Strategies for the Reading Teacher
Leading an effective 90-minute reading block
Elementary teachers required to honor 90 minutes of uninterrupted reading instruction each day need specific management tools to achieve success. This training provides strategies for how to start and manage a 90-minute reading block that features a mix of whole-group mini-lessons, small-group guided instruction, and independent literacy stations.
Developing purposeful literacy work stations
This training shows teachers how to set up and implement effective literacy work stations. Teachers learn how to use literacy stations to reinforce what was presented during whole-class and small-group reading instruction.
Planning & delivering small-group reading instruction
Planning for small-group guided reading instruction involves more than simply selecting the right text. This training for K-6 teachers unveils how to identify reading groups based on relevant data. Then teachers learn differentiated strategies for addressing reader weaknesses during teacher-led small-group instruction.
Improving reader thinking
Reading involves more than just seeing & saying the words on the page. Teaching students how to think while they read is sometimes an overlooked objective. In this training, teachers learn mini-lesson strategies to target students’ inferring, analyzing, and interpreting skills.
Delivering dynamic whole-class comprehension lessons
Well-planned and carefully delivered mini–lessons allow teachers to target specific comprehension skills. In this training, teachers learn dozens of mini-lesson concepts that show how to use short and powerful passages of text to address grade-specific skills such as summarizing, determining main idea, visualizing, questioning, making connections, and synthesizing.
Weaving complex texts across the curriculum
Navigating complex text requires careful, close reading. This training equips teachers with meaningful ways to increase rigor by incorporating complex text into all subjects and at all grade levels. Teachers will learn how to select appropriate texts for varied subjects with an emphasis on high-interest texts.
Preparing and facilitating a close reading
When students learn how to read and reread a text for different purposes, their understanding deepens with each pass. This workshop provides a practical explanation of "close reading” and offers teachers practical strategies for teaching students to re-enter passages of text for a closer read.
Revealing knowledge of text structures in nonfiction
Students are more likely to comprehend what they read if they can see the author’s internal organization and purpose for the text. This training targets instructional strategies to teach the seven different text-structure types found within all informational text.
Increasing achievement with word study
Knowing how to tackle new and unfamiliar words equips students to be strategic readers. This training helps teachers abandon the traditional "spelling list approach” in favor of a model that emphasizes decoding and comprehending new vocabulary.
Preparing students for state reading assessments
In this era of high-stakes testing, it’s never been more important for students to tackle state reading assessments with the skills and confidence to be successful. This training provides teachers in grades 3-12 with proven strategies for raising test scores in reading comprehension and constructed-response writing.
Immersing students in reciprocal reading and writing units
Literacy instruction is strengthened when students learn how reading
and writing are reciprocal. Planning that intentionally by incorporating
complementary skills in both areas increases the likelihood of students
mastering skills. Learn how to identify reciprocal skills and how to
plan genre units of study with parallel reading and writing
Modeling of effective reading and writing mini-lessons
It’s one thing to hear about delivering effective mini-lessons. What
teachers really want is to see an effective mini-lesson modeled with
real students in a live classroom setting. With this training model,
teachers observe as a Smekens Education consultant conducts a 10-15
minute reading or writing lesson addressing a skill of the teacher’s
choice. Following the lesson model, observing teachers debrief with the
consultant for a few moments to share observations, ask questions, and
discuss what skills would be taught next. NOTE: Teachers can slate the
day’s schedule to include numerous lesson models conducted back-to-back
in order to increase the quantity of lessons teachers can observe in one