Best Book I Have Not Read

Writing, Reading, Teaching, Life, Attempting to Balance it All

TCRWP Fall Reunion October 19, 2009

The Teachers College Reading and Writing Project


presents the

Saturday Reunion

October 24, 2009

9:00 am – 3:00 pm

Join the entire Project Community as we open our doors to thousands of educators from New York City and around the world for more than 140 free workshops, keynotes and closings throughout the day on state-of-the art methods in the teaching of reading and writing for grades K-8. Special guest speakers and literacy leaders from all over the country will join us to discuss such topics as: Help Students Think, Talk and Write Well About Reading, Teach Higher Level Comprehension; Use Assessment to Inform Instruction, and dozens and dozens more….

Katherine Paterson
The day will open with a keynote by Katherine Paterson, the author of young adult novels that have uplifted generations of children.  Her stories of perseverance in the face of impossible odds and her treatment of weighty topics, such as death and jealousy, have earned her numerous awards, including the National Book Award for The Great Gilly Hopkins, and the Newbery Medal for Bridge to Terabithia, and Jacob Have I Loved.

Speakers Include:

Lucy Calkins, Founding Director of the TCRWP is the author of many professional books including The Art of Teaching Reading, A Principals Guide to Leadership in the Teaching of Writing, and two series about units of study for primary and upper grade writing.  Her upcoming Units of Study on Teaching Reading for Grades 3-5 (Heinemann, 2009), co-authored with Kathleen Tolan, is due out from Heinemann soon.

Kathy Collins is the author of Growing Readers: Units of Study in the Primary Classroom. Kathy is a frequent guest lecturer at national conferences.  Her latest book is titled, Reading for Real: Teach Students to Read with Power, Intention and Joy in K-3 Classrooms.

Mary Ehrenworth is the author of Looking to Write: Children Writing Through the Visual Arts and The Power of Grammar: Unconventional Approaches to the Conventions of Language. Mary is the Deputy Director for Middle Schools at the TCRWP.

Amanda Hartman is Lead Coach at the Project and has co-authored three works with Lucy Calkins: Authors as Mentors, The Conferring Handbook and One-to-One: The Art of Conferring with Young Writers, as well as a CD-ROM: Conferring with Young Writers.

Laurie Pessah is Senior Deputy Director at the Project and leads study groups for principals, assistant principals, staff developers, and teachers, and she is co-author with Lucy Calkins of Nonfiction Writing: Procedures and Reports and A Principal’s Guide to Leadership in the Teaching of Writing.

Kathleen Tolan is Senior Deputy Director of Reading at the Project.  Kathleen co-wrote a FirstHand series on literacy coaching and co-authored with Lucy Calkins the upcoming Units of Study on Teaching Reading for Grades 3-5 (Heinemann, 2009).

Having found the “storytelling” behind history, our Closing speaker, Joy Hakim, author of the ten-volume series A History of US, will speak about shedding a new light on the teaching of history.  She put “the story” at the center of nonfiction again with her subsequent book, The Story of Science: Einstein Adds a New Dimension.  Her passion and style have brought her wide acclaim and recognition, and her awards include: The 2008 Benjamin Franklin Award for Education/Teaching/Academic, and the 2007 USA Book News’s Best Book in General Science Category.


The Morning Keynote will be held at Riverside Church9:00 a.m.

490 Riverside Drive (between 120th and 122nd Streets)

The remainder of workshops will be held at Teachers College, 525 W.120th Street, NY NY 10027

No registration required.

For more information, visit our Web site at: readingandwritingproject.com


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Strategies for Checking Comprehension June 15, 2009

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January/February

Growing Readers-Kathy Collins

Readers Think and Talk About Books to Grow Ideas

Strategies for Checking Comprehension

  Monday Tuesday Wednesday Thursday Friday
Week 1 

The Importance of Understanding

p. 180 Strong Readers get the words and the story p. 181 When Readers Really Understand Their voices sound smooth p. 181 When readers understand they can picture the story in their minds p. 181 When 

Readers really understand, they can retell it easily

p. 182 When readers really understand they just know
Week 2 p. 182 

review chart

p. 183 

Monitoring Comprehension

Huh? Catching yourself when you’re confused

p. 184 

Readers catch themselves when they’re daydreaming

p. 184 

Readers stop and think after reading chunks of text

continued
Week 3 p. 184 

Readers check their retelling

p. 184 Readers check their book talks Strategies for Confusion 

p. 185 Readers Go Back and reread to understand

p. 185 Readers read back and read to understand the tricky part p. 185 

Readers stop and make a picture in their minds to understand.

