6 Week Course
Who’s Doing the Work in Read Aloud, Shared Reading, Guided Reading, and Independent Reading?
March 11 – April 21, 2019
June 17 – July 28, 2019
“This is a book that needed to be written…”
~Joan Moser of “The 2 Sisters”
What does instruction look like when “teachers say less so students can do more” of the work in each instructional context: read aloud, shared reading, guided reading, and independent reading. Join us, Jan Burkins and Kim Yaris, as we explore this question during an in-depth book study of Who’s Doing the Work?
Over the course of six weeks, we will guide you through each of the six chapters of our book. This course will provide additional information and insights into the ideas presented in each chapter, which will not only supplement your reading experience but will also assist you as you work to apply your learning to your classroom practices. The topics for each week’s webcast and discussion will align with the chapters in Who’s Doing the Work?, as follows:
Week 1: The Reading Process: What is the “end” goal we’re working toward? How do we help students achieve smoothly operating, integrated reading processes?
Week 2: Read Aloud: What role does read aloud play in a student’s reading development? How do we leverage this instructional context to help students reap the benefits offered by reading aloud to students?
Week 3: Shared Reading: What exactly is shared reading? How does it look different in primary and intermediate grades? What role does it play in a student’s reading development?
Week 4: Guided Reading: How does guided reading support student’s reading development? What adjustments can help teachers leverage this Instructional context to help students better achieve smoothly operating, integrated reading processes?
Week 5: Independent Reading: When students are reading independently, what are teachers doing? What is the importance of independent reading? How can it help inform instruction while simultaneously nurturing a love of reading?
Week 6: Putting It All Together: What is important to keep in mind when shifting toward next-generation literacy instruction? What adjustments can teachers make to help students do more of the work so they do more of the learning?
Each week you can expect:
- A webcast with additional information and activities to help you think about the content of each chapter.
- Access to a private, online forum/discussion board where we will reply in writing to one question or reflection from each participant each week.
- Online discussions with other educators interested in increasing learning transfer through read aloud, shared reading, guided reading, and independent reading.
- Access to exclusive video and written content that we don’t share anywhere else.
At the end of the six-week course, you can expect:
- A 40-minute, real-time question-and-answer session. (Recorded for those with scheduling conflicts that prevent real-time participation.)
- A certificate of completion