Reading+Workshops


 * = **WEEK BY WEEK READING PLANNER ** ||
 * = **Week** ||= **Tasks** ||
 * = 1 ||= Introduction to Non-Fiction Texts - students will choose their own non-fiction texts to read and analyse for this workshop. The texts must cover one topic of interest. They need to find 3 texts to cover over 5 weeks. (2 books and an online text such as a text from a website or a Wikipedia entry)


 * Whole Class Introduction topics:**

1. Features such as text, pictures, graphics, diagrams, maps, timelines etc. 2. Contents - How to use

Students begin reading sections of their non fiction text. They use the post it notes to mark passages with an 'L' (learned) or a '*' for important information. ||
 * Workshop Task:** Introduce the 'Coding Important Information on Unfamiliar as well as Familiar Topics' task. (see handout p.165)
 * = 2 ||= **Whole Class Introduction Topics:**

1. Index - How to use 2. Bibliography - How to use 3. Workshop Task introduction

Introduce the 'Two-Column Topic/Details Form (see handout p.168) Students rule up columns in their workbook and begin to take notes next to sub-headings that relate to their text. These columns must be on the LEFT side of the book. Students need to leave the RIGHT page blank for another part of the task.
 * Workshop Task:** Students continue using the 'coding' method learnt last week as they read.


 * PLEASE NOTE:** //Students will need lots of practice in this task. It should be covered in more than one whole class introduction. Some non-fiction texts do not have obvious topic headings, so some students will need assistance to locate appropriate topic headings from their reading.// ||
 * = 3 ||= **Whole Class Introduction Topics:**

1. Bibliography - How to create one and keep one updated. **eg.** (Kayler-Thomson, R.A., //Living With Drummers Made Easy//, Bellaire House, Geelong, 2009) 2. Taking notes from pictures, diagrams, maps (not just words!) 3. Workshop Task introduction

Introduce the 3rd column which is called the 'Response' column. (see handout p.168) Students add their personal responses to the 3rd column. They may record their thoughts, feelings and questions about the information they have listed in the columns on the LEFT page.
 * Workshop Task:** Continue to add to the Two-Column Topic/Details work.


 * PLEASE NOTE:** //Students will need lots of practice in this task. It should be covered in more than one whole class introduction. Some non-fiction texts do not have obvious topic headings, so some students will need assistance to locate appropriate topic headings from their reading.// ||
 * = 4 ||= **Whole Class Introduction Topics:**

1. What have we learnt about the structure of non-fiction texts based on students' choices? 2. Bibliography - How to reference websites correctly. 3. Workshop Task introduction
 * eg.** Author, A, //Title of article//, Name of site sponsor, year, retrieved day month year,.


 * Workshop Task:** Students start to finish and finalise their notes which need to be completed and finished during week 5. ||
 * = 5 ||= **Whole Class Introduction Topics:**

1. Students can share 3 interesting pieces of new information with a personal response that they have learnt about their topic 2. Discuss how the students will use their accumulated notes for the information report in writing workshops 3. Introductory discussion about picture story books (authors, genres, features)


 * Workshop Task:** Students must finish their note-taking and have it ready for writing workshops. ||
 * = 6 ||= **Whole Class Introduction Topics:**

1. Any figurative language activities not completed from last term. 2. Inference passages (different genres and styles) **(KEY INTO INFERENCE - G Drive)**


 * Workshop Task:** Students will read one picture story book each week and choose one activity to complete individually from the list on this wikispace. Time can be negotiated with the workshop teacher whether they complete a 'large' activity over 2 weeks. Some tasks require two students to complete it, so this could be an option too. ||
 * = 7 ||= **Whole Class Introduction Topics:**

1. Share a picture story book and discuss its features and style. Be a critical reader! Why does the author include these words/images? 2. Inference passages (different genres and styles) **(KEY INTO INFERENCE - G Drive)**


 * Workshop Task:** Students will read one picture story book each week and choose one activity to complete individually from the list on this wikispace. ||
 * = 8 ||= **Whole Class Introduction Topics:**

1. Share a picture story book and discuss its features and style. Be a critical reader! Why does the author include these words/images? 2. Inference passages (different genres and styles) **(KEY INTO INFERENCE - G Drive)**


 * Workshop Task:** Students will read one picture story book each week and choose one activity to complete individually from the list on this wikispace. ||
 * = 9 ||= **Whole Class Introduction Topics:**

1. Share a picture story book and discuss its features and style. Be a critical reader! Why does the author include these words/images? 2. Inference passages (different genres and styles) **(KEY INTO INFERENCE - G Drive)**


 * Workshop Task:** Students will read one picture story book each week and choose one activity to complete individually from the list on this wikispace. ||
 * = 10 ||= **Whole Class Introduction Topics:**

1. Share a picture story book and discuss its features and style. Be a critical reader! Why does the author include these words/images? 2. Inference passages (different genres and styles) **(KEY INTO INFERENCE - G Drive)**


 * Workshop Task:** Students will read one picture story book each week and choose one activity to complete individually from the list on this wikispace. ||
 * = 11 ||= Finishing off week. Sharing some of the projects. ||

Students choose a novel of their own to read and complete work on reading goals.
 * **__ INDEPENDENT SESSIONS: __**

From week 5, students can spend 30 minutes of their independent reading session working on their picture story book project. ||