investigating nonfiction: using the workshop model for success in reading, writing and mathematics...
TRANSCRIPT
Investigating Nonfiction: Using the Workshop Model
for Success in Reading, Writing and Mathematics
Teaneck Public Schools
Teaneck, NJ
Copyright © 2007 by D. Spollen-LaRaia & B. E. Weller. All rights reserved.
To Contact Presenters
Deirdre Spollen-LaRaia Supervisor of Literacy, K-12
Dr. Barbara Elder Weller Supervisor of Mathematics, K-12 [email protected]
Tyrone Bryan Grade 3 Teacher, Lowell School [email protected]
Debby Kless Grade 5 Teacher, Benjamin Franklin Middle School [email protected]
Please contact us to see student work samples.
Program Logistics
4-week, 20 day program designed to serve struggling readers, writers entering grades 1 through 6
Focused on the structure of nonfiction texts and strategies for reading nonfiction text
Students composed their own investigation of a self-selected topic
Emphasis on higher process skills in math: attacking and solving problems, representing problems and solutions, and reasoning
3 ½ hour program followed the workshop structure Title I funded program In-class support by ESL teacher
Program Goals
Increase or maintain the reading level of identified at-risk students
Teach explicit comprehension strategies germane to nonfiction text
Connect mathematics to reading and writing via nonfiction literature
Develop and incorporate the Workshop Model across disciplines
Build students’ problem solving abilities and reasoning skills in math
Review and solidify basic math facts Provide sustained professional development
A Day in Summer School...
1 Hour of Reading Workshop Strategy Instruction/Mini-Lesson Nonfiction Independent/Guided Reading
Transitional Math Games
1 Hour of Writing Workshop Strategy Instruction/Mini-Lesson Individual Conferences
Transitional Math Games
1 Hour of Math Workshop Literature Connection/Mini-Lesson Mini-Lesson Small Group/Independent Work
The Workshop Model
Mini-lesson Exemplar Texts Independent Work Guided Writing Independent Writing Student-Teacher Conferences Share/Reflection
Student Products: Nonfiction Investigations
A way of presenting information that students have researched
A way for students to provide important information about a topic without writing a full in-depth research paper
Differentiates learning experiences for all students Includes many of the features found in a nonfiction
book Allows students to make application of taught
comprehension strategies Makes connections to science, social studies, and
mathematics content through reading and writing
Features of Nonfiction Text that Support All Content Areas
Key features support readers in navigating through resources
Provides access to rich content Allows readers to access information efficiently Provides readers with a deeper understanding of
content Extends information and student learning
beyond the text Organizes the information Frontloads vocabulary, diagrams, tables
Key Features
Scaffolded Reading Experiences
Post-it Notes Organizes student writing
RAN (Reading and Analyzing Nonfiction Text) Extends literal understanding of the text Raises questions about the topic
Boldfaced Vocabulary Develops vocabulary knowledge
RAN Strategy
What I Think I Know
Confirmed Misconceptions New Information
Wonderings
Embedded Professional Development
Looking at Student Work through Protocols Support collaboration, inquiry and problem solving Keeps conversations focused on teaching and
learning Individualizes instruction
Gallery Walks Builds community Shares ideas
Micro Mini-Protocol ©
This protocol is designed to imitate the firm time structure of the mini-lesson within the workshop model.
1. Presenting Teacher: (1 minute)
Focus Question: What is my next teaching point for this child?
2. Group Feedback: (4 minutes)
- Identify one strength as evidenced by the student work
- Present one suggestion for a possible future teaching point
3. Presenting Teacher: (1 minute)
Gallery Walk
Structured walkthrough of classrooms What do you notice? What can you take back to your own classroom?
Collaborative discussion to share practices
Gallery Walk Organizer
Classroom/Bulletin Board
What I Noticed What I can take back to my classroom
Parent Connection
Parent Orientation on the third day of the program Information on the program structure Tips for helping children at home
Celebration of Student Work Open house for parents, teachers, administrators
Progress Reports Overview of child’s performance in the program Tips for helping children prepare for September
Bilingual Teacher on staff
Program ResultsComparing June & September DRA*Scores
*Developmental Reading Assessment by Joetta Beaver
Summer 2003
86% increased or maintained
45% increased DRA 1-3 levels
41% maintained DRA level
14% decreased one DRA level
Summer 2004
92% increased or maintained
53% increased DRA 1-3 levels
39% maintained DRA level
8% decreased one DRA level
Summer 2005
88% increased or maintained
59% increased DRA 1-3 levels
29% maintained DRA level
12% decreased one DRA level
Program Results(continued)
Summer 2006
84% increased or maintained
Summer 2007
TBD
Extensions and Beyond…
Model extended to a 4 month after-school program for students in Grades 1-4
Workshop Model used during the regular school day by teachers immersed in the summer model
Nonfiction Investigations utilized school wide by kindergarten
Use of multi-leveled social studies texts in middle school Summer program 2007 will include students entering
Grades 1 through 8 Research-based materials; Lucy Calkins Units of Study in
Teaching Writing, Marilyn Burns Nonfiction Math Collection, Make it Real by Linda Hoyt
Embedded Professional Development Parent Orientation & Celebration
The Model Applied to Our After-School Support Program Using a common text – non-fiction picture
book with a math focus or connection Supports children to make meaning across
subjects Reading–writing connection Math–writing connection
Rich discussions – content area talk enhancing writing skills
Embedded professional development Family connections – newsletters, updates
Professional Resources
Calkins, Lucy. 2003. Units of Study for the Teaching of Writing. Portsmouth, NH: Heinemann.
Hoyt, Linda. 2002. Make It Real: Strategies for Success with Informational Texts. Portsmouth, NH: Heinemann.
Stead, Tony. 2006. Reality Checks: Teaching Reading Comprehension With Nonfiction K-5. Portland, ME: Stenhouse.