Phonics and Word Study in Early Elementary (K-1):
Workshop
(K-1)
**Reading Workshop**
The goal of this presentation is to provide teachers with easy, reproducible management tools, mini lessons, tips for getting started and keeping it going, checklists, and forms for recording data on each child while conferencing.
MRA Conference
March 2009
Presenter:
Michele Hagan
Waterford Public Schools
My Mentors
These are some of the books that have greatly supported me in my journey to develop Reading Workshop in Kindergarten!
The Art of Teaching Reading By: Lucy Calkins
Growing Readers By: Cathy Collins
Reading with Meaning By: Debbie Miller
Teaching with Intention By: Debbie Miller
Reading/Writing Connections in the K-2 Classroom By: Leah Mermelstein
Reading for Real by: Cathy Collins
Knee to Knee, Eye to Eye by Ardith Davis Cole
The Literate Kindergarten By: Sue Kempton
Reading & Writing Informational Text in the Primary Grades By Nell Duke, Ed.d
What Really Matters for Struggling Readers
Designing Researched-Based Programs By Richard L. Allington
Music:
Jack Hartman – Learning to Reading
Dr Jean -
The Classroom Literacy Block
Oral Language
Phonics and Word Study: Conferring and Small group work
*Mini Lesson, Partner/Small group practice time, Share
Phonological Awareness: Rhyme, Syllables, sounds in words
Letter and Sound Identification:
Word Families and other spelling patterns
High Frequency words
Concepts about Print
Reading Workshop: Conferring and Guided Reading
*Mini-Lesson (Whole Group)
Connection, teaching point, active engagement, link
*Private reading
September/October: Children begin with book baskets that contain “Sulzby (Rich stories that have been read 4 times to the class) Books” and “Look Books.” By November, children are given their own book baskets that contain Sulzby Books, “Look Books” and “Just-Right Books”
Units: Launching, Emergent Storybooks, Readers Think and Talk About Books, Readers Move into Conventional Reading, Non-fiction Reading Strategies, Summer Reading Plans
Reading Clubs: Concept Books Club, Character Club, Nonfiction Reading Club
*Partner Reading
*Share
Writing Workshop: Conferring and Guided Writing
*Mini-Lesson (Whole Group)
Connection, teaching point, active engagement, link
*Private Writing
Units: Launching, Storytelling (Drawing), Writers Get Print on the Page, Concept Books, All About Books, Personal Narrative, Prompt Writing, Poetry, Summer Writing Plans
*Partner Work
*Share
Read Alouds
*Retelling
*Comprehension Strategies
*Enjoyment: Teaching children to LOVE BOOKS!!!
Each component can utilize: Modeled/Shared/Guided Reading & Modeled/Shared/Guided Writing
Half-day Kindergarten Schedule
|Kdg |Monday |Tuesday |Wednesday |Thursday |Friday |
|1:00 |Handwriting |Phonemic Awareness |Art |Music Education |Literacy Centers |
| |& Literacy Work |1:00-1:30 |Education |1:00-1:35 | |
| | | |1:05-1:40 | | |
| |Reading Workshop |Reading Workshop |Reading Workshop |Reading Workshop |Reading Workshop |
| |Group 1 & 2 |Group 1 & 3 |Group 1 & 4 |Group 1 & 5 |Group 1 |
| |Writing Workshop |Computer Lab |Writing Workshop |Writing Workshop |Writing Workshop |
| |Table 1 & 2 |2:00-2:30 |Table 3 & 4 |Table 5 & 6 |Conferences |
| |Read Aloud/ Snack |Read Aloud/ Snack |Read Aloud/ Snack |Read Aloud/ Snack |Library |
| | | | | |2:45-3:15 |
|Chris Warren |Social Studies |Science |Physical Education |WWW Book |PEACE CIRCLE |
|T-F | | |3:10-3:45 |& Literacy Work |3:30-3:55 |
|3:55 |Dismissal |Dismissal |Dismissal |Dismissal |Dismissal |
Full-Day Kindergarten Literacy Block Schedule
|Kdg |Monday |Tuesday |Wednesday |Thursday |Friday |
| |9:05-9:25 Arrival |9:05-9:25 Arrival |9:05-9:25 Arrival |9:05-9:13 |9:05-9:25 Arrival |
| |*Backpack check |*Backpack check |*Backpack check |*Backpack check |*Backpack check |
| |*Book Check-out |*Book Check-out |*Book Check-out |*Book Check-out |*Book Check-out |
| |*Partner/Ind. Reading |*Partner/Ind. Reading |*Partner/Ind. Reading |*Jobs |*Partner/Ind. Reading |
| |*Jobs |*Jobs |*Jobs | |*Jobs |
