Private: Teaching Reading: 3-5 Workshop

Professional Development > Private: Teaching Reading: 3-5 Workshop > 1. Creating Contexts for Learning > 1.1 Before You Watch | Creating Contexts for Learning

English Language Arts

3-5

Creating Contexts for Learning Before You Watch | Creating Contexts for Learning

Session Preparation

To prepare for this workshop session, you will review the key terms, identify the strategies that you already use, and then read two articles on classroom organization and grouping practices.

Key Terms:

Notebook

What Do You Do?

Consider all the things that factor into your classroom environment: organization of materials and desks or tables; books and other literacy materials; daily reading and writing routines; and student groupings. Now, jot down your answers to the following questions and, if you are taking this workshop for credit, save them for your Literacy Practices Portfolio:

How does your classroom organization support students’ reading, writing, and peer discussion?
What daily routines are in place to advance students’ use of reading and writing?
What decisions do you make when grouping students for literacy instruction?

Assignment

Examine the Literature

Print out two copies of the Examine the Literature Response Chart (PDF). Then read each article listed below, recording your ideas on the charts during and after reading. When you have finished, save your charts to submit as an assignment.

Flood Ensurance: When Children Have Books They Can and Want to Read (PDF)
This article examines the impact that appropriate, appealing, and sufficient books — along with teacher interactions concerning those books — have on students’ reading skills.

Worthy, J., and N. Roser, “Flood Ensurance: When Children Have Books They Can and Want to Read.” In Teaching All the Children: Strategies for Developing Literacy in an Urban Setting, edited by D. Lapp, C. C. Block, E. J. Cooper, J. Flood, N. Roser, and J. V. Tinajero (179-192). New York: Guilford Press, 2004.

Grouping for Instruction in Literacy: What We’ve Learned About What Works and What Doesn’t (PDF)
This article describes the three kinds of student groupings that enhance effective literacy instruction.

Paratore, J.R. “Grouping for Instruction in Literacy: What We’ve Learned About What Works and What Doesn’t.” The California Reader 33 (2000): 2-5.

Series Directory

Private: Teaching Reading: 3-5 Workshop

Credits

Produced by WGBH Educational Foundation. 2006.

Closed Captioning
ISBN: 1-57680-815-7

Related Materials

Sections

1.1 Before You Watch | Creating Contexts for Learning

1.2 Analyze the Video | Creating Contexts for Learning

Watch the video, "Creating Contexts for Learning," taking notes as you watch. After you watch, jot down your answers to the questions below. If you prefer to watch the video in segments, pause the video when you see the next chapter heading.

1.3 Extend Your Knowledge | Creating Contexts for Learning

1.4 Put It Into Practice | Creating Contexts for Learning

1.5 Reflect on Your Learning | Creating Contexts for Learning

Supplementary: Examine the Literature Response Chart

Handout

Supplementary: Flood Ensurance: When Children Have Books They Can and Want to Read

Article

Supplementary: Grouping for Instruction in Literacy: What We've Learned About What Works and What Doesn't

Article

Supplementary: Sample Chart for Grouping

Example handout

Workshops

Workshop 1 Creating Contexts for Learning

This session examines how classroom organization, routines, and grouping practices can enhance literacy skills in the middle grades. Literacy expert Jeanne Paratore discusses teaching strategies that foster reading and writing skills. Classroom examples illustrate the research.

Workshop 2 Fluency and Word Study

This session focuses on how students in the middle grades develop vocabulary and reading fluency. Literacy expert Richard Allington discusses specific teaching strategies that help build fluency and vocabulary, illustrated by classroom examples.

Workshop 3 Building Comprehension

Comprehending text is one of the main goals of reading. In this session, literacy expert Nell Duke discusses what good readers do and strategies teachers can use to help students build comprehension skills. Classroom footage provides examples of comprehension strategies.

Workshop 4 Writing

This workshop examines the relationship between reading and writing in the middle grades. Literacy expert Nadeen Ruiz discusses the connections, conventions, and inventions that provide a framework for teaching writing, illustrated by classroom examples.

Workshop 5 New Literacies of the Internet

This workshop focuses on the evolving use of networked technology in education. Literacy expert Donald Leu discusses strategies that help students effectively read, write, and communicate on the Internet. Classroom examples illustrate strategies for using Internet resources in the classroom.

Workshop 6 Teaching English Language Learners

Changing classroom demographics call for a range or teaching strategies. In this session, literacy expert Robert Jim�nez discusses strategies teachers can use to create a successful learning environment for all students, while supporting English language learners. Classroom examples illustrate the research.

Workshop 7 Teaching Diverse Learners

In this session, literacy expert Dorothy Strickland discusses how teachers can meet the diverse needs of readers and writers in their classrooms. Classroom examples and teaching strategies address different aspects of diversity, including culture, language, background, ability, and learning approaches.

Workshop 8 Assessment and Accountability

This session explores assessment, standards, and outcomes. Literacy expert Kathy Au discusses the strategies teachers can use to assess students' understanding in reading and writing. Classroom examples illustrate how students can participate in their own assessment.