Talking Circle Who: All students engage in our Talking Circle gatherings meeting as whole group, small groups, or in pairs. Why: To trigger students’ reflection and self-evaluations with the intention of strengthening their use of the focus strategy/skill in their reading and to nurture their passion for the written word; To offer students a ritual for sharing and celebrating their reading with one another. When: Daily for 3 – 10 minutes, most often; Form may vary from spoken reflections to responses such as dramatic representations, book club style conversations, readers’ theater, and quick writes. This sharing and reflection time may be expanded to 20 minutes or more (depending on the age of the students).
Independent *As students walk in the door, they begin their first independent reading. Focus Lesson *Teacher models & practice strategy/skill for students and with students [Often, large group] Independent *Students implement strategy/skill modeled and practiced in Focus Lesson. Talking Circle *To honor the social nature of reading, students talk to one another about their
thinking and/or are asked to reflect and self evaluate on their use of the focus strategy. During this time, I usually read alongside students (school mail, During this time, I demonstrate why and how this strategy During this independent reading time, I confer with students During this time, students meet with one another in: All these rituals and routines continue – in fluid and responsive
newspaper, my own book, etc.). us comprehend. This gathering often includes shared reading, interactive reading aloud, & various forms of think alouds. individually & meet with 1–3 guided reading groups. During these gatherings, I continue our focus strategy and often address 1 partners; groups such as literature circles or book clubs; and/or as a large group. forms – throughout a unit of comprehension study. We may study a comprehension strategy or strategies for several weeks or several
home, do a problem set after watching a single demonstration, or pass a test after listening to a lecture. To release responsibility properly, Frey and Fisher believe teachers need to do four things well: • The focus lesson – Lasting 10-15 minutes, this establishes the purpose of the class (perhaps it’s written on the board and reiterated to students) and gives students a model of expert thinking and vocabulary – the why in addition to the how.
*GUEST SPEAKERS: Invite colleagues to teach a focus lesson. Hearing how many readers use strategies helps students see their utility. Active Student *SHORT & SPIRITED: Be aware of and craft focus lessons to reflect students’ capacity to attend. In professional literature, these are called “minilessons” because they are meant to be small, meaningful bursts
Inferences are the information readers supply. Proficient readers go beyond the author’s explicit information; they make use of implicit information. Proficient readers infer by tapping into the vast store of knowledge gained from their lives which includes experiences with literature (Watson, 1997). Model, name, & explain inferring out of text first; move to easy texts next Inferring Self Talk “I bet…” “I bet…I knew it…” “I predict…I was surprised to learn/ find out…” “I “I think…” Inferring “beyond the text” Pronoun references Reading to confirm predictions; proving confirmations Genre-Based Inferring Fiction: +character (development, feelings, etc.) +problem
Inferences are possible and necessary because no text is a complete representation of the meaning (Goodman, 1993). The difference between predicting and inferring is that predictions can be confirmed by reading and inferences are never explicitly stated in text (Lusche, 2003). “Maybe…” Predicting using information in text to determine +what this will be about +what will happen next ideas not stated in text Infer with text supports & features: +solution +setting Nonfiction: +title; title & cover +read the last line/page first +main/big ideas Poetry: +message +language
As we read text of any we must negotiate the meaning of the words. Sometimes the meanings are veiled with smoke or clouds. At other times, the words give us only part of the meaning like having sixteen pieces of a twenty piece puzzle (Benson, 2000). +pictures/graphics +organization/format +font [bold print, italics, etc.] +repeated language/ideas Survey text to infer Draw on questioning & connections to create inference +lines, stanzas +organization/structure/format Punctuation Drawing conclusions Cause & effect Foreshadowing
While your eyes go down the printed page, your mind will be going between the lines, in and out and under and beyond the words (Waldman, 2000). Connect inferring to previous literacy learning & content area studies: +cloze experiences +estimation (Math) +patterning (Math) +code/symbol (Math; Science) +hypothesize (Science)
Inferring ~ Comprehension Strategy Lesson Plans Focus Lesson Launch study of inferring with “out of text” experiences; Independent Tues. or Wed. Assign an “I bet…” Conferences Listen for “I bet…” inferring Guided Model & practice inferring in poetry – Talking Circle What did you learn about yourself
Connect of inferring to students’ use and habit of questioning ; Reading Super Heroes Tues. or Wed. Begin modeling why & how I prediction before students read IR text Thurs. & Fri. Ask students to record their inferences with practice self talk …in nonfiction ...with Key Word Prediction; Anticipation today…as a reader?...as a detective/ inferential thinker? How did it feel to create “I bet..”
