reading skills/strategies/behaviors (highlight a skill, actual strategy) 3. model proficient reading habits and skills of what readers do 4. heavily scaffolded - "I do - you do" 5. think alouds (stop reading and do a think aloud) 6. turn and talk (partnership) 7. stop and jot (Get them writing down their ideas. If you see kids struggling, give them a prompt, "Maybe start with 'I wonder...") 8. close your eyes and visualize


 * Reread the last few sentences as they transition from doing the short exercise back into listening to the story continue.**


 * __Types of Retelling__****

__Sequential__ - Good for when the story is difficult and confusing. Important for students with memory difficulties. - event based - what are the MOST important events in the story?

__Character Based__ - Make it like a movie trailer. - characters retell the story - talk about character traits; what you know about them, what pressures are on them -be conditional..."So far it seems like..."

__Thematic Retelling__ - What is this story starting to be about? - start to track one or more themes such as power, sacrifice, family, loyalty, etc

__Now and Before__ - What's happening right now and what led up to this? - look for moments early on that have something to do with what is happening now
 * What are the causes? The cause and effect?