Before the Conversations Turn Grand

Dr. Frank Serafini

University of Nevada-Las Vegas

What Types
of Readers
Do We Want to Create & Support ?

Readers that

Enjoy Reading

Choose to Read on a Regular Basis

Are Able to Adopt Multiple Perspectives

Utilize a Variety of Reading Strategies

Actively Construct Knowledge while Reading

Are Emotionally Invested in Literature

Are Able to Discuss What they Read

Read a Wide Variety of Texts

Theoretical Assumptions

Reading instruction should develop life-long readers.

Readers learn to read by reading.

People teach people to read, not programs.

Readers use a variety of strategies and cueing systems to construct meaning.

Learning Experiences in The Reading Workshop

Invitations

Explorations

Explicit Instruction

Invitations

Creating a Community of Readers

Reading Aloud with Children

Extensive Reading Opportunities

Responding to Literature

ACCESS-TIME-CHOICE-RESPONSE

Creating a Community of Readers

Shared Literary Experiences

Class Expectations

Shoebox Autobiographies

Our Stories Wall

Opening / Closing Ceremonies

Sharing Meals & Singing

Celebrations - Formal & Informal

Read Aloud Tips

Read Books You Love

Read with Enthusiasm

Let Us Talk about the Book

Read Non-Fiction Too!

Practice Reading Aloud

Show the Pictures… Slowly!

Don’t Read too Fast

Let Us Choose Books Sometimes

Explorations

Promoting Invested Discussions

Structures & Elements of Literature

Units of Study

(authors, illustrators, genres, themes)

Promoting Invested Discussions

Use of Quality Literature and Texts

Turn - Pair - Share

Visual Representations (charts)

Impressions-Connections-Wonderings

Disrupting Textual Perspectives

Graffiti Boards

Timelines - Maps - Diagrams

Questioning Strategies

Questioning Strategies

1. Students should ask more questions than teachers.

2. Questions should promote further inquiry and discussion.

3. Statements usually elicit more discussion than questions.

4. Asking too many questions, even good ones, can kill a good discussion.

5. Don't ask questions you know the answers to.

6. Questions are more effective in response to students' ideas, than in front of them.

Before Groups Are Formed

Reading Aloud Daily

Invested Discussions

Understanding Elements of Literature

Poetry / Picture Book Groups

Using Chapter Book as Model

Whole Group Book Log

Attention to Social Interactions

Preparations

Choosing Books

Doing Book Talks

Making Choices Available

Signing Up

Signing a Contract

Reading the Book

Using a Book Log

Checking for Challenges

Discussions

Modeling the Process - The Goldfish Bowl

Passionate Attention

Moving From Conversation to Dialogue

Teacher as Facilitator / Listener

Supporting & Challenging

Pulling Ideas Together

Setting Agendas

Having Faith in Readers

Presentations

Sharing Ideas with Others

Multiple Ways of Knowing

Extending Understandings

Creating Visual Display

Celebrations

Sharing Food and Ideas

Extending Experience to Class

Acknowledging Work Done

Setting Stage for Other Groups

Moving to Literature Based Instruction

Access to Quality Literature

Opportunities to Read & Discuss

Using Literature Across the Curriculum

New Definitions of Comprehension

New Expectations for Readers

New Role for the Teacher

(Docent & Decision Maker)

Administrative Support

Professional Development Opportunities

So Where Do I Start ?

Increase Your Knowledge of Children's Literature

Use Classroom-Based Assessments to Know Your Readers

Read Aloud on Daily Basis

Begin Invested Discussion Ideas

Offer Book Talks & Choices

Where Do I Go Next ?

Read More Children's Literature

Keep Reader Response Log

Teacher Literature Study Groups

Record and Assess Lit Discussions

Professional Readings

Staff Development Opportunities

Web-Site http://serafini.nevada.edu