| |9:25 – 9:40 Meeting |9:25 – 9:40 |9:25 – 9:40 Meeting |9:13 – 9:20 |9:25 – 9:40 Meeting |
| |*Hello Friend |*Hello Friend |*Hello Friend |*Hello Friend |*Hello Friend |
| |*Treasure Chest/wish you |*Treasure Chest/wish you |*Treasure Chest/wish you |*Treasure Chest/wish you |*Treasure Chest/wish you |
| |well |well |well |well |well |
| |*School Family song |*School Family song |*School Family song |*School Family song |*School Family song |
| |*Days of the Week/days in |*Days of the Week/days in |*Days of the Week/days in |*Daily Promise |*Days of the Week/days in |
| |school |school |school | |school |
| |*Daily Promise |*Daily Promise |*Daily Promise | |*Daily Promise |
| |*ZooBook Sharing/oral |*ZooBook Sharing/oral |*ZooBook Sharing/oral | |*ZooBook Sharing/oral |
| |language |language |language | |language |
| | | | | | |
| | | | |Spanish | |
| |Reading Workshop |Reading Workshop |Reading Workshop |Word Study |Reading Workshop |
| |Movement |Movement |Movement |Read Aloud/ Snack |Movement |
| Donna |Word Study |Word Study |Word Study | |Word Study |
|10-11 | | | | | |
| |Read Aloud/ Snack |Read Aloud/ Snack |Read Aloud/ Snack |Music Education |Read Aloud/ Snack |
Why Workshop?
“The purpose of reading and writing workshop is to promote a true love for reading and writing, while scaffolding instruction to meet the learner’s specific needs. In the workshop, students participate in three areas: a mini-lesson conducted by the teacher, practice time, and sharing time. During workshop, the students make choices about their reading and writing and are allowed to be in control of their own learning. The teacher participates as more of a coach or facilitator during workshop time by guiding and monitoring each students learning through conferences and reading groups.”
How to Develop Mini Lessons
Architecture of a Mini lesson
Readers’ get their minds ready to read
CONNECTION
Boys and girls yesterday we talked about the baseball player and the stretches he does before the game even starts. A baseball player has to get his body ready to play baseball. You learned that readers do the same thing, but readers have to get their minds ready before they can read books. They have to do their reading warm-ups. We learned that one way readers do that is by looking at the picture on the cover of the book and thinking about what the story is going to be about.
TEACHING POINT
But readers, baseball players don’t just do one exercise to get their bodies warmed up; they do a lot of different exercises. They might stretch their legs, then their arms, and they might go for a run. Readers do the same things. Readers have different exercises to get their minds ready to read. Today you are going to learn another exercise to get your mind ready. Today, I am going to teach you how to do a book walk. A book walk is when a reader starts at the beginning of the book and looks at each page to get an idea about the story. This is another exercise readers do to get their minds ready to read. Let me show you.
ACTIVE ENGAGEMENT
I show them the book Grandpa, Grandpa and read the title. We open the book to the title page and read the title of the book again.
Page 2 – “This is where the story begins and I see the little girl pulling on her grandpa’s arm. I wonder why she is pulling on his arm?”
Drew yelled, “I know, she wants to go swimming”
Grant said, “Yes, look there’s a boat.”
All the children begin calling out their ideas at one time.
I stop the class. “Boys and Girls can you see how looking at the pictures is really helping you to think about the book. “Let’s move on.” I turn to page 3 and say, “I notice they are in the water and they have their pants rolled up. The little girl is holding a pan with clams or mussels. It looks like they are collecting the shells.” Next I have the kindergartens turn to their neighbor and talk about the next couple of pages. The classroom turned into an uproar of conversations.
I observed Noah and Charlie’s conversation.
