Instruction in a Literacy Workshop Summer Academy~2013 Tera Ellison

Daily 5 & Literacy Workshop Teaches for independence. Manages the entire literacy block. Allows for 2-4 focus lessons. Provides students with substantial time to read and write. Incorporates a variety of clearly defined instructional routines that accelerate learning. Builds stamina for longer periods of reading and writing. Teaches students to understand and monitor their literacy goals.

Format Mini-lesson Authentic reading and writing engagement Teachers conference One-on-one Small groups (Strategy Groups or Guided Reading Groups) Sharing

Grouping Guided Reading Groups Strategy Groups

Optimal Learning Model I DO IT (Teacher Models Aloud) WE DO IT (Shared Demonstration) YOU DO IT (Independent Practice)

CCSS Sets a higher bar (States were lowering standards to avoid NCLB-AYP) Cautions: Checklist Commercial Programs Test more, teach less

CCSS A few broad and significant areas we can focus on from the CCSS 1.Critical thinking 2.Close and deep reading of texts, including more nonfiction 3.Extensive writing across the curriculum Regie Routman, 2013

1. Critical Thinking In depth learning infused throughout the day Real-world problem solving Independent thinking Excerpt Lucy Calkins, page 9

Coverage vs. Inquiry A teacher’s job in an inquiry learning environment is not to provide knowledge, but instead to help students along the process of discovering knowledge themselves. Problem or question driven Collaborative Kids are explorers and discoverers Kids need to think Teachers are in nonconventional roles ~Stephanie Harvey and Harvey Daniels 06/fostering-and-embracing-curiosity.html 06/fostering-and-embracing-curiosity.html

2. Close Reading Definition: Meaning is created not purely and simply from the words on the page, but from the transaction with those words that takes place in the reader’s mind. ~Kylene Beers Read fiction and nonfiction more closely Go back to cite evidence Think and ask questions Thoughtful, reflective engagement

Each Kindness by Jacqueline Woodson Sometimes you don’t get second chances Regrets Actions have consequences Prejudice Choices and what-ifs Kindness Leaving kids out

Rigor Rigor resides in the energy and attention given to the text, not in the text itself. When the text is too tough, then the task is simply hard, not rigorous Essence of rigor is engagement and commitment. Develop rigor by making learning more relevant.

3. Extensive Writing Emphasis of Writing in the CCSS is equal to Reading Writing across all content areas for real purposes Reading will be assessed through writing Three types of Writing Narrative (personal, fiction, fantasy, memoir, narrative nonfiction, historical fiction, biography) Persuasive/Opinion (letters, reviews, petition, editorial, persuasive essay, op-ed column) Informational (news article, feature article, blog, website, report, how-to book, directions, recipe, lab report)

Pathways for Implementing~Reading Use mentor texts for mini-lessons (deep thinking) Use poems or short passages to model strategies Guide students to choose books they can and want to read and then give them time to read Give useful feedback and set goals together Harcourt…

Pathways for Implementing~Writing Use mentor texts/stacks for mini-lessons Have students try out craft that real authors and peers use Guide students to choose topics (within structure) Make time~30 min every day work-on-writing.html?m=1http:// work-on-writing.html?m=1

Connect Book reviews~ Plug for nonfiction~ With real authors~

Thanks for coming!

Notice and Note by Kylene Beers Contrasts and Contradictions When a character does something that contrasts with what you’d expect. Why would the character act or feel this way? Aha Moment When a character realizes, understands or figures out something. How might this change things? Tough Questions When a character asks herself a very difficult question. What does this question make me wonder about? Words of the Wiser When a character (older or wiser?) gives serious advice. What’s the life lesson here? Again and Again When you notice a word, phrase, or situation mentioned over and over. Why does this keep happening again and again? Memory Moment When the author interrupts the action to tell you about a memory. Why might this memory be important?