infer as I read poetry; poetry specific inferring [message, feelings, etc.] …& & Fri. demonstrate inferring as I read other genres, too, w/ cloze passage sticky note; If ready, “I bet…” & “I knew it…” or “I was surprised to learn…” OR engage students in Read, Draw, Collect data to determine word focus; examine Possible Sentences Word Study: word sorts; “If you know…” inferences as you read *Add to thinking charts
Launching of Study *Day 1 – 10 for Primary Grade Students *Day 1 – 5 for Intermediate Grade and Secondary Students Read aloud voicing your inferential thinking. “I bet the dog will find the buried treasure…” “I think Kylie is feeling sad because the book says she bit her lip and walked away…Now, it says she is crying. It seems like she is feeling really sad and worried about being left out of the game…”
Readers... Readers... •work to understand •work to understand “I get it...” “I get it...” “This is about...” “This is about...” •make connections •make connections
“This reminds me of...” “This reminds me of...” •ask questions •ask questions “I wonder...” “I wonder...” •make predictions •make predictions “I bet...” “I bet...” •find the big ideas •find the big ideas
“The most important ideas(s) is… “The message here is...” “The author wants me to learn…” “The author wants me to learn…” •put all the ideas together •put all the ideas together “From the beginning, middle, and he...then, she...” end, I know...” •create a movie •see the story
of student Intensity learning of learning and teaching Supporting meaningful and joyful/purposeful transfer of learning into student’s independent and collaborative reading and writing Practice-based learning; authentic assignments and activities to offer each student support & challenge Graduated, scaffolded instruction for ALL students ~“dosaged” individually and responsively student’s need(individual academic need) & students’ need Daily = 3 hours of literacy learning and instruction; indep. practice = +Student choice texts +Guided choice of texts to engage student in texts which promote before r/w/l tasks priming understanding modeling and demonstrating r/w/t/l to reveal why & how to use focus
focus, theme, content area, etc.] +Book club texts texts clustered by common topic - author, genre, strategy focus, theme, content area concept, etc. individual and/or *teacher & students; peer groups; partners; student initiated groups; home support curriculum; units of study; content area themes/units frequency of instruction & support diverse genres, cultures, & authors 50 – 50 Rule: 50% of students’ reading is after r/w/l tasks retaining understanding practicing independently; independent practice supported and guided
nonfiction (including poetry) and 50% is fiction; Mirror & Window texts individual &/or with teacher conferring for feedback and monitoring as well as agendas, checklists, tiered activities centers, learning stations, etc. students’ passions & questions student use reading and writing out of school; authored by students, children, and teachers student selected or innovated tasks student(s) as teacher & tutor
poetry, story picture books, songs, essays, etc. spirited texts independent reading texts Read Alouds; Brain Show & Tell; Interactive Read Alouds; Shared ; Talking Circles Small Group Fellowships/Guided Reading; Shared Reading; Book Club Conversations; Word Work Study/Problem Solving New Words Independent ; Reading Conferences; Buddy Reading; Writing to Understand; Word Work
level, background knowledge, self-generated questions, passions, etc. Here’s a sample of some of the texts my students and I might draw from in a study of the digestive system. Pieces authored by current & previous students Photographs and visuals DVD’s, documentaries/television, and video clips highlighting the digestive system “Cheese” and “Seaweed” from It’s Disgusting and We Ate It! True Food Facts From Around the World and Throughout History by James Solheim (1998)
chart; reading super heroes Tues. or Wed. Begin modeling why & how I identify important ideas & synthesize as I read poetry; students read/ as students their IR text = title, esp. Thurs. & Fri. Ask students to record their ing important ideas; identify peer mentors …in nonfiction …in content area texts ...with Key Word Notes; Read, Draw, Talk, Write; reader?...as a judge/builder? …thinker? How did it feel to create “I learned…” and “I know…”