Noah said, “Look their falling out of the boat.” Charlie replied with, “No I think their trying to catch fish. Look at the string.”
**After a minute I stop the class.
LINK
Boys and girls today, you are going to go back to your seats and read a new book, but before you start that book, I am going to be watching for you to get your mind ready by looking at the cover and then trying a book walk. I am going to be watching for you to look carefully at each picture because that is what readers do. Are you ready to give this a try? OK –off you go!!
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Boys and girls we have been learning how readers use a pointing finger to read each word on the page. You learned that as you touch a word, you talk the word. You learned that your finger can hop from word to word, just like a frog hops on lilly pads. Let’s make our fingers hop! “Good”!
You know, I have noticed that some of you forget to do this when you are reading. Some of you are so excited you forget to use this very important tool. Today, I am going to teach you how to remember to use this tool even when you are so excited to read. Let’s look at our Jack and Jill shared reading chart, I want you to notice how I put my finger under the 1st word before I even start reading. Did you see that, did you notice that I put my finger under the 1st word before I even started reading? I did that so I would remember to point to each word.
Let’s have ____ try this. Did you notice ____ touch the very 1st word? He did this so that he would remember to touch and talk each word as he reads. Let’s all practice today with the book that is on the floor in front of you. We are going to read the title. _______, you did it! You put your finger under the 1st word so that you would remember to point to each word as you read…Hip-hip hooray! Let’s all try this together. We are going to put our finger under the 1st word on the page so that we remember to hop to each word just like a frog. Are you ready?
Today at your tables, you are going to do the same thing. Before you start reading, you are going to put your finger under the 1st word. This is going to help you remember to point to the words as you read. Are you ready to give this a “go!” Great …off you go____table, ____table!
Share: Today I notice______. I noticed that before_____ even read her book she put her finger under the 1st word. I noticed that this helped her to remember to point to each of the words. It helped her to remember to touch each word and talked each word as she read. Just like______, today and everyday you are going to do the same thing. You are going to point to the 1st word before you start reading. This will help you remember to touch and talk each word as you read.
Environment
✓ Classroom library is easy to navigate for students
*Book baskets have different genres
*Variety of text at different levels
*Books that match the interest of learners
*Students’ book bins are easy to access
✓ Classroom is print-rich
*Student writing samples
*Alphabet charts
*Labels
*Anchor (instructional) charts
*Shared Reading charts
*Word Wall
✓ Current unit of study is posted with concepts and unit duration
✓ Materials/supplies for guided reading easily accessible
✓ Classroom set up allows for grouping, conferences and mini lessons
✓ Display of students’ reading status and celebrate successes
✓ Use of Music for transitions
✓ Use of puppetry to help with mini lessons
✓ Visual cues & photographs of children
How to Conference and Pull Groups During Reading Workshop
Partner/Small Group Learning (Teacher conferences and works with small groups)
Working With the Teacher:
At this time, the teachers work with small groups or conference with his/her students. Small group lessons will either reinforce the day’s lesson or enrich the lesson.
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Start with Assessments - We need to know the dynamics of our students. What are their strengths? Use your students strengths to develop your goals for readers. **Develop intervention plans for your struggling angels(**
Concepts about Print:
*Front/Back of book
*Left to right
*One to one correspondence
*The difference between a letter and a word
*Punctuation (. , ! ?)
Letter ID/Sound ID
*Letter, the sound the letter makes and a word that begins with that letter
Rhyme
*Say and hear words that rhyme
Onset & Rime/Blending
*When hearing sounds in isolation, the student will put them together to make a word - /c/ /a/ /t/ = cat
Segmenting
*When hearing a word, the student will say the letter sounds in isolation - cat= /c/ /a/ /t/
Reading Intervention Plan
(Sample: Waterford Public School)
Name: Date
Teacher: Duration of Plan:
Start Date: End Date:
Strengths:
Knows 37 letters
Knows 5 letter sounds
Knows the difference between a letter and a word
She knows rhyme and can supply rhymes
She knows the picture carries the story and can read books using his knowledge of the book and the pictures
She self corrects when reading sulzby
She can read 3 word wall words
She knows how to hold and use books during reading time
She "private reads" & "partner reads"
Uses one to one correspondence
Currently reading level 1 text
Enjoys hearing stories read aloud and attends to read aloud
Goal: Student will use the beginning letter sound to support both reading and writing.
