P-3 Reading Workshop
Do your students understand your teaching goals? Can students explain how their learning assists them to problem solve on their own? Do you observe independent application of skills and knowledge across reading settings and across different contexts? Mastering the instructional approaches to reading will allow you to:
- Significantly improve the reading achievements of all children in your class;
- Create independent readers, allowing you to provide one on one or small group instruction without interruption;
- Develop the reading stamina of children 10 fold, allowing more enjoyment of reading for students and greater classroom control for you;
- Instill high levels of inner control in your students allowing them to develop independence… and freeing up your time!
You don't need extra time in the curriculum to make a profound change in the reading habits of your students! In fact our strategies will actually free up time by dramatically improving classroom management and heightening student engagement. We'll also show you how to free up further time by removing unnecessary clutter in the classroom reading program.
- The reading process
- meaning or semantic cues
- structural or syntactic cues
- visual or graphophonic cues
- Read Aloud
- Shared & Guided Reading
- Literature Circles
- Strategies for before, during and after reading
- Strategies for introducing the text
- Strategies to decode and comprehend texts
- Scaffolding readers through zones of development
- The twin aims of reading instruction
- Scaffolding readers towards increasing independence
This is a focused workshop which will examine strategies for reading and a variety of instructional approaches for teaching. The reading process is explored along with effective strategies and prompts for teaching.
The instructional approaches
The instructional approaches Read Aloud, Shared and Guided Reading are examined in relation to shifting the locus of control from teacher to student. Participants will explore ways that each of the approaches can successfully be used to build the specific skills and knowledges required for independent reading.
Literature Circles provide an additional instructional approach for the classroom, but are not commonly used in the early years. The value of this collaborative strategy to deepen understandings of texts and teach for comprehension is invaluable for learning and highly engaging for students. Strategies for preparing students, selecting literature, getting started and scaffolding for success are outlined.
What do good readers do?
What do good readers know and do that all children must learn to do? How do teachers plan for the teaching, coaching and the inner control children must develop?
The most powerful resource students have is you! Highly proficient teachers of reading know what learners need to know, how to plan for strategic instruction and how to deliver and coach for transfer and generalisation. They also know that their role is to build independence. The role of the teacher is to support students to become independent. Independent students do not need the teacher. The P-3 Reading Workshop outlines the approach to achieve these goals.
>Success in reading relies on the teachers' knowledge of the reading process as it relates to students' abilities to understand and apply strategic behaviours.
Do your students ask relevant questions and offer meaningful responses to texts read, viewed or heard? Do they know what is important for them to know and why? And what do we need to know and do in response?
How do I know what strategies to use, with whom, and for how long?
Fundamental issues like these are crucial to a successfully implemented reading program. We outline a practical, common sense approach to integrating all instructional approaches in a coordinated, coherent manner that makes sense to teachers and inspires your students to develop a genuine love of reading.
How do I know when to move students to the next text level?
Too many students spend far too long on low level texts, whilst others read material that is beyond their ability to comprehend. Both extremes are a recipe for limiting performance, however both are common in Australian classrooms.
We look at the key factors in text selection driven by the strategic goal set by the teacher. This is a critical step in promoting continued growth in reading.
This workshop provides background information and practical strategies to support students to:
- improve oral language skills
- develop higher levels of thinking and extend the literacy conversation in reading
- develop improved skills across the continuum of literacy learning
- teach for content literacy
- maximise outcomes across shared, guided and independent reading
What will you learn?
By the end of the day you will be able to:
- plan for rigorous, explicit teaching episodes and strategic coaching sessions
- apply additional strategies to your daily program
- increase your knowledge of how to better support students to assume greater control over their learning
- coordinate purposeful reading activities.
You will receive:
- a copy of the text The Task Card Book (Independent Learning Tasks for Reading and Quick Ideas for Lightning Writes)
- workshop notes
- tea/coffee on arrival, morning tea and lunch
$255 + GST
RSVP: Five (5) working days prior to workshop
Should you attend?
This full day reading workshop for P-3 classroom teachers and teachers' aides examines the teaching of reading in the early years.