SETTING UP, LAUNCHING, AND MAINTAINING A READERS/WRITERS WORKSHOP
August 16, 2013
View all slides for this presentation atgoo.gl/aNCkzq
Dan Dawer, Pflugerville Middle School
Outcomes
In this session, participants will:• Understand how the Reading/Writing
Workshop structure can help students become better readers and writers.
• Examine some of the materials, procedures, and strategies essential to the Workshop structure.
Agenda (session 1)
Personal Reflection 8:30 – 8:45Presentation 8:45 – 9:25Discussion #1 9:25 – 9:40Discussion #2 9:40 – 9:55Creative Task 9:55 – 10:00
Agenda (session 2)
Personal Reflection 10:15 – 10:30Presentation 10:30 – 11:10Discussion #1 11:10 – 11:25Discussion #2 11:25 – 11:40Creative Task 11:40 – 11:45
Personal Reflection
Topic 1
What overarching goals do you have for student readers in your classes?
What class structures, activities, or instructional strategies enable you and your students to achieve those goals? Why?
Topic 2
What overarching goals do you have for student writers in your classes?
What class structures, activities, or instructional strategies enable you and your students to achieve those goals? Why?
Writing Workshop: Middle School Model
What a 50 minute class looks like:
Mini-lesson Whole class teaching 10 minutes
Independent work time Students engaged in writing or reading Individualized teaching/conferring 30 minutes
Share/self assessment/reflection 10 minutes
Mini-lesson Independen
tworktime
Share
Writing Workshop: Middle School Model
Weekly schedule
Mon Tue Wed Thur Fri
Reading Writing Reading WritingStudent
Workshop WorkshopWorkshopWorkshopChoice
Reading/Writing Workshop is…
Organized, rigorous, and purposeful
Generative
Differentiated
Reading/Writing Workshop is not…
A free-for-all
Derivative
Uniform
Video
http://www.youtube.com/watch?v=l0cejtxxoNo
Writers’ Notebooks
Take a moment to look through the student notebooks at your tables.
What do you see students doing in their notebooks?
What topics are students writing about?
What types of writing do you notice?
What surprises, interests, or confuses you?
Writing Portfolios and Resource Folders
General classroom procedures
Mini-lessons
1. Connection: I’ve noticed in your writing that…
2. Teaching Point: Today I’m going to teach you about…
3. Demonstration: Watch me while I…4. Active engagement: Right now, I’d like
you to…5. Link: So today and every time you
write…6. Follow up: In a conference? Share time?
Next mini-lesson?
Conferences
1. How is it going?2. What is the
student working on?
3. What is the student doing well?
4. What is one teaching point I can share with this student?
1. What book are you reading?
2. What page are you on?
3. Tell me about your book.
4. What is one teaching point I can share with this student?
Share Time
Partner share Small group Whole class Exit ticket Google forms: goo.gl/dl7hI
Keeping Track
Keeping Track
Discussion #1
What overarching goals do you have for student readers in your classes?
What class structures, activities, or instructional strategies enable you and your students to achieve those goals? Why?
How does the Reading Workshop fit in with your current thinking about reading instruction?
Discussion #2
What overarching goals do you have for student writers in your classes?
What class structures, activities, or instructional strategies enable you and your students to achieve those goals? Why?
How does the Writing Workshop fit in with your current thinking about reading instruction?
Creative Task
What is one change you might make to improve reading or writing instruction in your classroom?
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