Making Workshop WorkReaders’ and Writers’ Workshop for Multi-lingual Learners

IntroductionsAsa Mercer Middle School, Seattle Public School District

Priscilla Allen: 6th, 7th, and 8th grade ELL Math and Social Studies

Adrienne Wicklund: 6th grade ELL Reading and Writing; General Education History

Linea Lebehn: 7th grade ELL Reading and Writing; General Education History

Turn and Talk1. Introduce yourself. 2. What is your experience with Readers and Writers Workshop and ELLs?

Overview 1. TC Framework2. Overview of Strengths and

Challenges3. Issues and Possible Solutions

from our experiences

TC FrameworkTeachers College, Columbia

UniversityGoal = Life-long readers and

writers

Workshop Structure1) Mini-Lesson2) Model/Guided3) Independent Practice4) Small Group5) Conferences6) Mid-workshop Interruption7) Share out

Things we like:Independent reading choicesDedicated reading timeSmall group reading 1:1 structured conferencingTC Quick Assessments

Things we don’t likeLack of vocabulary and grammar

instructionLittle informational text, no content

instruction, no themesNeed to track of multiple texts Vague, overwhelming learning objectivesInsufficient targeted skills practice and

demotivating “post-it-ing”Monitoring progress/proficiency:

challenging

Issue 1: VocabularyIssues:No explicit vocab instruction

Solutions:Tier 2 words from mentor textDo Nows

Issue 2: GrammarIssue:No grammar instruction

Grammar Solutions:Sentence Correction “Do Now”Small group targeted grammar

Issue 3: Adding THEME to units

Issue:TC Units often lack the sort of unified theme and supports that that ELL students need in order to access the material

HISTORICAL FICTION UNITAdapted ELL Unit: The Colonial Era

Background Knowledge: Overview of key events leading to

the colonial era◦ Historical documentary with

comprehension supplements “America the Story of Us”

◦ Period film, “April Morning”◦ Non-fiction texts◦ Charts◦ MapsBook Clubs:◦ Shared Text◦ Vocabulary supports◦ Graphic Organizers/Tracking

sheets

Original TC Unit: The Colonial Era

Mentor text, read aloudSeveral, leveled book clubs

• Teaching points• Book club discussion

points

http://1.bp.blogspot.com/_Y_CvIxe4gBg/TKi4I7AnwOI/AAAAAAAAQL0/kdS9y9KmVH0/s1600/america_story_us.jpg

Issue 4: Vague/Wordy Learning ObjectivesIssue: Difficulty in defining

learning objectives, skills, and strategies.

Please come to the front with your notebook and a pencil.

Example of TC Learning Objective

Character Unit:“To read people-in life and in stories-it is important to remember that actions can be windows to the person. In life and as we read, we can pause after a character has done something and say, Let me use what just happened as a window to help me understand this person.” -Lucy Calkins

Example of Adapted Learning Objective

Character Unit:Readers identify character traits based on what characters do, say, and think.

Group WorkTC Learning Objective:

“Expert readers believe that when thinking about stories, it can especially pay off to pay attention to characters in general and to their motivations and struggles in particular.” –Lucy Calkins

1) Break it into learning targets2) Brainstorm ideas for skill and

strategies

Issue 5: Learning Objective not found in independent book

Issue: Teaching point can’t always be applied to independent reading level book of ELL students◦ie. Magic Tree House

Solutions:Common TextLeveled small groups

Issue 6: Lack of Non-fictionNon-fiction is often treated an individual

unit of studyIncorporate non-fiction throughout the

year “Non-fiction Fridays” Topical magazines Non-fiction texts available in classroom library for

students all year Showing of topical videos, maps, photos and

other visuals to supplement lessons*Outstanding Resource:

◦Newsela (topical current affairs; lexile-leveled)

Issue 7: Post-itsIssue:Can be difficult to assess if students achieved the learning/skill target.

Adaptation:Structured Exit tickets

Structured Post-itNoticing Characters: Empathy

(Character name) feels ________________________________________________________.

I know this because in the text it says ______________________________________. (pg. #)

ConclusionHow can you make workshop

work?