Monroe High School June 2009

Non Negotiables What can you absolutely NOT live without when teaching English/Language Arts? Why?

Reading Workshop Must haves: Mini skills lesson Based on map Related to theme, topic, subject being studied if possible Sustained Silent Reading High quality literature Appropriate literature based on student level Some responses throughout quarter

Reading Workshop Individual Conferences Teacher talking with student on bi-weekly basis Assessment of fluency, comprehension, other skills from the maps Teacher maintains records of conferences Student sets new goals for next conference based on needs seen in conference

Reading Workshop Some additional choices: Literature Circles Small groups reading same title book and discussing Groups answer variety of questions together that leads discussion Group records information to share later with teacher Discussion Groups Small groups reading different titles and discussing Compare/contrast variety of literary elements based on teacher choice of elements needing assessed Group Conferences Similar to discussion group except teacher is present assessing

Record Keeping Teacher designs format for records Can be grade book Can be check list Can be log for narrative comments Can be rubric designed to assess conference Students must keep log of books read Students must have a response journal for assignments

Typical Day Students arrive; attendance; etc. Assignments are on board along with names of those who will conference Mini skills lesson occurs Reading workshop begins All students read their leveled books; other items from assignments list All students record book read and pages completed as well as any assignment listed Teacher conferences with those listed Before bell rings, teacher wraps up with any additional information

Types of Assignments Read leveled book (MOST conferences come from this book) Read choice book (be careful with this) Response to reading Simply write date and describe initial problem presented; if non fiction describe 3 ideas presented and determine if they are facts or opinions Write about the theme (this is not a formal assignment, just a check to see if student understands theme yet) All responses are based on PREVIOUSLY taught skills, strategies, genres, etc.

Needs Variety of books Some sets of literature circle books Journals/response logs (college ruled notebook) Assessment sheets for conferences Mini skills lessons Assessments for map skills

Writing Workshop Must haves: Mini skills lesson Based on map Related to grammar, mechanics, conventions, style, vocabulary Models shared by teacher Sustained Writing Appropriate topics – free writing for students Assigned topics Required styles of writing

Writing Workshop Individual Conferences Teacher talking with student on bi-weekly basis Assessment of writing skills, understanding of writing process and other skills from the maps Teacher maintains records of conferences Student sets new goals for next conference based on needs seen in conference

Record Keeping Teacher designs format for records Can be grade book Can be check list Can be log for narrative comments Can be rubric designed to assess conference Student keeps portfolio of writing samples Student submits required writing assignments for grading

Typical Day Students arrive; attendance; etc. Assignments are on board along with names of those who will conference Mini skills lesson occurs Writing workshop begins All students write Teacher conferences with those listed Before bell rings, teacher wraps up with any additional information

Types of Assignments Writing on topic choice Writing in an assigned style Content writing Grammar assessment Others?

Needs Writing journals (college lined notebook) Mini skills lessons Vocabulary to be instructed Teacher record keeping materials Rubrics Mini assessments

Schedule Monday, Wednesday, Friday – reading workshop Tuesday, Thursday – writing workshop Alternate weeks

Developing Mini Skills Lessons Find samples of paragraphs to use as models Paragraphs are always below reading level so comprehension can be focus NOT vocabulary Find samples that will work for student guided practice Put on same sheet; do both in same day

Sample Lesson Model: Main Idea Literature, both fiction and nonfiction, is rife with themes. Books and articles rarely promote just one main idea but rather several themes for readers to ponder and infer. Themes are different than plots. Plot just tells what happens in the narrative. Themes are underlying ideas, morals and lessons that give the story its texture, depth and meaning. Prompt

Sample Lesson Prompt: Main Idea, Students read this one Determining important ideas and information in text is central to making sense of reading and moving toward insight. When teaching the strategy of determining importance, nonfiction is often used. Nonfiction reading is reading to learn. Simply put, readers of nonfiction have to decide and remember what is important in the texts they read if they are going to learn anything from them.

Mini Writing Skills Lesson Writing style: have most of style written then just add the beginning or end in front of students. Explain style. Practice developing skill in class; whole group, small group or individually. NO GRADE taken. Practice next day as individuals. Third day students can write using style for a formative assessment.