Bringing the Reader’s Workshop Model to High School ELs Melissa Persson, Heather McKerrow Wellstone International High School MPS

Our School - Wellstone Newcomer High School for MPS Sheltered ELD, content and literacy classes

Our Students ●Beginning/Intermediate Reading ●WIDA Composite Levels 1-3 ●0-3 years in U.S. ●SLIFE

Student Data Student A 2014 WIDA Reading 1.9 Current F+P level A Student B 2014 WIDA Reading 1.9 Current F+P level H

Why Reader’s Workshop? Lack of usable data for low language level Students were not actively reading To increase literacy, students need: -to read everyday -texts at independent and instructional level -explicit reading strategies instruction

Elementary: 90 min. literacy block 1:25 Ages: 5-11 Low-level texts geared toward this age group High School: 50 min. classes 1:150 Ages: Low-level texts not geared toward this age group

Reader’s Workshop Assess: Fountas and Pinnell Guided Reading Independent Reading Strategies/ Grammar Writing/ Speaking: -Reader’s Response -Book Talks

Benchmark Assessment

First F+P Results - Level 2 ELL class

Classroom library/ Group boxes

Independent Reading

Reader’s Notebook

Guided Reading

Strategies/ Grammar

Book Talks Flip Grid Video

Benefits Knowing our students’ literacy needs Differentiation Monitoring growth Individual goal setting All language modalities: active reading, writing and speaking about text everyday

Benefits Students understand themselves as readers Choice Building independence Students ARE reading

Reading Growth

What You Need Fountas and Pinnell Benchmark Assessment Kits Leveled libraries in each reading classroom Leveled guided reading library Reading A-Z, RAZ Kids Readers notebooks Time for assessing Volunteers and student teachers VERY helpful/ necessary

Challenges Difficult to fully implement in large classes Initial cost to get it started Takes time to develop systems and independence Needs a classroom (not a cart)

How can you bring this to your school? Study up on the reader’s workshop model and best practices for reading instruction Find ally with access to money (principal, district dept) Find ally with reading experience (elementary teacher, reading specialist, reading teacher…) Demonstrate the lack of helpful data for your students Extra time on the front end for book ordering

Questions!

Resources Allington, R.L. (2006). What really matters for struggling readers: Designing research- based programs (2nd ed.). Boston: Allyn & Bacon. Cloud, N., & Genesee, F. (2009). Literacy instruction for English language learners: A teacher's guide to research-based practices. Portsmouth, NH: Heinemann. Florida Center for Reading Research. (2014, January 1). Retrieved November 13, 2014, from Frey, N., & Fisher, D. (2009). Good habits, great readers: Building the literacy community. Boston: Allyn & Bacon/Pearson. Gambrell, L. (2007). Best practices in literacy instruction (3rd ed.). New York: Guilford Press. Pinnell, G., & Fountas, I. (2011). The continuum of literacy learning, grades PreK-8: A guide to teaching (2nd ed.). Portsmouth, NH: Heinemann. Richardson, J. (2009). The next step in guided reading: Focused assessments and targeted lessons for helping every student become a better reader. New York: Scholastic.

Contact Info: Melissa Persson: Heather McKerrow: