Supervising Interactive Read Aloud Is read aloud a

Supervising Interactive Read Aloud Is read aloud a consistent component? Is the book choice appropriate? Is the time spent between read aloud, think alouds, and “turn and talk” balanced? Are teachers using knowledge of their students' needs to plan read alouds? Is the teacher informally assessing? Is the teacher engaging students?

Common Misconceptions Students require a copy of the text Teachers pose questions and expect answers Teachers distribute worksheets or packets of questions There are protected books for each grade

PD Ideas Watch Videos Lab Sites Create Prompts from an Article or Excerpt from a Book Introduce Authors on Youtube Study Learning Progressions

Classroom Environments Think About. . Fostering Independence Charts Providing Scaffolds High Expectations Physical or Virtual Libraries Transference of Learning

Feedback that we can give when we visit classrooms for short periods of time Look at/Listen for. . . Book baggies for the story that it tells about a child Understanding of text Class Reading Levels Partnership talk Minilessons and conferences for structure and explicit teaching Pacing in unit Charts and use of strategies

Student Conferring Scenarios: Student 1 You are a child who is reading well above grade level and you are matched to the book you are reading. You have some jots in your book, but they are very low level. For example, your jots include lines from pages in your book and some are only reactions to characters. Student 2 You are the type of reader who when retelling you jump around to different parts in the book. You seemed confused when identifying the order in which events occurred. There also times when you get other elements of the story mixed up. Student 3 You are the reader who retells in sequential order, however, you tend to include excessive insignificant details. You miss out on explaining the problem and/or solution in what you’ve read so far. Instead of retelling with the lens of meaning you retell what other parts of the text caught your attention.

Key Principles of a Primary Reading Workshop What's in our Book Baggies? Books from guided reading 8 -14 Books Growth across the year Unleveled books with support Partnerships Components to Support Learning Book Shopping Leveled libraries and topic baskets

Lenses to Observe Small Groups Length of Small Group Structure of Small Group Clear and Explicit Strategy Amount of Talk vs. Student Involvement

School Structures to Put in Place Collaborative Planning Teacher Leaders Walkthroughs/ Visiting Classrooms (even virtually) Vertical Planning Staff Development Committee

What are you now going to say to your staff? Bottom Lines New Beliefs Gained Parent Education Beliefs that might need to be reviewed

Possible Bottom Lines Kids matched to books Pacing Calendar Classroom Library/ Digital Library Number and timing of Units of Study Time Allotment Teaching Methods Workshop Structure

Ways to Supervise Book Clubs Do clubs have routines in place? Is there focus on talk, management, and skills? Does the teacher coach students in the group? Do children demonstrategies of ways to keep conversations going? Are the groups appropriately formed? Is there a balance between children participating and dominating?

Balanced literacy approach for all Assessment of phonemic awareness frequently Strong instruction supersedes everything Instruction in phonemic awareness is crucial Use of all sources of information when reading