Introduction to Reading and Introduction to Reading and Writing WorkshopWriting Workshop
Powerful Teaching for All StudentsPowerful Teaching for All Students
Presented by: Julie Rodriguez and Kate Mamot
“Teaching begins with seeing the significance and intelligence of what children are doing- and almost doing.”
Lucy Calkins
Course Content & GoalsCourse Content & GoalsWhy balanced literacy? Understanding the
Research Behind Best Practice Literacy Instruction
What does balanced literacy look like daily? Elements of a Daily Balanced Literacy Classroom
◦ Classroom Management in Reading and Writing Workshop
◦ Assessment and Planning to Improve Student Literacy Learning
Table Talk:Table Talk:Becoming a Lifelong ReaderBecoming a Lifelong ReaderLearning to read in the fullest sense means developing decoding skills, but much more. It means becoming readers who:
•Read voluntarily and often•Read a wide variety of materials.•Have confidence in themselves as readers.•Collect books and refer to favorites again and again.•Recommend books to others.•Reflect on their reading.•Make connections between and among the things they have read.•Think critically about what they read.Guiding Readers and Writers, Fountas and Pinnell
Table Talk:Table Talk:Becoming Lifelong WritersBecoming Lifelong Writers
Learning to write in the fullest sense means more than developing composing and spelling skills. It means becoming writers who:
•Write voluntarily and often•Write in a wide variety of genres and audiences•Have confidence in themselves as writers.•Use writing as a tool for thinking.•Write to communicate, share experiences or information with others.•Invite comments on, responses to, and critiques of their writing. Guiding Readers and Writers, Fountas and Pinnell
“Writing and Reading Workshop are perpetual- day in, year out.” ( Atwell 1985)
Reading and Writing ConnectionsWriter Reader
What do I want readers to know, think, consider, or decide?(ideas and content)
How is the author supporting me through this piece? What is the shape of the piece?
How will the words I use influence the message my reader gets?(word choice)
How does the language help me understand what the author is telling me and think more about what I already know?
How will I tell my reader when to pause or when to add their own information? (conventions)
How do I know when to pause; when to read quickly?
How will I take my readers though my thinking? (organization)
How is the author supporting me through this piece?
Literacy Learning: Teachers as Professional Decision Makers © 2004 Richard C. Owens Publishers, Inc.
“While reading and writing may be taught separate, the connections between the two parallel processes must be made explicit.”Fountas and Pinnell
Why balanced literacy? Understanding the Research Behind Best Practice Literacy
Instruction
Codes for Taking Notes√ Confirms what you thoughtX Contradicts what you thought? Raises a question?? Confuses you* Seems important! Is new or interestingIf a word…
Gets repeatedSeems importantIs Unknown
Box it: word
Gradual Release of Responsibility
Teacher Support
Student Participation
Reading ToWriting For
Shared Guided Independent
Diagram developed by Margaret Mooney
To With
With
By
““If reading is about mind journeys, If reading is about mind journeys, teaching reading is about outfitting the teaching reading is about outfitting the
travelers, modeling how to use the travelers, modeling how to use the map, demonstrating the key and map, demonstrating the key and
legend, supporting the travelers as legend, supporting the travelers as they lose their way and take circuitous they lose their way and take circuitous routes, until, ultimately, it’s the child routes, until, ultimately, it’s the child and the map together and they are off and the map together and they are off
on their own.”on their own.”
Keene, E. and Zimmerman S. 1997. Keene, E. and Zimmerman S. 1997. Mosaic of ThoughtMosaic of Thought
The Teaching & Learning Cycle
LEARNING
Evaluation
Planning
Teaching
Assessment “Most kids experience school as a series of tasks, dittos, assignments, texts- things that are administered to them. Writing workshop turns the table and puts kids in charge. This requires us to engage in responsive teaching.”
