I was fortunate to attend my first CRA PDI a couple of weekends ago with my colleague, Melissa West.
The conference structure began with breakouts and ended the first day with the keynote speaker, Lori Oczkus. To read more about that fantastic keynote, please read Melissa West’s first blog post: Just the Facts: Close Reading and Comprehension of Informational Texts
Starting with the first session, I was jotting down all the takeaways I could with my pen and paper (I am still old school with my note taking skills).
In the next couple weeks I plan on sharing my takeaways from the following presenters that I had the pleasure of listening to and learning from, so that you can learn too.
- Advanced Guided Reading - Lynne Ecenbarger
- Developing Reading Detectives through Close Reading - Lisa Walthall
- The Close Link Between Teaching Nonfiction Writing and Nonfiction Reading - Lucy Calkins
- Lift the Level of Your Small Groups and One-to-One Conferring in Reading and Writing - Lucy Calkins
- Strategies for Fostering Meaningful Collaborative Discussions - Ruth Helen Yopp and Hallie Yopp Slowik
- Using Mentor Texts to Teach Craft and Structure in Writing - Bridget Anderson
- Mindfulness with Children - Neena Barreto
Advanced Guided Reading with Lynne Ecenbarger
- Reading Centers are to be at students’ independent levels; while Guided Reading Groups are students’ instructional levels.
- When analyzing records - we want to look at the errors readers make::
- M=Meaning Cues
- S=Structure Cues
- V=Visual Cues
When analyzing those miscues - only read up to the error and see if the miscues make sense:
We then circle the strategy the reader used to helped him/her attempt to understand the story.
We are looking at miscues to determine a pattern to help us guide our instruction.
3) No Round Robin! We want active reading, not passive reading.
We aim for having readers read quietly to themselves, while we listen in and coach them.
She suggested having students whisper read, or plug an ear, or read into a pvc pipe phone.
Lynne Ecenbarger was passionate, funny, and engaging. If you would like to learn more about Lynn, please visit her website Lynne’s Log.
Developing Reading Detectives through Close Reading - Lisa Walthall
- When reading chapter books - find passages that will resonate with students - photocopy or type up excerpts to read closely. Lisa shared what she tells her students,“Good writers put clues throughout the whole book and we may not catch them the first time so we have to reread.”
- Close reading may take a few days to a week or two because it is intentional reading and it will involve:
- reading story
- rereading an excerpt to annotate and analyze word choice
- rereading an excerpt to annotate and analyze author’s craft
- revisiting excerpt to look more closely at illustrations and photographs
- etc.
- Books Titles that Lisa suggested to use when doing close reading:
Here is a document that Lisa shared with me so students can use these Text Dependent Questions by CCSS Clusters that we can use when doing Close Reading.
Lisa made me laugh when she shared with us, “Many of us are doing real life reading with the Units of Writing from Lucy Calkins.” Oh yes, we are!
Lisa made me laugh when she shared with us, “Many of us are doing real life reading with the Units of Writing from Lucy Calkins.” Oh yes, we are!
More to come........
~Candace Whites
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