Making Workshop Work Readers’ and Writers’ Workshop for Multi-lingual Learners

Introductions Asa Mercer Middle School, Seattle Public School District Priscilla Allen: 6 th, 7 th, and 8 th grade ELL Math and Social Studies Adrienne Wicklund: 6 th grade ELL Reading and Writing; General Education History Linea Lebehn: 7 th grade ELL Reading and Writing; General Education History

Turn and Talk 1. Introduce yourself. 2. What is your experience with Readers and Writers Workshop and ELLs?

Overview 1. TC Framework 2. Overview of Strengths and Challenges 3. Issues and Possible Solutions from our experiences

TC Framework Teachers College, Columbia University Goal = Life-long readers and writers

Workshop Structure 1) Mini-Lesson 2) Model/Guided 3) Independent Practice 4) Small Group 5) Conferences 6) Mid-workshop Interruption 7) Share out

Things we like: Independent reading choices Dedicated reading time Small group reading 1:1 structured conferencing TC Quick Assessments

Things we don’t like Lack of vocabulary and grammar instruction Little informational text, no content instruction, no themes Need to track of multiple texts Vague, overwhelming learning objectives Insufficient targeted skills practice and demotivating “post-it-ing” Monitoring progress/proficiency: challenging

Issue 1: Vocabulary Issues: No explicit vocab instruction Solutions: Tier 2 words from mentor text Do Nows

Issue 2: Grammar Issue: 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 UNIT Adapted 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 ◦ Maps Book Clubs: ◦ Shared Text ◦ Vocabulary supports ◦ Graphic Organizers/Tracking sheets Original TC Unit: The Colonial Era Mentor text, read aloud Several, leveled book clubs Teaching points Book club discussion points

Issue 4: Vague/Wordy Learning Objectives Issue: 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 Work TC 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 targets 2) 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 Text Leveled small groups

Issue 6: Lack of Non-fiction Non-fiction is often treated an individual unit of study Incorporate 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-its Issue: Can be difficult to assess if students achieved the learning/skill target. Adaptation: Structured Exit tickets

Structured Post-it Noticing Characters: Empathy (Character name) feels ___________________ _____________________________________. I know this because in the text it says ______ ________________________________. (pg. #)

Conclusion How can you make workshop work?