Ralph Fletcher, Writing Workshop: The Essential Guide
Essentials of Reading & Writing Essentials of Reading & Writing WorkshopWorkshop
Reading Workshop Teacher Model- Read to Shared Reading Mini-lessons Guided Reading Literature Circles Independent Reading
◦ Choice◦ Reflection and Evaluation◦ Environment and materials
Writing Workshop Teacher Model- Write to Mini-lessons Shared writing Teacher and peer
conferences Time to write
independently and share Literature based instruction Choice Records and self
assessment Environment and materialsReading Workshop (60 mins.)
Minilesson/Read ToIndependent ReadingGuided ReadingLiterature Study/ Book ClubsSharing
Writing Workshop (60 mins.)Minilesson/Write ToStatus of the ClassIndependent WritingConferringSharing
Read To & Write To: Teacher Read To & Write To: Teacher ModelingModelingTeacher writes and/or reads, talks and thinks
aloud while writing/readingDemonstration of what strong writers/readers
“do”Students “look, listen & learn”May be whole group or small group
“You should write too, under the same conditions – on the board or in your notebook– and share your writing first. It’s a matter of ethics. You are going to be seeing
their work; it’s only fair that they see yours.”Donald Murray (1985)
The Teaching & Learning Cycle
LEARNING
Evaluation
Planning
Teaching
Assessment
Time to Write…Time to Write…As you return from lunch…take the next few moments to write about the thoughts running through your mind about what you learned this morning.
Be prepared to share with a partner.
We will resume promptly at 1:00 pm!
Mini-lessonsMini-lessons•Teaching point is based on student need, data, TEKS/ARRC•Golden opportunities to teach skills in short, concentrated bursts•Connect these skills to the authentic reading and writing•Short, clear, concise! Use concrete examples.•Deciding What to Teach (reading page 137, writing page 66)
Digging deeper into mini-Digging deeper into mini-lessons…lessons… Ones read…page 128-137. This chapter addresses
mini-lessons and categorizes them into 3 areas for reading.
Twos read…page 137-141 “Deciding What to Teach”
Threes read…writing mini-lessons, page 66-75
Shared Reading and WritingShared Reading and WritingRead Shared Writing page 16 and
summarize
Guided Reading in the Reading Guided Reading in the Reading WorkshopWorkshop
Reading Workshop Teacher Model- Read to Shared Reading Mini-lessons Guided Reading Literature Circles Independent Reading
◦ Choice◦ Reflection and Evaluation◦ Environment and materials
Reading Workshop (60 mins.)Minilesson/Read ToIndependent ReadingGuided ReadingLiterature Study/ Book ClubsSharing
Guided ReadingGuided Reading
“The aim of guided reading is to develop independent readers who question, consider alternatives, and make informed choices as they seek meaning.”
Margaret Mooney
If you are a #1 read… Chapter Eleven Understanding Guided Reading
If you are a #2 read… Chapter TwelvePlanning for Guided Reading
If you are a #3 read… Chapter Thirteen Dynamic Grouping for Effective Teaching in Guided Reading
If you are a #4 read… Chapter FourteenSelecting, Introducing, and Using Leveled Texts
Homework Homework
Bring your time allotment for language arts for the upcoming year tomorrow
Responsive Teaching & Guided Responsive Teaching & Guided ReadingReading
Salvador, late or Early Salvador, late or Early by Sandra Cisneros…by Sandra Cisneros…
Record the thoughts that come Record the thoughts that come to your mind as you read and to your mind as you read and interact with the textinteract with the text
Figure 19
Essentials of Reading & Writing Essentials of Reading & Writing WorkshopWorkshop
Reading Workshop Teacher Model- Read to Shared Reading Mini-lessons Guided Reading Literature Circles Independent Reading
◦ Choice◦ Reflection and Evaluation◦ Environment and materials
Writing Workshop Teacher Model- Write to Mini-lessons Shared writing Teacher and peer
conferences Time to write
independently and share Literature based instruction Choice Records and self
assessment Environment and materials
Reading Workshop (60 mins.)Minilesson/Read ToIndependent ReadingGuided ReadingLiterature Study/ Book ClubsSharing
Writing Workshop (60 mins.)Minilesson/Write ToStatus of the ClassIndependent WritingConferringSharing
Independent Reading & Independent Reading & WritingWriting1: Independent Reading vs. Sustained Silent Reading pg 116-118
2: Prerequisites for Implementing Independent Reading pg 118-119
3: A Basic Structure pg 120-125
1: Summary of Teacher and Student Roles in Independent Reading pg 125-127
“Once we understand what great writers do we need to find ways of building classroom structures to contain that doing.”
