Teaneck Public Schools Teaneck, NJ Investigating Nonfiction: Using the Workshop Model for Success in Reading, Writing and Mathematics Teaneck Public Schools Teaneck, NJ Copyright © 2007 by D. Spollen-LaRaia & B. E. Weller. All rights reserved.

To Contact Presenters Deirdre Spollen-LaRaia Supervisor of Literacy, K-12 dspollen-laraia@teaneckschools.org Dr. Barbara Elder Weller Supervisor of Mathematics, K-12 bweller@teaneckschools.org Tyrone Bryan Grade 3 Teacher, Lowell School tbryan@teaneckschools.org Debby Kless Grade 5 Teacher, Benjamin Franklin Middle School dkless@teaneckschools.org Please contact us to see student work samples.

Program Logistics 4-week, 20 day program designed to serve struggling readers, writers entering grades 1 through 6 Focused on the structure of nonfiction texts and strategies for reading nonfiction text Students composed their own investigation of a self-selected topic Emphasis on higher process skills in math: attacking and solving problems, representing problems and solutions, and reasoning 3 ½ hour program followed the workshop structure Title I funded program In-class support by ESL teacher

Program Goals Increase or maintain the reading level of identified at-risk students Teach explicit comprehension strategies germane to nonfiction text Connect mathematics to reading and writing via nonfiction literature Develop and incorporate the Workshop Model across disciplines Build students’ problem solving abilities and reasoning skills in math Review and solidify basic math facts Provide sustained professional development

A Day in Summer School... 1 Hour of Reading Workshop Strategy Instruction/Mini-Lesson Nonfiction Independent/Guided Reading Transitional Math Games 1 Hour of Writing Workshop Individual Conferences 1 Hour of Math Workshop Literature Connection/Mini-Lesson Mini-Lesson Small Group/Independent Work

The Workshop Model Mini-lesson Exemplar Texts Independent Work Guided Writing Independent Writing Student-Teacher Conferences Share/Reflection

Student Products: Nonfiction Investigations A way of presenting information that students have researched A way for students to provide important information about a topic without writing a full in-depth research paper Differentiates learning experiences for all students Includes many of the features found in a nonfiction book Allows students to make application of taught comprehension strategies Makes connections to science, social studies, and mathematics content through reading and writing

Features of Nonfiction Text that Support All Content Areas Key features support readers in navigating through resources Provides access to rich content Allows readers to access information efficiently Provides readers with a deeper understanding of content Extends information and student learning beyond the text Organizes the information Frontloads vocabulary, diagrams, tables

Key Features

Scaffolded Reading Experiences Post-it Notes Organizes student writing RAN (Reading and Analyzing Nonfiction Text) Extends literal understanding of the text Raises questions about the topic Boldfaced Vocabulary Develops vocabulary knowledge

RAN Strategy What I Think I Know Confirmed Misconceptions New Information Wonderings

Embedded Professional Development Looking at Student Work through Protocols Support collaboration, inquiry and problem solving Keeps conversations focused on teaching and learning Individualizes instruction Gallery Walks Builds community Shares ideas

Micro Mini-Protocol © This protocol is designed to imitate the firm time structure of the mini-lesson within the workshop model. 1. Presenting Teacher: (1 minute) Focus Question: What is my next teaching point for this child? 2. Group Feedback: (4 minutes) - Identify one strength as evidenced by the student work - Present one suggestion for a possible future teaching point 3. Presenting Teacher: (1 minute)

Gallery Walk Structured walkthrough of classrooms What do you notice? What can you take back to your own classroom? Collaborative discussion to share practices

Gallery Walk Organizer Classroom/Bulletin Board What I Noticed What I can take back to my classroom

Parent Connection Parent Orientation on the third day of the program Information on the program structure Tips for helping children at home Celebration of Student Work Open house for parents, teachers, administrators Progress Reports Overview of child’s performance in the program Tips for helping children prepare for September Bilingual Teacher on staff

Program Results Comparing June & September DRA. Scores Program Results Comparing June & September DRA*Scores *Developmental Reading Assessment by Joetta Beaver Summer 2003 86% increased or maintained 45% increased DRA 1-3 levels 41% maintained DRA level 14% decreased one DRA level Summer 2004 92% increased or maintained 53% increased DRA 1-3 levels 39% maintained DRA level 8% decreased one DRA level Summer 2005 88% increased or maintained 59% increased DRA 1-3 levels 29% maintained DRA level 12% decreased one DRA level

Program Results (continued) Summer 2006 84% increased or maintained Summer 2007 TBD

Extensions and Beyond… Model extended to a 4 month after-school program for students in Grades 1-4 Workshop Model used during the regular school day by teachers immersed in the summer model Nonfiction Investigations utilized school wide by kindergarten Use of multi-leveled social studies texts in middle school Summer program 2007 will include students entering Grades 1 through 8 Research-based materials; Lucy Calkins Units of Study in Teaching Writing, Marilyn Burns Nonfiction Math Collection, Make it Real by Linda Hoyt Embedded Professional Development Parent Orientation & Celebration

The Model Applied to Our After-School Support Program Using a common text – non-fiction picture book with a math focus or connection Supports children to make meaning across subjects Reading–writing connection Math–writing connection Rich discussions – content area talk enhancing writing skills Embedded professional development Family connections – newsletters, updates

Professional Resources Calkins, Lucy. 2003. Units of Study for the Teaching of Writing. Portsmouth, NH: Heinemann. Hoyt, Linda. 2002. Make It Real: Strategies for Success with Informational Texts. Portsmouth, NH: Heinemann. Stead, Tony. 2006. Reality Checks: Teaching Reading Comprehension With Nonfiction K-5. Portland, ME: Stenhouse.