How will you monitor progress?
Everyday: Through daily conferences and in small guided reading groups with Miss Hagan
Everyday: Through daily conferences and in small guided reading groups with Miss Hanley
T/F: Donna Couture will conference on 1-1 match
What will you teach?
Readers use the beginning letter sound to help figure out tricky words. Readers will use the beginning letter sound to write words.
Plan for teaching:
~Coaching Model~
Student will work in LEA books and guided reading books (level 1)
**Do it for the reader - Teacher says: "This book has some tricky words, but you can figure out these tricky words by making the first letter sound and thinking. When you make the first letter sound, it can help you think of a word that would make sense. Watch as I read the first page (read the 1st page) and stop at a tricky word, make the first letter sound and tap your forehead like you are thinking. Next, read the word. Review, "Did you see what I did, did you notice that I came to a tricky word then I made the ___ sound. The beginning letter sound helped me think of the word.
**Do it for the reader and have the reader repeat it - Teacher says, "Now it is your turn to read the next page. When you come to a tricky word, I want you to stop and make the first letter sound and think. **Can you think of a word that makes that letter sound? Does that word make sense? GREAT!
Tell the reader: Say, "Today you are going to read this book and when you come to a tricky word, your job is to say the 1st letter sound and think. Guide the student as s/he does it!
Tell student, "Today and everyday, when you read, I want you to do this same thing. I want you to say the 1st letter sound and think when you come to a tricky word."
Do the same in writing: Make the sound you hear first and write it!!
***Student should have 10-1 "just right" books in reading basket
Student should have 5 "just right" books in reading basket
Inform Parents:
I will send home a note explaining the purpose of Intervention plans as well as our specific goal. I will ask the parent to make notes and send them in on their homework in regards to the progress or lack of. We will then modify/adapt intervention plan.
Guided groups: (These groups may change a lot due to strategies and needs of students)
|*Red |*Yellow |Pink |Green |Purple |Orange |Blue |
| | | | | | | |
| | | | | | | |
Week:_________________________________________
|Reading |Writing |Word Study |Conferences |
|Date: |Date: |Date: |Monday |
|Group: |Group: |Group: | |
|Strategy: |Strategy: |Strategy: | |
| | | | |
|Noticing: |Noticing: |Noticing: | |
|Date: |Date: |Date: |Tuesday |
|Group: |Group: |Group: | |
|Strategy: |Strategy: |Strategy: | |
| | | | |
|Noticing: |Noticing: |Noticing: | |
|Date: |Date: |Date: |Wednesday |
|Group: |Group: |Group: | |
|Strategy: |Strategy: |Strategy: | |
| | | | |
|Noticing: |Noticing: |Noticing: | |
|Date: |Date: |Date: |Thursday |
|Group: |Group: |Group: | |
|Strategy: |Strategy: |Strategy: | |
| | | | |
|Noticing: |Noticing: |Noticing: | |
|Date: |Date: |Date: |Friday |
|Group: |Group: |Group: | |
|Strategy: |Strategy: |Strategy: | |
| | | | |
|Noticing: |Noticing: |Noticing: | |
|Date: |Date: |Date: | |
|Group: |Group: |Group: | |
|Strategy: |Strategy: |Strategy: | |
| | | | |
|Noticing: |Noticing: |Noticing: | |
Kindergarten - Unit 1: Setting the Stage
|Conference |Reading Lives |Readers treat books like |Readers know what to do during Private reading time |Readers know how to work |
|Check list |“Favorites” |precious babies | |with a partner |
| | | | | |
| | | | | |
| | | | | |
|Name | | | | |
| |Might say, “Oh I want that|Can talk about a favorite |Has Favorite read memory |Gently turn the pages |Keep books flat on tables |
| |one.” |book | | | |
Reading Groups
|Date |Group |Book |Instruction |
| | | |Strategy: Goal: |
| | | |Strategy: Goal: |
| | | |Strategy: Goal: |
| | | |Strategy: Goal: |
| | | |Strategy: Goal: |
| | | |Strategy: Goal: |
| | | |Strategy: Goal: |
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