Randy Bomer
Reader ResponseReader ResponseEveryone reads page 169-170
Other sections to tab/notice:◦ Teaching Students to Write Quality Responses (page
180)
◦ Assessing Student Response (page 180)
◦ Qualities of a Reading Response chart (page 183)
◦ The Organization of the Reader’s Notebook (page 174)
September 12, 2006 Dear Class,
Yesterday I read You Are Special to Me by Max Lucado. The Wemmicks in this book give dots and stars to other Wemmicks depending on if they like or dislike one another. I feel bad for Punchinello, one of the Wemmicks, because he is getting a lot of dots from others because he is different, and I think he is getting picked on. By the way, dots are bad and mean others don’t like you. I bet the Wemmicks who get dots are sad. If it was me I would hate wearing the dots because a dot means I’m different in a bad way. Why does he continue wearing the dots? There is another important character in the book named Lucia and she is lucky! Dots or stars don’t stick to Lucia. She is unique and different from the others. As I was reading, I wondered why people gave her stickers if they knew they wouldn’t stick. I guess it was just a habit for Wemmicks. Later, I realized she didn’t let others make her feel bad or good because she knew in her heart that she was special. It didn’t bother Lucia when others didn’t like her and gave her dots. This is why the dots and stars didn’t stick. Finally, I had a text to text connection. This book reminds me of Pinocchio and Geppetto because Punchinello was made by a master too. His master, Eli, cared for him a lot just like Geppetto did for Pinocchio.
Sincerely,Ms. Rodriguez
The Writing CycleThe Writing CyclePrewriting – rehearsal or brainstorming – help
students to find the purposes and audiences
Writing the rough draft – concentrate on getting a “chunk” down on paper
Revising – writer’s craft
Editing – proofreading/writing mechanics
Publishing – informal & formal
Conferencing with teachers & peers throughout the writing cycle
Writing Independently…Writing Independently…
Learning How to be a Writer in Writing Workshop (Page 54)◦Read and create an organizer to show what you
read
Getting Started with Independent Writing (page 82)◦Skim and scan over chart that starts on
page 82◦Think about how it relates to writing
process…
Writing Independently…Writing Independently…
Why is choice so important?Why is choice so important?
“Let’s get right down to it: while the teacher may determine what gets taught, only the student can decide what will be learned.”
Writing Workshop, Ralph Fletcher
What is a writer’s notebook?What is a writer’s notebook?It is…A place to store your thoughts, feelings, observations, ideas, opinions, and moreA place to record your reactions“A writer’s notebook
gives you a place to live like a writer, not just in school during writing time, but wherever you are, at any time of day.” Ralph Fletcher
It is not…A diaryNot a reading journal in which students write summaries, main ideas, or letters to characters per the teacher’s assignment
From A Writer’s Notebook by Ralph Fletcher
An excerpt from Ralph Fletcher’s Writer’s Notebook…An excerpt from Ralph Fletcher’s Writer’s Notebook…“This morning I stopped to buy an iced coffee. When I got home I took out my writer's notebook, the most important tool I have. I think of my notebook as an "idea bank" or "seed farm" where I can collect ideas, or just write for fun. I opened my writer's notebook and jotted this down:
I love an iced coffee, with milk and sugar, on a warm summer's morning. Light and sweet, that's what I tell the woman at the Dunkin' Donuts, and she knows what I mean. When I've got a cup of iced coffee in my hand, so cold beads of condensation are already gathering on the sides, and I'm getting double-jolted by the surge of caffeine plus the lift, provided by those sugar crystals crunching between my teeth, I know beyond doubt it's going to be a great summer day.”
