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RELATIONSHIPS AMONG ADULTS AT SCHOOL HAS A GREATER INFLUENCE ON THE CHARACTER AND QUALITY OF THAT SCHOOL MORE THEN ANYTHING.

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RELATIONSHIPS AMONG ADULTS AT SCHOOL HAS A GREATER INFLUENCE ON THE CHARACTER AND QUALITY OF THAT SCHOOL MORE THEN ANYTHING.

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converse, write, and think about texts often

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converse, write, and think about texts often

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Provide professional development and collaborative practice

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Provide professional development and collaborative practice

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"Social relationships are critical to a reading workshop."

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Toolkit of strategies presented in OML.

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Complex texts for all!

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Informative, responsive, targeted feedback

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Below grade level = books must be in ZPD.

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teaching needs to be responsive based on student need

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teaching needs to be responsive based on student need

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Don't take kids out of language arts! Even if it's for "extra" help in language arts.

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Struggling readers need intervention that supports classroom learning Y2

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Struggling readers need intervention that supports classroom learning Y2

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students need support and access to non-fiction

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students need support and access to non-fiction

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Learning progressions to guide and raise the level of instruction.

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Time for ACTUAL reading

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"Assessment sewn into the fabric of our teaching.

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Strong skills for reading expository texts.

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Half the school day needs to be reading and writing.

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Increasingly complex texts.

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Instructional level of reading to 95-97accuracy

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Instructional level of reading to 95-97accuracy

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Joyful literate strong community of teachers

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Joyful literate strong community of teachers

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Learning to read is a lifelong process Y

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Learning to read is a lifelong process Y

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Right fit texts

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Kids need enormous amounts of time for reading

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Kids need enormous amounts of time for reading

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teach what the strategy is, why it is important, and how to use it

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teach what the strategy is, why it is important, and how to use it

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Knowledge and academic vocabulary Y2

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Access to books they can read accurately and with fluency in all classes. Easy access to interesting texts

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More time/access with informational texts

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More time/access with informational texts

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target specific need (comprehension, fluency, etc.)

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target specific need (comprehension, fluency, etc.)

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More time/access with informational texts

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More time/access with informational texts

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supplementary support outside of LA scheduled time

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supplementary support outside of LA scheduled time

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Listening and observing

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Be that great coach!

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Effective "joyfully literate" teachers  (Heath)

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Effective "joyfully literate" teachers  (Heath)

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strategic

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volume