Research References •Allington, Richard. [All titles] •Kohn, Alfie. [Numerous titles] •Krashen, Stephen. [All titles] •Pearson, P. David. Handbook of Reading Research (2000). •Dolores Durkin’s early studies * • •
like ____ because…” “I am connecting ____ to ____ because…” “What…? How…? Where…? When…? Who…? Why?” “It like ___ and, so, I think that…” “I infer…” “I am confused…” “I know that I know…” from this text is…” “The author wants me to consider...” “Now I realize that…” “I feel that ____ because…So, now I will…”
Choosing Reading widely Creating Our Community/ Workshop or Procedural Lessons knowing yourself as a reader; seating Questioning to Understand Inferring to Understand Identifying Importance/ Evaluating to Understand Brochures; Reviews; Essays; Op-Ed/Editorial; Interview; Newspapers; Reflective Writing; Cause and Effect; chronological order; Persuasion; Lead; Main Idea Development; Propaganda; Viewpoint; Compare & Contrast; Writer’s Notebooks; Author Studies FICTION Picture Books Plant Life Explorers Energy Nutrition Why do people keep returning to war? Civil Rights Mans impact on the environment Defining world problems Framing social trends and issues Finding the big ideas or general topics
options; planning for our talking circles; etc.] “Reading begins the minute you walk in the door…” “Let’s generate some ideas for staying focused/increasing our reading stamina” Synthesizing to Understand Visualizing to Understand Problem Solving New to Understand Realistic Fiction Historical Fiction Animal Fiction Short Stories Fantasy; Folks tales; Fairy Tales; Fables; Legends Science Fiction Character Problem; Solution/plot Setting Dialogue Point of view Voice Mood Author’s Purpose Author Studies in a body of work Analyzing characters’ actions in relation to the general topics Generating statements the author’s point or message about a topic Expressing opinions Affective Education Theme of self Developing personal
Find and learning from reading mentors POETRY Language Message/Meaning Author Studies Alliteration Imagery Mood Metaphor Stanza, White Space Above Genre Connections choices *Caution: Theme/ Content focus should not supplant the need for helping students grow as readers/ writers. With a goal(s) for students’ knowledge growth, determine a literacy partner focus to help them gain greater access to the content
for you. As the only audience (at least in most cases), the notes only have to make sense to you. Rather than writing every word down, I use codes such as: “R” for reading “W” for writing “M” when I ask a student to mentor the rest of the class by teaching an upcoming focus lesson and I put a circle around the “M” when the child has been our writing/reading teacher “PE” when students are writing from a personal experience and/or “BK” when students are their background knowledge as writers/readers/learners “SC” for self corrects (in reading or in writing)
PATTERNS OF PERFORMANCE Utilizing my Continuums evaluations, I look for and determine patterns of performance – patterns of strengths, passions, & needs – for each student and for my class, too. This way, I can identify a class goal which helps me determine a rich and edifying unit of study and consider how I can and should differentiate student learning within this unit of study. DEVELOPING a Unit of STUDY
read most of the time. *I didn't understand what I was reading. *I was off-task about half the time. *I wasn't paying attention to my most of the time during independent reading. *I sometimes used tricky word strategies. selected just right books. *I respected the readers around me and I stayed in my space the entire time.
*I didn't think as I was reading. *I got up a lot for no reason. *I did not respect thinking as I was reading. *I skipped over the tricky words and didn't try to figure them out. *I sometimes went back and reread when it didn't make sense. *I sometimes caught myself *I talked to myself in my head the story a lot and reread the confusing parts. *I used tricky word