Trevor Barney

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About me

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My name is Trevor Barney. I am a kindergarten teacher in the Vestal Central School District. This is my first year teaching full time and I absolutely love it. I have a bachelors degree in Early Childhood/ Childhood Education after completing programs at SUNY Broome and SUNY Cortland. I am completing my masters degree in Curriculum Development and Instructional Technology because I am interested in how students learn and can be taught in different and creative ways.

My Topic and Purpose

Reading Workshop for Primary Grades

The purpose of this course is to create confidence in primary school teachers in a workshop type model of reading instruction.

Learning Outcomes

Outcomes of this course are for primary school teachers to:

  • Analyze reading lesson plans, identifying the positive and negative aspects
  • Explain different reading workshop structures and their purpose
  • Develop routines and schedules that can be used for reading workshop
  • Summarize effective strategies for advancing students' reading abilities

Needs Assessment

Intent: The intent of this course is to further the knowledge and practice of Reading Workshop in primary grade classrooms. There are many different ways to teach reading in a classroom and the Reading Workshop model is an versatile way to get young students to read and gain reading skills. I am interested to see what teachers do during reading instruction and if they were to use a workshop model, how different it may be. The goal of this survey is to collect data about reading instruction and determine what educators want and need to know about Reading Workshop.

Gathering Data: In order to collect data about current reading instruction structures in primary education classrooms, I have created a survey that asks teachers what type of reading instruction they use, and how effective they feel it is. There are also questions about prior knowledge of the reading workshop model. Collecting this information will give me an idea of how to teach the course to the needs of those who take it.

Summary of Gathered Data: The data collected can be seen here: https://docs.google.com/document/d/1PqkmEKrzOK8pSlF88sHWxy-gt3vXiZMEUjPQoYK_97Y/edit?usp=sharing

Analysis of Data: All of the participants of the survey were classroom teachers. All of the participants said that they use Whole Class Instruction, Guided Reading Groups, Individual Conferring, and Shared Reading in their current reading instruction. Partner Reading is used by four out of five of the participants. The goals for reading instruction were all about giving students time to read and teaching to the individual needs of the students. Consistently effective parts of current instruction that were popular answers in the survey included whole group mini-lessons and shared reading. The most important thing to provide to students in reading instruction varied, with answers about giving students time to read and meeting individual needs, solving tricky words in text, and loving books. The most important things to consider when creating reading instruction were Read Alouds and Individual Reading Time. Reading Levels and Partner Reading were after that. Other important things that were added by the participants were Modeling, Shared Reading, and letting students select books they want. Although every description of the reading workshop model was different by the participants, they included similar ideas and explanations. It seems that these participants understand parts of the reading workshop model but maybe don't understand how to fully explain or describe the different steps and purposes for them.

Performance-Based Objectives

  • Given reading instruction lesson plans, participants will analyze and dissect the different components, discussing the positive and negative aspects.
  • Participants will research several parts of the reading workshop model, decide what the most important parts are, and write descriptions of each part explaining what makes it important to the instruction.
  • Participants will create reading instruction schedules and structures, comparing and discussing with other participants the reasoning behind the methods they have chosen.
  • Participants will research and present several ways to advance the reading abilities of Primary School students and how they can be integrated into the reading workshop model.
  • Given instruction on how to use the reading workshop model, participants will perform a lesson using the reading workshop model.

Task Analysis

Prerequisites

  • An understanding of the level of reading that is appropriate for primary grade students
  • An ability to find sources for researching topics
  • A class or group to teach a created lesson to (preferably children)

Course Completion

Upon completion of this course, participants will have a more developed understanding of how a reading workshop model can be used in a primary education classroom. They will understand the different parts of a reading workshop lesson and the purposes of each. Participants will create lesson plans based on the knowledge they gained and then perform the instruction.

Unit Objectives

  • Unit 1:

Given reading instruction lesson plans, participants will analyze and dissect the different components, discussing the positive and negative aspects

  • Unit 2:

Participants will research several parts of the reading workshop model, decide what the most important parts are, and write descriptions of each part explaining what makes it important to the instruction

Participants will research how long each part of a reading workshop lesson might take, and make conclusions based on their findings about how they will use them in writing a lesson plan

  • Unit 3:

Participants will create reading instruction schedules and structures, comparing and discussing with other participants the reasoning behind the methods they have chosen

Participants will research and present several ways to advance the reading abilities of Primary School students and how they can be integrated into the reading workshop model

  • Unit 4:

Using the lesson plan created in the previous lesson, participants will perform a reading lesson using the reading workshop model

Curriculum Map

My curriculum map is at this link: File:Reading Workshop Curriculum Map.pdf


Go to Trevor Barney's Mini Course

References and Resources

Alison. (2018). How to conduct individual reading conferences in k-2. Learning at the Primary Pond. Retrieved from https://learningattheprimarypond.com/blog/how-to-conduct-individual-reading-conferences-kindergarten-first-second-grade/

Calkins, L. (2019). The predictable 5-part workshop framework. Lucy Calkins & TCRWP Colleagues. Retrieved from http://www.unitsofstudy.com/framework

Clemson University. (2016). How and why do teachers confer during independent reading? Clemson University Reading Recovery Training Center. Retrieved from https://readingrecovery.clemson.edu/independent-reading/conferring/

Ellsberg, S. (2017). Nonfiction reading: Learning and recording new information. Education.com. Retrieved from https://www.education.com/lesson-plan/nonfiction-reading-learning-and-recording-new-information/

Gibson, J. (2018). Learning to read from left to right. Education.com. Retrieved from https://www.education.com/lesson-plan/el-support-lesson-learning-to-read-from-left-to-right/

PDF: Media:Readers_Workshop_Framework.pdf

St. Luce, A. (2015). Take a walk: Reading comprehension. Education.com. Retrieved from https://www.education.com/lesson-plan/reading-listening-comprehension/

Teaching Channel. (2019). Reading workshop in kindergarten. Teaching Channel. Retrieved from https://www.teachingchannel.org/video/kindergarten-reading-workshop-ousd

Teaching Channel. (2019). Rick's reading workshop: One on one. Teaching Channel. Retrieved from https://www.teachingchannel.org/video/personalize-reading-workshop