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Elm Dale's Readers Workshop Progression

Date

Action Steps

January 2016

PLCs meet weekly

January 2016

Recalibration with
running records
Chapter 4 Conferring
with Readers
PD on informal
running records


January 2016

PD on the
Heinemann website
(login, find
resources)

Goal/Look Fors

Evidence

Teachers use Units of Study for
Reading and curricular map as their
main resource for planning and
instruction
 PLC members are prepared for
discussion (i.e. reading done
ahead of time)
 Active and equity of voice
during PLCs
Students spend the majority of reading
workshop time reading in just right
books
 Books bins with 1 weeks worth
of just right books (96%
accuracy and fluency)
 Reading logs are used to track
pages, minutes, and genres
 2-5 grades use reading logs for
home and school



PLC notes
PLC self-assessment
Principal walkthroughs


Reading logs
Bringing
informal/formal
running to PLCs to
plan for future
instruction
Variety of
observations
(administrator, peer,
coach, video)

Charts are placed front and center of
the classroom and reflect the unit
being studied
 Charts grow with lessons/units
 Charts are prominently placed in
the classroom


March 2016

Nicki supports
teacher with online

Classroom libraries are easily
assessable and organized. It is leveled

Students refer to the
charts
Students’
conversations reflect
the skills/strategies
on the chart
Photographs of
meeting area
Photographs of
library areas


May 2016

reading resources
Looking at books
(What do we already
have? What do we
need to support the
UoS?)
Teams look at book
collection outside of
classroom to
reorganize and
redistribute available
books
Field trip to
Edgewood to look at
book organization
Survey grade levels
regarding whether
they have grade
specific books
Identify different
ways to conduct a
share

so students can get books and their
just right books. It provides voice and
choice. It contains series, read alouds,
a variety of genres.
 Libraries clearly labeled (genre
and/or level)
 Weekly book shopping schedule

Reading partnerships are clearly in
place and partnerships meet daily.
 Students working in a
partnership in a variety of ways
(i.e. reading to partner, retelling
from post-its, sharing parts from
the text)
 Partnerships are clearly in place
and meet daily
 K-1: Partners meet daily in
reading
 2-5: Established partners (Meet
when UoS suggest partner
discussions)

Book shop schedule
in classrooms
Staff feels we have
enough books to
support each of their
UoS

Observations
(administrator, peer)

May 2016




May 2016



Discuss with staff
home reading
expectations for each
grade level (come
with research to
make an informed
decision)
Ask Dominque K-5
reading expectations
for home
Create handout of
reading homework
expectations
Ask PTO board for
feedback on the
handout
Revisit what
balanced literacy is
Review bright line
boundaries

Peer observation
form
Practice using
observation form
Peer observations
completed by
completed by
February 15th
Teachers bring peer

Baggies or other containers are taken
home each day and students read for
at least 30 minutes each evening.
 Students are provided with book
baggies each night (30 minutes
per night or a weekly amount)

Reading Workshop occurs daily within
a balanced literacy program
 Interactive read aloud, shared
reading (K-2), Readers and
Writers Workshop,
interactive/shared writing
 Reading instruction occurs
throughout a school day
Reading workshop is well established
as a predictable structure for students.
 Predictable 10-12 minute minilesson structure (Connection
and teaching point, teach:
explicit instruction of
skill/strategy, active
engagement, and link)
 Predictable Readers Workshop





Handout for parents
on Open House with
the reading
homework
expectations
Reading logs (3-5)

Curriculum pacing is
kept
MAPE scheduling
reflect reading and
math schedules
Classroom schedules
Observations/Anecd
otal notes
Baseline mini-lesson
observation data
(collected by Christi
or coaches) by the
beginning of January
April/May baseline
mini-lesson
observation
Routine


October 2016

January 2017

observation form for
discussion and goalsetting
All staff attends
Teacher’s College
workshop
Conduct training
sessions during the
school for
paras/aides on
compliment
conferring
Share the training
with staff
Continue to model
and support
individual teachers in
conferring strategies
Conferring with
Readers website
offers resources and
tips/ideas
Specific PD on
interactive read
alouds/shared
reading

Make conferring

structure: Mini lesson,
independent
reading/conferring/strategy
groups, mid-workshop teaching
point, share)

observations of
Readers Workshop

While students work on their reading,
the teacher conducts table
conferences. It might include
compliment conferring or re teaching.
 Teachers moving around the
room supporting tables or
students as they read
 General data is collected
through a variety of grids/form


Shared reading (K-2) and interactive
read alouds (K5-5) are regularly
structured throughout balanced
literacy and are connected to UoS
 Interactive read done regularly
(think alouds, turn and talks,
stop and jots)
 Shared reading done daily for
10-15 minutes (K-2 but occurs
less often in 2)
Teachers work with individual students

Conferring data
Peer observation
forms
Administrator
observations

Observation by
administrator
Interactive read
aloud reflected in
mini-lesson

PLC discussions on



toolkit
Compliment
conferring PD for
paras and teachers
PD on tow to conduct
a conference
(research, decide,
teach)
Conferring with
Readers book club
Discussion on
expectations of
conferring and
strategy groups
based on student
data
Collaborative work
with coaches for
modeling, coteaching the
conferring process
Evaluating student
data to form strategy
groups with coaches,
grade level team
members, and/or
during PLCs
Collaborative work
with coaches for
modeling, coteaching strategy
groups

and/or small groups scaffolding them
toward habituating reading strategies.
Teaching points reflect the reading
level of a student(s) and unit goals.
 Coaching students with
prompting
 Conferring daily (research,
decide, teach)
 Use of guided reading to move
students to the next level
 Strategy groups based on
student data
 Students are routinely assessed
for reading level and grave level
content (i.e. pre and post
assessment, informal/formal
running records)



student data
(performance
assessments,
running records, HF
words, etc.)
Conferring notes
UbD planning with
scaffolds
Student reading
growth data

May 2016

PD on the learning
progression to build
understanding of
content across grade
levels (to support
differentiation)
PD on the use of the
rubrics and learning
progressions for selfassessment and
goal-setting

Teachers use the learning progressions
and rubrics for assessing student work
within the UoS
 Pre and post assessments given
within a UoS
 Use pre and post assessment
data for next steps in instruction
 Students self-assessing using
the rubric
 Students goal-setting using the
rubric

Questions for Dominque:
 What are home reading expectations K-5?
 What is partner reading expectations K-5?
 How often do we meet with each student?
 What information should be passed on to teachers?
 How do teachers incorporate Words Their Way into the Readers Workshop?

Ongoing Projects:
 Creating a conferring toolkit
 Classroom visit and advice from peers
 Strategies to keep engagement and stamina during Readers Workshop
 Document that gives a reading profile of each student (passed onto new teacher)


Pre and post
assessment data
discussed at PLCs
Learning
progression/rubric in
the hands of
students
Strategy
groups/conferring
reflect students’
current level of
performance on the
learning progression