In this workshop series, a recent review of research on the content and pedagogy of effective elementary reading instruction will be presented. Research on essential elements of school-wide reading programs will also be discussed. Much of the research on effective reading instruction in the elementary grades has focused on the content of reading lessons dealing with phonemic awareness; phonics; fluency; vocabulary; and reading comprehension. However, a valuable body of research also points to the importance of the many pedagogical decisions that effective teachers make and motivating practices they use to foster students’ reading growth.

This workshop topic is presented over a period of four sessions in order to provide time for participants to implement and reflect upon the information and strategies presented between sessions.

Considering the How and Why of Classroom Reading Instruction

Part I (2009-20010) will provide an introduction to the following reading topics. Part II (2010-2011) will provide a more in depth look at classroom reading instruction. Greater detail for Part II will follow.

1. Reading Content
   1.  Emergent literacy
   2. Phonemic awareness, phonics, decoding strategies
   3. Fluency
   4. Vocabulary
      Comprehension
      Skills and strategies
   5. Talk and writing about text
   6. Providing balanced instruction (skills orientation, literature orientation)
   7. Making good instructional content choices to meet students’ varying needs
2. Reading Pedagogy
   1. Classroom Instruction
      1. Purpose/planning – to meet individual students’ needs, achieve instructional goals
      2. Intellectual challenge/motivating learning activities (including seatwork)
      3. Culturally responsive instruction
      4. Grouping practices, balance between whole and small group instruction
      5. Teacher/Student interaction
      6. to assess students’ abilities and progress and to monitor their daily learning
   2. Classroom Atmosphere
      1. Classroom Management (rules and routines; intrinsic/extrinsic rewards)
      2. Feedback
      3. Attitudes towards learning/Students’ self-concepts as learners
3. School-wide Reading Program
   1. Delivery model, collaboration in providing small group, differentiated instruction
   2. Time (minutes) and blocks for reading instruction
   3. Cross-grade, coordinated learning goals (standards, benchmarks) and curriculum
   4. School-wide assessment plan
   5. Interventions for struggling readers, students with special needs
   6. School collaboration/climate

Principals, K-6 Classroom Teachers, Literacy Coaches, Reading Specialists, Title I Teachers, Special Education Teachers

Schools must commit to sending a team of 2-3 teacher leaders AND a principal or literacy leader to participate in the workshop.

Each workshop topic will be presented in a series of four full-day sessions. Cost per workshop topic will be $4,500 for a team of 3 or 4 people per school. This cost includes support for implementation via phone conference once a month between sessions. In addition, follow-up site visits are available at an additional cost.

Additional Cost Per Person (beyond 4) is $800.00
Lunch not included.

August 18, 2009

October 22, 2009

January 14, 2010

March 4, 2010

9:00-2:00

Minnesota Center for Reading Research, University of MN, St. Paul Campus