"Letters To Young Writers." Ralph Fletcher, Amy Krouse Rosenthal, and Caryn Mirriam-Goldberg (Sep. 2005)
“The writer’s notebook nudges students to become more active
learners. It gives them a place to react to their world. To make that all-important personal connection. And
the notebook provides a safe place- no grades, no one correcting their
grammar.”
School Talk, Writer’s Notebook: A Place to Dream, Wonder, and Explore, Ralph Fletcher
We will resume promptly at 1:00 pm!
Essentials of Reading & Writing Essentials of Reading & Writing WorkshopWorkshop
Reading Workshop Teacher Model- Read to Shared Reading Minilessons (researched based reading
strategies)
Guided Reading and Literature Circles
Time to read independently and time to share
Choice Reflection and Evaluation Environment and materials
Writing Workshop Teacher Model- Write to Shared Writing Minilessons Teacher and peer
conferences Time to write
independently and share Literature based instruction Choice Records and self
assessment Environment and materialsReading Workshop (60 mins.)
Minilesson/Read ToIndependent ReadingGuided ReadingLiterature Study/ Book ClubsSharing
Writing Workshop (60 mins.)Minilesson/Write ToStatus of the ClassIndependent WritingConferringSharing
One to One Teacher-Student One to One Teacher-Student ConferencesConferences
• Listen “deep” (leaning forward, eyes alert)
• Be present as a reader (react as you would to any other piece of writing- laugh, gasp, etc.)
• Celebrate and praise a specific part of the piece
• Focus on one teaching point (build on strengths)
“...in a conference our job is to interact with students so that they can interact with their writing, not just for five minutes but for a lifetime.”Lucy Calkins (1991)
Writing ConferencesWriting ConferencesLet’s take a look!
As we watch the following clips, jot down key thoughts or observations you have regarding the teacher’s role.
Word StudyWord StudyRead Word Study on page 33-35
Great Resources: Word Matters by Fountas and Pinnell, Words Their Way by Bear, Invernizzi, Templeton, Johnston
TEKS inform mini-lessons
RRISD statement on spelling
Monitoring & Record KeepingMonitoring & Record KeepingStatus of the classConference Records (student, teacher)Teacher Rove – anecdotal notesLesson plansStrategies for avoiding interruptions:
◦Help circles/ Question Mark◦Nonverbal communication◦Others
Classroom ManagementClassroom ManagementChapter 6- Making It Work: Organizing and
Managing Time, Space, and Resources1. Building a Classroom Community2. Physical Environment3. Social Environment4. Managing Time5. Records of Reading and Writing6. Making and Enforcing Rules that Work7. Teaching Students to Care
Sample Schedules and “One Sample Schedules and “One Thing” Thing”
One thing…Pick one component that you would like to focus on as your next step to start the year
Final Thoughts on Reading Final Thoughts on Reading and Writing Workshopand Writing Workshop
Students should: Read and write authentically EVERY day for extended periods of time
Read like writers and write like readers
Experience CHOICE & OWNERSHIP
Teachers should: Model, model, model!!!
Teach read to/write to/ mini-lessons that are
short, sweet, and focused on what students need
Give students feedback on their writing regularlyProvide reading and writing instruction based on individual needs, assessments, and strengths
Have a literacy rich classroom
Meeting Dates…Meeting Dates…October 1 8:30-4:00 Location TBA
November 5 8:30-4:00
Wikis…Wikis… https://literacy-with-lora.wikispaces.com/
http://reading-writing-workshop-cohorts.wikispaces.com/
Julie Rodriguez, Julie Rodriguez, [email protected][email protected]
Kate MamotKate Mamot [email protected] [email protected]