Week 4 p. 185 

Readers read tricky parts aloud

p. 185 

Readers talk to a partner about tricky parts

p. 185 readers talk to someone who has read the book before Readers make sketches to understand CELEBRATION!
small big pics 

Teacher child

 

 

Readers Think and Talk to Grow Ideas June 12, 2009

Filed under: kindergarten,reading workshop,TCRWP — bestbookihavenotread @ 4:00 pm
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  Monday Tuesday Wednesday Thursday Friday
Week 1   

Retelling – 157-161

p. 160   

Readers i.d. the setting when they recall

p. 160 Readers follow the events of the story when they retell p. 160   

Readers know how to balance details when they retell

p. 160 Readers Use Time Words When they retell p. 160 Readers Retell with expression
Week 2   

 

p. 160   

Readers Use text evidence to clarify, confirm, or revise the retelling

p. 160   

Partners

Partners read together and retell

p. 160   

Partners

One partner retells, then both read together to confirm

p. 161   

Partners

Partners take turns retelling

p. 161   

Partners

Partners help each other retell.

Week 3   

162-171

Readers Have Thoughts as They Read

p. 168   

Readers react and talk back to the text

p. 170   

Readers notice when they get a feeling as they read

p. 170 Readers make predictions as they read p. 170 Readers try to picture what is going on in the story p. 170 Readers Pay attention to when they are confused   

 

Weeks  4 p. 170 Readers question things that happen or characters do p. 170 Answers to readers’ questions come from the book or readers themselves Envisioning   

p. 171-173

Readers predict by making pictures in their minds

p. 172 Readers also hear it, smell it, taste it, and fee it (as well as seeing it) p. 172   

Readers envision characters settings and actions in the story

Week 5 p. 172   

Readers envision “between the pictures” scenes.

Predicting 173-175   

Readers stay involved in the story by predicting

p. 175 Readers predict by making pictures in their minds p. 175 Readers use what they know about the text to make good predictions p. 175 Readers use what they know about the story and about life to make good predictions.

Growing Readers-Kathy Collins, Readers Think and Talk About Book to Grow Ideas

Use our comprehension strategy cards as visuals (Celebration Press-Pearson)

 

Readers Use Strategies to Figure Out Words Growing Readers continued June 11, 2009

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October –

Kindergarten (I think it would work in several other grade levels as well!)

  Monday Tuesday Wednesday Thursday Friday
Week 1  

Readers Get Ready to Read

p. 119-120
Book Walk  

Chart 119

p. 120-122  

Thinking Book Walk

Copies of 10 book covers

p. 122 Get a Sense of The Story (Sneak a peek) p. 122, 123  

Remind Them Seleves What the Book is About as They Read

p. 123  

Pay Attention to Chapter Titles, the Cover Blurb, & Sample a page or 2

Week 2  

Acquistions of Print Strategies

Readers Toolbox  

p. 124

p. 125  

Using Picture Clues

 

p. 126-7  

Say Beginning Sounds

p. 127  

What Makes Sense

VBC  

Reread (look at page 132 think about meaning)

Week 3 VBC  

Find the Word Pattern

p. 128-129  

Use All Your Tools as a Reader (toolbox) folder

p. 130  

Think About What Makes Sense

p.130 Ask Themselves Questions pp. 130-132  

Smooth Talking Voice

Reading Fluency

Week 4 p. 132 Use Clues in Text p. 133 Use storyteller’s voice V & B  

System for selecting books for reading workshop

Choosing Just Right Books

p. 136-7  

Celebration

Buffer Day  

Review as needed

 139-150

 

 

Launching Reading Workshop in Kindergarten June 10, 2009

 

Growing Readers by Kathy Collins

Readers Build Good Habits!            

 

  Monday Tuesday Wednesday Thursday Friday
Week 1

Good Habits

p. 61

Strong Readers read everyday-p. 61 Assign Homework-best place at home to read p. 61 Strong Readers Share and *Class Book Favorite Places Turn & Talk p. 61

Strong Readers Talk and Think about books with people

Strong Readers Read Everything in Sight p. 62

*Our World (Environmental Print)

Strong Readers Take Care of Books and Protect Reading Time p. 62-63

photo-care of books p. 63

Week 2

Reading Identities

 pp. 76-77

Explaining favorite book homework

p. 68

1st Favorite Book-share

*Class favorite books book

Sketch favorite reading memory

p. 71

*class reading memory

Reading baskets varied levels & Genre

p. 71

Take pictures during reading workshop to demo

Reading baskets varied levels and genres

Week 3

Readers Take Care of Classroom Libraries

p. 77

 

Putting books away

p. 79

what’s in the library p. 81

Putting books away-what’s in the library p. 79 Borrow and return books carefully

All readers are responsible for library (20 books to put away)

p. 80

Conferences p. 85

List/book

Noise levels

Kind reminder

*Understanding Reading Workshop Procedures p. 81

Be considerate

Move smoothly and quietly

Week 4

Stay Focused on Reading

pp. 88-90

Read the pictures

Read the story

p. 84

Notice details and new things

Reminded of things (connections)

p. 90

Sit side-by-side

Plan ways to read together

p. 91-92

Partners make decisions

Partners solve their own problems

p. 92

Partners talk about their books p. 92
Week 5 Sign contract

CELEBRATION

Interview office staff-reading identities

Buffer Day

p. 100

Management mini-lesson as needed

Buffer Day