EARCOS 2009. Second Workshop Session with Maggie Moon – My thoughts in Italics
Kids like to read, kids like to talk – marry the two together.
Make them think talking about reading is cool
Read-Aloud important time of the day
Framework for Balanced Literacy
Interactive Read Aloud with Accountable Talk
interactive writing/shared writing,
word study (phonics)
Reading Aloud to young children helps them to develop in 4 critical areas: oral language, cognitive skills, concepts of print, phonemic awareness
Different kinds of read alouds
Interactive Read Aloud – stop at places to think aloud, let students talk to a neighbor often have whole-class conversations
Content Area Read Aloud – texts that support learning in science social studies, math
Story Time – get lost in stories
Chose what read-aloud suits your grade level
Read Aloud Book Choices:
High Interest – ask kids!
Can be finished within a reasonable time frame.
Match “Units of Study” or theme work when possible
(get their feet a week or so before you start that unit – expose them to that genre)
Purpose of a Reading Workshop is get students reading independently as much as possible – sustained, focus, stamina building reading – book clubs fits in there – could still be reading own book but reading a bookclub book at the same time.
Read Aloud is a good intro into bookclubs – you are modeling what a bookclub might sound like, look like.
Grow your own ideas, theme, what is the author trying to say …. Lively interesting conversations rather than a “recording” session
There are student book club basics – see slide notes
Can have individual conference with students who are reading a book above their level to help them cope with the bookclub.
Conversations should be as natural as possible – not retelling, want kids talking throwing ideas around, challenging, questioning
Give students a goal to work towards – that’s what bookclubs are for – use that to drive the reading strategies that we’re teaching throughout the year.
Getting students ready for bookclubs (do this over the year …… I really like this idea)
Say to students: One of the reasons that we are practicing this is when we get into bookclubs this will be really helpful. Grow your own ideas, having something to say to your partner, group etc.
Ability to change your mind is important.
Having conversations, how many pages are you going to read, negotiate what we’re going to look for. When are we going to meet again?
Have your bookclubs staggered so that you as the teacher can manage.
Like the idea of bookclub folders, team brand name ……
Tracking their thinking together – what do you really want them to focus on ….. so that conversation doesn’t go pooooof after 5 minutes
Independent readers could have some ownership in scheduling their bookclub – what would work best for them.
Look out for the coming prepared for talk with Post-its slide. It has some great ideas on it.
Post-its help you prepare for conversations, makes you more ready to talk.
Pause and think – at the end – Maggie doesn’t write a book review at the end of her reading of a book. Don’t need to always write at the end of the book. Ask them to capture on paper some of their ideas in their final conversation.
(book review totally deflates the finish of the book)
There are times that you want to assess the ideas – could see a post-it note wall working here.
What’s a character’s motivation what’s getting their way
Interaction with other characters, what does this say about them?
Model with students what to pay attention to …… (see above)
Teach them to read off the post-it – model it so they don’t sound robotic
After the conversation, model prompts that record their revision of changing of ideas after listening to others
I used to think … now I think
Little scaffolds that help them do this.
Accountable talk – see slide
Give students a vehicle to get them talking to one another, to have a good conversation.