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The Trials and Tribulations ofReading/Writing Workshop

April 3, 2012


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Agenda What are the advantages of Workshop?

Where do you start?

What does Workshop look like?

How do you structure the classroom time?

How do you keep students on task?

Where do you get materials?

How do you plan? How do you assess?

What products come out of Workshop?

How do you differentiate?

How does team teaching/co-teaching fit in?


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What are the advantages of

Workshop? Discourages the Sage on the Stage

Promotes teacher as a guide

Allows for differentiation

Provides more opportunity to monitor studentlearning

Allows for small group intervention within the classperiod

Creates less grading--you begin assessing the processand the growth the students demonstrate


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Where do you start? Start small

Create a literate

environment Model yourself as a

reader and writer!

Read--a lot!

Experiment Reflect

Start Collecting

Collaborate

Dept. Time

Twitter Blogs


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Physical

Layout

Create a student-

friendly literateenvironment.

This is the backcorner of my

classroom.


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I also display books

in the front of myclassroom so mystudents are literallysurrounded bybooks!


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Please do me a favor and ask the administration or parents ifthey mind if math and science are combined into one forty-twominute period. If you are expected to teach both reading andwriting in forty-two minutes, why cant other subjects be

combined in a similar manner?-Steven L. Layne, Igniting a Passion for Reading


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Important Tip

Reading and Writing shouldNOTbe separated into twoclasses. Students should be writing about what they arereading and reading different types of writing.

-Andrea Reichenberger(Im sure someone more famous than me said it first!)


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One hour block vs. Two hour block48 minutes 96 minutes

Much more difficult

Feels rushed

Doesnt allow for small groupintervention or re-teaching forstudents who need it

Often have to split reading andwriting applications into 2 days.

Does not allow for reading timeevery day

Sharing time is rarely an option

Creates uninterrupted readingtimethis guarantees students

are doing SOME reading Provides time for application of

strategies and time to informallyassess

Students have time to askquestions

Allows for intervention timewithin the class period

You have less students whichallows for stronger connections


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My 96 minute block allows for

combinations of the following: Read Aloud Mentor Text Teach Strategy/mini-lesson Modeling the I do

Modeling the We do Collaborating You do

together Independent Practice You

do (Walking around room,

informally assessing) Book Talks DEAR (model reading, listen

to kids whisper read) Reading Responses

Conferencing Using technology:

Goodreads/Edmodo/Spelling

City/Research Daily Page/IndependentWriting

Small Group/IndependentWork (Word Study, BookClubs, Inquiry Projects)

Sharing Differentiating Interventions


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Modeling and Training Take the time to train the students in the process

Make expectations crystal clear

Post expectations on an anchor chart Brainstorm ways to be resourceful with students

Model! Practice! Re-direct! Practice again!

Verify students understand the tasks you ask of them

Allow some choiceit helps engage the students

Accept the fact that it wont even be completely silent


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We never find five paragraphs---the essay form still taught inmany schoolsand we seldom find topic sentences, thesisstatements, compare-contrast essays, before-after essays, or

developmental paragraphs.Nancy Atwell, In the Middle


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Everywhere! Start Collecting!Keep Your Eyes Peeled Organizational Methods

Budget

Internet articles Collections of Texts

Magazines

Newspaper articles

Text Chapters Book Room Materials

Literacy Team Wikispaces

Binders

Bins Evernote
http://maplewoodbuildingliteracyteam.wikispaces.com/Resourceshttp://maplewoodbuildingliteracyteam.wikispaces.com/Resourceshttp://maplewoodbuildingliteracyteam.wikispaces.com/Resources


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Borrowed from theAppleton Post Crescent, March 27,2012


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Stop grading everything. I want my students to write 4X what Ican physically grade.

We SHOULD teach kids why they should care about developingtheir writing without grades. More time on WHY instead ofsimply how.

-Kelly Gallagher, Twitter post January 9, 2012


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Planning is done almostday to day but I have theend point in mind (What isit I want them to learn?)

Based on my assessmentfrom the day(How do Iknow they have learned it?)

Reflection/Re-teaching

(What do I do, if they haventlearned it?)

The students guide what Iteach in next mini-lesson

Constantly assessing Mostly informal Around the Room Checks Use Checklists

Conversation Calendars Students choose their bestrepresentation of theirlearning to be assessed

Rubrics


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Chloe Y's Informational Piece

Alexis Blog

Brittneys Writing
http://prezi.com/94sbuq0kjwcd/puppy-mills/?auth_key=d2a8941a34183824c988505d3f678733c09079behttp://prezi.com/94sbuq0kjwcd/puppy-mills/?auth_key=d2a8941a34183824c988505d3f678733c09079behttp://randomgab.webs.com/apps/blog/http://mrsrsroom.wikispaces.com/file/view/Brittney+Benny.pdfhttp://mrsrsroom.wikispaces.com/file/view/Brittney+Benny.pdfhttp://randomgab.webs.com/apps/blog/http://prezi.com/94sbuq0kjwcd/puppy-mills/?auth_key=d2a8941a34183824c988505d3f678733c09079behttp://prezi.com/94sbuq0kjwcd/puppy-mills/?auth_key=d2a8941a34183824c988505d3f678733c09079be


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Reading

Notebook

Used to keeptrack of readingand studentthinking.


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Used for applying

daily strategiesand practice,drafting, and todocument other

thinking.


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Differentiation is about adjusting my instruction to meet morestudent needs. It isnt about each student doing an elaborate,

individualized project.Chris Tovani, So What Do They Really Know


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Its the little things Offer options/choices

Incorporate Technology

Offer texts with samecontent written atdifferent levels

Stations/Centers

Breaking learning intosmaller chunks

Word Study Groups

More modeling

SpecificStrategies/Interventionsfor specific students

Word Wall

Sentence

Frames/StartersPersonal DOL Page

Self-Correct Strategy


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Tips It works best if teachers choose who they will co-teach

with. (Content area knowledge, idiosyncrasies)

Have to be on the same page (discipline, assessment,

etc.) Consistency is best.

You must have common planning time together.

Remember the students are not your kids and my

kids. The students in a team taught/co-taught classare all our kids.

Share the work load.


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SMORES Intervention

Specific Math Or Reading Intervention Pilot

Focus on Skills Framework

Students pulled out of an Encore 2 times/week

Positives/Negatives


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Today we coveredThe advantages of WorkshopA starting placeWhat Workshop can look like

Classroom structureKeeping students on taskMaterialsPlanning

AssessingStudent ProductsDifferentiationCo-TeachingIntervention


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