reading and writing workshop powerful teaching for all students “we do not learn to write by...

Reading and Writing WorkshopReading and Writing Workshop Powerful Teaching for All StudentsPowerful Teaching for All Students

“We do not learn to write by writing. We develop writing style through reading.”

The Power of Reading by Stephen Krashen

Presented by: Julie Carrera and Julie Rodriguez, ICEs

Course Content & GoalsCourse Content & Goals

Why balanced literacy? Understanding the Research Behind Best Practice Literacy Instruction

Elements of a Daily Balanced Literacy Classroom

Classroom Management in Reading and Writing Workshop

Assessment and Planning to Improve Student Literacy Learning

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

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)

Why balanced literacy? Understanding the Research Behind Best Practice Literacy Instruction

Jigsaw and Table TalkJigsaw and Table TalkConnecting Brian Cambourne’s Conditions of Learning Theory to Brain/Mind

Principles: Implications for Early Childhood Educators

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

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

Read To & Write To: Teacher Read To & Write To: Teacher ModelingModeling

Teacher writes and/or reads, talks and thinks aloud while writing/reading

Demonstration 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)



strategies)




materials







Return by 1:00

• Steak and Shake•TGI Friday’s•Chili’s•La Madeline•Mimi’s Café•Burger King•Rudy’s



strategies)




materials







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)

10 minute reflection of 10 minute reflection of today’s learning…today’s learning…



strategies)




materials







Guided ReadingGuided Reading

Chapter Eleven- Understanding Guided Reading (one)Chapter Twelve- Planning for Guided Reading (two)Chapter Thirteen- Dynamic Grouping for Effective

Teaching in Guided Reading (three)

“The aim of guided reading is to develop independent readers who question, consider alternatives, and make informed choices as they seek meaning.”

Margaret Mooney

Study Group Choices

The Teaching & Learning Cycle

LEARNING

Evaluation

Planning

Teaching

Assessment

Responsive Teaching & Guided Responsive Teaching & Guided ReadingReading

Guided ReadingGuided Reading

•Grade level Triads•Go to ARRC to find a focus for guided reading lesson•Plan using template in handouts

•Other Considerations: Are there graphic organizers that fit with this lesson? Is there key vocabulary that needs to be extrapolated? Could you integrate science or social studies to one of your grade level TEKS using a leveled text?

How was this planning activity different from

planning a guided reading lesson for your students?

Any New Thoughts or Shifts in Thinking?

Word StudyWord StudyRead Word Study on page 33-35

Think Pair Share

Word Matters by Fountas and Pinnell, Words Their Way by Bear, Invernizzi, Templeton, Johnston

TEKS inform mini-lessons

RRISD statement on spelling



strategies)




materials







The Writing ProcessThe Writing ProcessPrewriting – 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

Learning About Process From Learning About Process From WritersWriters

Study the ways in which authors use the writing process:• What makes a writer choose to

begin a project?• What do writers do once they start

moving toward a writing project?• How do authors draft?

http://www.ralphfletcher.com/index.html

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 more

A 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



strategies)




materials







Teacher-Student ConferencesTeacher-Student Conferences• Listen—get to know the writer

• Be positive—build on strengths

• Focus on improving life-long writing skills

• Focus on one teaching point (approximations)

“...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 Conferences

What is the teacher’s role in the conference?

What is the student’s role in the conference?

What learning took place for the writer?



strategies)




materials







Independent Reading & Independent Reading & WritingWriting

Chapter Five- Developing Accomplished Writers: The Writing Workshop (Getting a Writing Workshop Started page 81)

Chapter Seven- Encouraging Independent Reading (First 20 Days page. 142)

“Once we understand what great writers do we need to find ways of building classroom structures to contain that doing.”

Randy Bomer

Reader ResponseReader Response

Chapter Ten: Writing to Explore Meaning: Reader’s Notebook

Teaching Students to Write Quality Responses (page 180)

Assessing Student Response (page 180)Qualities of a Reading Response chart

(page 183)

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



strategies)




materials





Minilesson/Read ToIndependent ReadingGuided ReadingWord StudyLiterature Study/ Book ClubsSharing

Writing Workshop (60 mins.)Minilesson/Write ToWord StudyStatus of the ClassIndependent WritingConferringSharing

Monitoring & Record KeepingMonitoring & Record Keeping

Status of the classConference Records (student, teacher)Teacher Rove – anecdotal notesLesson plansStrategies for avoiding interruptions:

◦Help circles/ Question Mark◦Nonverbal communication

Classroom ManagementClassroom Management

Chapter Six- Making It Work: Organizing and Managing Time, Space, and

Resources

◦Building a Classroom Community◦Physical Environment◦Social Environment◦Managing Time◦Records of Reading and Writing◦Making and Enforcing Rules that Work◦Teaching Students to Care

Final Thoughts on Reading Final Thoughts on Reading and Writing Workshopand Writing Workshop

Students should: Read and write daily for extended periods of time

Learn to write from writers Experience CHOICE & OWNERSHIP

Teachers should: Model, model, model!!!

Teach minil-esson/skill lessons that are short, sweet, and focused on what students

need Regularly give students feedback on their writingProvide reading and writing instruction based on

individual needs, assessments, and strengths

Fall Cohort Meeting Dates…Fall Cohort Meeting Dates…

November 5- full day

December 11- after school

January 22- after school

Julie Rodriguez, Julie Rodriguez, [email protected][email protected]

Julie Carrera, Julie Carrera, [email protected][email protected]

reading and writing workshop powerful teaching for all students “we do not learn to write by...

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