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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/Resources8/2/2019 West Bend April 3
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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=d2a8941a34183824c988505d3f678733c09079be8/2/2019 West Bend April 3
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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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Follow me on Twitter @andrealynnreich
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