Crafting in Readers Workshop

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Crafting in Readers Workshop

• Explicit Comprehension Instruction for Elementary
  Readers
• A Day at Downtown
• Wednesday, January 30, 2007
• By Andrea Frasier

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Session Objectives

• Participants will
• Experience a full literacy block
• Build expertise of the components of a crafting
  lesson
• Participate in a crafting lesson that integrates
  science content
• Plan a crafting lesson that can be implemented
  back at your school

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Readers Workshop
1. Crafting -
Shared Reading -Read/Think
Aloud - Modeling 2.
Composing Meaning - Independent
Reading -Invitational Groups
- Guided Reading -
Book Clubs -Conferences
3. Reflecting - Share
successes challenges of
strategy use
Reflection 10 minutes
Crafting 5-20 minutes
Students Composing Meaning 30-45 minutes
Teacher Invitational Groups or Conferences
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What is it?

• Crafting
• a time when the teacher and whole class sit
  together while the teacher teaches an intention
  explicitly with the expectation that the students
  will then emulate the model. It often involves
  talking about how a student can think through a
  task.
• (For more details, see Toolkit 4.11 4.12)

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Components of a Crafting Lesson

• Makes a connection and provides an overview (What
  Why)
• Demonstrates a strategy, skill or craft (How)
• Provides an opportunity for students to apply the
  technique gradually release responsibility
• Links the technique to their reading and writing
  lives (When Why)
• Provides sharing time (reflection) to consolidate
  learning and celebrate success

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Gradually Release Responsibility

• I DO YOU WATCH
• I DO YOU HELP
• YOU DO TOGETHER I HELP
• YOU DO INDEPENDENTLY I WATCH
• From the students' perspectives
• SHOW ME HELP ME LET ME
• -Jeffery Wilhelm
• (See HO -Gradual Release Model By Ellin Keene)

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What Is a Think Aloud?

• Thinking Aloud is eavesdropping on your
  thinking
• It is a way of modeling, or making public, the
  thinking that goes on inside your head as you
  read. Tell students that there are really two
  voices speaking as you read. The voice you can
  usually hear is your actual voice, but there is a
  voice inside your brain, which is saying what it
  thinks about as you read. (Cunningham, Hall,
  Cunningham, 2000).

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Interactive Read Aloud

• How is it interactive?
• How is think aloud incorporated?
• What is the student role in the interactive
  read/think aloud?

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Tools for the Interactive Read Aloud

• Clipboards
• Post-it notes
• Response sheets/notebook
• Comfortable space for listening
• Anchor charts to make learning visible

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Before Reading

• Revisit prior lesson. Yesterday we
• Use student thinking to guide teaching
• Explain What? Why? Today we will
• Introduce the text/author
• Activate/Build any background knowledge necessary
  to understanding the text
• Discuss unfamiliar/challenging vocabulary that
  may pose a problem and/or is important to the
  text

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During Reading

• Teacher modeling Show HOW
• Explicit instruction of comprehension
• Guided Practice in discussing literature
• Assessment of individual learning as students
  share
• Social learning (Pragmatic Cueing System)
• Think-Pair-Share

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After Reading

• Clarification of student thinking as they post
  their notes
• Anchor charts make student thinking visible
• Reading the notes is essential! Make observations
  about student understanding (information guides
  instruction/determines invitational groups)
• Link strategy to students reading
• Communicate WILF for composing meaning

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Recap- Goals of the Interactive Crafting Lesson

• Formative Assessment
• Instruction (Explicit)
• Guided Practice
• Model Readerly Behaviors
• Identification/understanding of comprehension
  strategies
• Guided practice of literature discussion and use
  of strategies
• Good readers think while they are reading!

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What Does it Feel Like?

• Have you read any other books by Thomas Locker?
  What do you know about his style, content, etc.?
• Why do you think he chose this title? What
  content might this book contain?
• Activate Background water cycle
• Vocabulary

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Matching Exercise

• There are 13 taglines and poems to match (one to
  correspond to each illustration)
• You must communicate with your group and connect
  to prior knowledge to come to a consensus
• Listen as I read aloud to see if you have matched
  them correctly

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Visual Literacy

• Visual Thinking Strategies
• An engaging learner-centered activity that
  combines observing, reasoning, questioning,
  inferring, and problem solving.
• Enhance science communication and thinking
  skills, and find meaning in visual art.
• -Joanne Toft Kathy Scoggin

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Model Visual Thinking Strategies
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Squeeze the Text

• How else might this text be used for crafting
• Poetry Study- free verse
• Writing- word choice (cascade, spiraling,
  plunging, gleaming, drench)
• Mentor Text for expository writing- think beyond
  research report!

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Lets Practice

• Work with your school teams to plan a crafting
  lesson
• Use the text and the blank planning sheet
  provided
• Read the text, decide
• What grade level?
• What strategy?
• (NEED HELP HERE)What book, strategy, etc.?

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Where Do I Begin?

• How to bring this into your classroom tomorrow
• Decide the comprehension strategy in which you
  will study
• Select a text appropriate for your desired
  outcomes- know the text well!
• Picture books are a great place to start! (Short
  articles poems also work well!)
• Plan your instruction through the gradual release
  of responsibility model
• Attend to students oral and written responses to
  guide future lessons
• (See HO- What Books Should I use?)

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Tell me, I forget. Show me, I
remember. Involve me, I understand.