LEADING AN EFFECTIVE READING BLOCK

(1)

web

BY SMEKENS EDUCATION

PD

Presented by Kristi McCullough

[email protected] [email protected]

LEADING AN

EFFECTIVE

READING

BLOCK

Preparing for an effective reading block

Examine 3 types of instruction

Honor the cycle of instruction

Utilize the weekly planner

(2)

Preparing for an effective reading block

Allocate time.

Plan uninterrupted time.

Provide academic engagement.

(3)

3 Types of Instruction:

Whole-Class Lessons

Whole-class instruction

Consider physical space.

Multiple lessons in a reading block

Procedural

Lessons

Comprehension

Lessons

Fluency

Lessons

Word-Study

Lessons

Interactive

Read Alouds

(4)

3 Types of Instruction:

Small Groups

Teacher-led small-group

differentiated instruction

Consider physical space.

Executing a small-group meeting

Before

the reading

During

the reading

After

the reading

Listen to students read at own pace.

Discuss thoughts about the passage. Note students’ reading behaviors.

(5)

3 Types of Instruction:

Literacy Stations

• Read alone

• Whisper or silent reading • Variety of passages • Spaced around the room

• Read with a partner • Use a whisper voice • Poetry, picture books • Spaced around the room

• Work alone or with a partner • Use supplies or manipulatives • Variety of activities

• Work in designated spots

• Work alone or with a group • Use technology/device • Different options of text • Work in area with a device

• Work alone

• Respond to passages read in stations • Use graphic organizers or journals • Work around room

Teacher-Led

Small Groups Literacy StationsIndependent

Simultaneous instruction

Five stations of independent practice

Classroom

Library

Fluency

Station

Word-Work

Station

Listening

Station

Reading

Response

(6)

THE FIRST 6 WEEKS

THE REST OF THE YEAR

• Conduct procedural lessons to

launch literacy stations. Honor the 3-part cycle:_{1. Deliver whole-class mini-lessons on reading (comprehension, fluency, word work).}

Honor the cycle of instruction in a reading block

Whole-Class Mini-Lessons

Teacher-Led Small-Group

Guided Instruction

• Provide explicit instruction on

how

to do something in reading. This includes:

Procedural Lessons

Comprehension lessons

Fluency Lessons

Word-Work Lessons

• Group 5-6 students for differentiation.

• Practice skills/strategies recently taught.

• Center skill/strategy work around a text.

• Provide time for students to read the entire text.

• Engage students in discussion about the text.

NOTE: Small-group instruction starts after

the 6-week literacy-station launch.

• Launch stations during the first 6 weeks of the year.

• Introduce procedures explicitly.

• Grow reader stamina, increasing independence.

• Plan authentic reading & writing-about-reading activities.

(7)

Whole-Class Instruction Teacher-Led Small Groups Independent Literacy Stations

Honor the cycle of instruction

WHOLE-CLASS MINI-LESSON INSTRUCTION:

Summarization using

Somebody... wanted... but... so... then...

TEACHER-LED SMALL-GROUP INSTRUCTION:

Summarization using

Somebody... wanted... but... so... then...

Summarization using

INDEPENDENT PRACTICE IN LITERACY STATIONS:

Somebody... wanted... but... so... then...

1

2

3

LISTENING STATION Students listen to a text and orally summa-rize it using the SWBST cards.

FLUENCY STATION Partners read and orally summarize a text using the SWBST cards.

CLASSROOM LIBRARY After reading, students individually summa-rize key details using the cards orally and/ or in writing using the graphic organizer.

Once students show understanding in whole-class and small-group lessons, it’s time to give them ongoing practice within literacy stations. Examples might include:

• Define the power and purpose of being able to summarize a text after reading. • Explain that a frame allows students to insert details and construct a summary.

• Introduce the Somebody... wanted... but... so... then... (SWBST) frame. Explain the

information that encompasses each aspect of the frame.

• Model how to complete the frame using a previously-read and well-known text. • Complete the frame (while students observe) on sentence strips using the

downloadable anchor-chart icons or an interactive whiteboard.

• Reveal a second example using a previously-read text while students observe. • Facilitate the completion of a third SWBST frame this time with student input.

Cut-Out Icons for Anchor Chart Somebody... Wanted... But... So... Then... SOMEBODY WANTED BUT SO . . . THENTHEN

THEN

Name

Date

Book Title

Author

Somebody, Wanted, But, So, Then

What does she/he want to do? What happened? What did she/he try to do? How was the problem solved?

WANTED

SOMEBODY

BUT

SO . . .

Who is the story about?

THEN

• Provide students with copies of an appropriate level text. Students will read the text and then orally summarize the key supporting details.

• Hand each student one of the SWBST pocket-chart cards and con-duct a shared summary.

• While students are orally summarizing their parts, the teacher scribes the writing onto an enlarged graphic organizer.

• Students eventually read and then jot individual thoughts on their own retelling graphic organizers or within their reading response journals.

(8)

DAY 1

DAY 5

A

loud

y time during day)

Compr ehension/F luenc y M ini-L esson W or d-S tudy M ini-L esson Phonemic A w ar eness/P honic s/V oc abular y

W

hole

-C

lass M

ini-L

essons

90-MINUTE READING BLOCK WEEKLY LESSON PLANNER

First 6 Weeks

DAY 2

DAY 3

DAY 4

Pr oc edur al M ini-L esson

(9)

W or d-S tudy M ini-L esson Phonemic A w ar eness/P honic s/V oc abular y Gr oup 1 Gr oup 2 Gr oup 3

DAY 1

DAY 5

W

hole

-C

lass M

ini-L

essons

Teacher

-L

ed Small G

roups

Read-Aloud

DAY 2

DAY 3

DAY 4

90-MINUTE READING BLOCK WEEKLY LESSON PLANNER

Rest of the Year

Compr ehension/F luenc y M ini-L esson M en tor T ex t

(10)

DAY 1

DAY 2

DAY 3

DAY 4

DAY 5

Gr oup 2

Teacher

-L

ed Small G

roups or C

onf

er

enc

es

_Group 1 Gr oup 3

(11)

Discussion:

Turn & Talk

Leading an Effective Reading Block

Discuss the effectiveness of your current reading block.

Are you allocating enough time?

Is the time uninterrupted?

Are the activities & assignments academically engaging?

Discuss the “instructional cycle.”

Have you pushed skills from whole-class lessons into small

groups and ultimately into independent stations?

What facets have you been executing?

What changes or adjustments do you anticipate making?

Discuss students’ current level of independence.

Are you able to conduct small groups without interruption and

disruption from “the other kids”?

Do you spend enough time (e.g., the first six weeks) building

reader stamina and fine-tuning literacy station procedures?

BUILD SUCCESSFUL

READERS & WRITERS

Learn more simple and effective strategies for teaching reading and writing when you visit www.SmekensEducation.com.

To find additional resources related to this session, search the Smekens Education website using these keywords:

USE THE RIGHT TOOLS

Our online bookstore, www.TheLiteracyStore.com, features hundreds of titles from all the major publishers. And, it’s the only place where you can purchase Smekens Education original resources. • somebody wanted

• round robin alternatives • differentiate lessons • literacy stations

Cut-Out Icons for Anchor Chart Somebody... Wanted... But... So... Then... SOMEBODY WANTED BUT SO . . . THENTHEN

THEN

Name Date Book Title

Author

Somebody, Wanted, But, So, Then

What does she/he want to do?

What happened?

What did she/he try to do?

How was the problem solved? WANTED SOMEBODY

BUT

SO . . .

Who is the story about?