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This document provides an observation template for teachers to record their observations of components of a reader's workshop. It lists the components, including a whole group mini-lesson, work periods for guided reading, partner reading, literature circles, writing about reading, and independent reading. It also notes the importance of planning, modeling strategies, conferring with students, closing the lesson, and having organized classroom spaces and routines to support smooth transitions between activities.
This document provides an observation template for teachers to record their observations of components of a reader's workshop. It lists the components, including a whole group mini-lesson, work periods for guided reading, partner reading, literature circles, writing about reading, and independent reading. It also notes the importance of planning, modeling strategies, conferring with students, closing the lesson, and having organized classroom spaces and routines to support smooth transitions between activities.
This document provides an observation template for teachers to record their observations of components of a reader's workshop. It lists the components, including a whole group mini-lesson, work periods for guided reading, partner reading, literature circles, writing about reading, and independent reading. It also notes the importance of planning, modeling strategies, conferring with students, closing the lesson, and having organized classroom spaces and routines to support smooth transitions between activities.
Teachers meet with one another, Planning AEs, EL, SPED, and/or literacy specialist to plan literacy instruction on a consistent basis using assessment data and ELA standards. Teacher gathers the whole class Whole Group for 5-15 minutes to provide Mini-Lesson explicit instruction on text structure, reading skills, comprehension strategies and ways to respond to different types of text. Students see models, including think aloud, during read aloud and interactive/shared reading. With guidance, students read, Work Period think, and talk through an instructional level text within a *Guided small group based on needs. Reading Work Period Students read to one another and get immediate feedback on *Partner the pronunciation of words and Reading the meaning of text. Work Period Building on their experiences in guided reading, students engage *Literature in critical thinking and Circles reflection as they read, discuss and respond to books. Work Period Students respond to text using a strategy or skill taught in the *Writing mini-lesson about Reading Work Period: Teacher confers with students independently or in groups, if *Guided partner reading, to reteach skills Practice of or strategies learned in the Skill/Strategy miniliesson or provide any additional scaffolding needed for students to be successful when working independently. Work Period Students practice strategies they have learned while reading and *Independent responding to text at their Reading and independent level. Teachers Conferring provide guidance with book choices, tailor teaching to meet individual needs and confer with individuals to monitor progress. Students come back together as Closing a group to connect back to the focus of the lesson and share their learning (and struggles) from the work period. Teacher often identifies students during their conferring time. Whole Group Teacher conducts a whole group Strategic reading lesson for a longer Reading period of time, such as a close reading lesson or the initial teaching of a skill or strategy. Transitions Students move efficiently from one space to another. The teacher has rituals/routines/signals in place to support smooth transitions. Classroom The classroom is organized to Organization support readers workshop included space for independent work, small group work, and a classroom library that includes a variety of genres, topics, levels, balance of fiction and nonfiction, and picture books and chapter books. *From MPS Balanced Literacy Framework.