Chapter 10: Organizing for Instruction

Vocabulary:

Basal: 4 component below

• Selections in grade-level textbooks: Everyone reads the same selections in the textbook each week, no matter what their reading level is. Teacher has a guide which offers supportive suggestions for struggling readers and english learners. A video or audiotape is often included with teacher guide for students to listen to as they follow along in their hard copy textbooks.
• Instruction in strategies and skills: Basals are used to deliver explicit and systematic instruction aligned with the Common Core Standards. Along with many other skills the basal programs usually emphasize comprehension strategies. The teacher guide proved detailed lesson plans for teaching the strategies and skills with teach section
• Workbook Assignments: With each reading selection is a corresponding workbook assignment to complete before, during and after reading. Some teachers choose to use the workbook assignments, others may not. 
• Independent Reading Opportunities: Most basals include selection of paperback books for students to read independently

Materials in basal reading programs: Textbooks, big books, supplemental books, workbooks, kits, teacher’s guide, home-school connections, assessment system, multimedia resources, and lesson planner

Literature Focus Units: Feature popular stories, non-fiction books, or books of poetry. Some focus on a single book, others focus on several for a genre unit or author study. Teachers direct students as they read and respond. Emphasis is on teaching students about literature and developing lifelong readers.

Process of Literature Focus Unit: Below

• Pre Reading: Teacher involves students in activities to build their background knowledge and to build their interest in reading the book. 
• Reading: Students read selected text independently, or the teacher reads it aloud. Shared reading is sometimes used also, mostly when text is too hard for students to read and understand
• Responding: Class participates in grand conversations to talk about book and write their entry into their reading log in order to deepen understanding of text.
• Exploring: Students post vocab on word wall and participate in word study activities, learn comprehension strategies , examine text factors, and research selected books author and/or other related topics.
• Applying: Apply learning to create oral, visual, written, and digital projects, which are shared with classmates. 

Steps in Developing a Unit: Below

• Step 1- Select the literature: Teacher selects book for lit focus unit, usually a picture book, novel, nonfiction book, or book of poetry. Each student has their own copy. Teacher also collects related text by the same author or of the same genre. Materials related to text are often brought in by teacher as well to use while introducing the book.
• Step 2- Set Goals: Teacher decides what they want students to learn, and sets standards with students. 
• Step 3- Developing a Unit Plan: Teach reads and rereads selected book and decides what focus will be. Plans activities around unit focus. Not all brainstormed activities will be used. 
• Step 4- Coordinate Grouping Patterns with Activities: Teacher thinks on how to incorporate whole class, small groups, partner and individual work into unit plan. 
• Step 5- Create a Time Schedule: Teacher creates timeline for students to move through 5 stages of reading process to complete activities. They also plan mini lessons at this time. 
• Step 6- Assess Students: Teacher links assessment with instruction using four stage cycle; planning, monitoring, evaluating, and reflecting. Assessment is often times a project rather than a test. 

Literature Circles: Small, student lead groups for book discussion. Lit groups meet regularly. The students choose the book and form their groups. They then set a reading schedule and discussion time. Students read the book independently  then come together to discuss the book.

Key Features of Lit Circles: Below

• Choice: Students make many choices in their groups. They choose the book, schedule, setting, and how they’ll share what they read each time they meet. This gives students control and prepares them for making other choices.
• Literature: The book that is chosen should be interesting for all and should be at the students’ reading level. Teacher should have read book prior to be able to do book talks when they introduce them. 
• Response: Students will meet several times to discuss book. Through discussion students collaborate and summarize their reading, make connections, learn new vocab, and explore use of text factors. 

Types of Talk During Literature Circle Discussions: 

Roles Students Play in Literature Circles: 

Reading and Writing Workshops: Time, choice, response during projects

• Time: Students have large chunks of time to read and write. Reading and writing become core of literacy curriculum 
• Choice: Students assume ownership of their learning. They are allowed to choose their own books instead of being forced to read a book the teacher selects. 
• Response: Students respond to the book they read in their reading logs. Logs are shared during conferences. Book talks are also done with books that other classmates read. 
• Writing workshops are done with real writing for a purpose. Students “publish” as many as 50 to 100 book in primary grades. Progress is seen from each piece student writes. 

Series of Activities in Literature Circles: Below

• Step 1: Select Books: Teacher gives a book talk on 5-7 books students can choose from. Students then sign up for book they’d like to read
• Step 2: Form Literature Circles: Based on what they signed up for, students get into their groups, usually no more than 6 students. The start setting their schedule for reading and discussion times 
• Step 3: Read the Book: Students all or part of the book independently or with a partner from their group
• Step 4: Participate in Discussion: Students talk about book, engaging in grand conversations. The discussion usually lasts around 30 mins. Group “leader” starts discussion, then takes turns with other members to share their thoughts and response to reading
• Step 5: Teach Minilessons: Teacher teaches minilessons before or after group meetings on a variety of tops. The talk during the minilesson drives what students will discuss in their groups.
• Step 6: Share With the Class: Groups give a book talk to the rest of their peers
• Step 7: Assess Learning: Teacher monitors student progress in lit circle. Students write self reflections after unit to assess how they feel they participated. 

Goldilock Strategy:

Responses in Reading Workshop:

Sustained Silent Reading (SSR): Independent reading time set aside during school day for students to read self selected books. Used to increase amount of reading students do and to promote daily reading

Managing Workshops: Start a workshop chart to monitor students’ work.

Video: Below

• Take time at beginning to go over expectations. 1 day should be for modeling and intro of new book, assigning roles,etc. (housekeeping)
• Make a timeline for each day, what should be done each day.
• Review each day
• Make it known to students what they are responsible for
• Take time with each group for questions and further instruction
• Students should hold each other accountable
• Be sure students are holding up the responsibilities of their role.

Classroom Connection: This chapter was really descriptive of what exactly a basal is. I knew what it was before reading this chapter but couldn’t explain it in words. Now I have a full understanding about what a basal is and all it has to offer.