Reading and Writing Workshop Powerful Teaching for All Students

Reading and Writing Workshop Powerful Teaching for All Students
At sign in teachers need to: Make name tents and have teachers record name, grade, school Sign out a Guiding Readers and Writers book Pick up handout packet “We do not learn to write by writing. We develop writing style through reading.” The Power of Reading by Stephen Krashen Presented by: Julie Carrera and Julie Rodriguez, ICEs

Welcome! Introduce presenters, role in district, and talk about meeting norms (posted: Be present, take part, take care of yourself, Thumper rule) Have teachers introduce themselves at their table groups, make a group name, and tell one fun fact about themselves. They will record these fun facts on small chart paper to share with group. Throughout the day groups can share the who for each fun fact for their table. Go around the room, tell name, campus, grade level taught and table shares fun facts (not revealing who yet)

Course Content & Goals Why balanced literacy? Understanding the Research Behind Best Practice Literacy Instruction Elements of a Daily Balanced Literacy Classroom Classroom Management in Reading and Writing Workshop Assessment and Planning to Improve Student Literacy Learning Course is broken down into 4 main focus areas, or domains, that will be covered over the 3 full day, 2 after school days. We strongly recommend attendance at all sessions to get the full understandings and depth of knowledge needed. The supporting text will be F and P’s Guiding Readers and Writers. Each time we meet we need participants to bring text and handouts. A prof. journal would also be a good idea for notes, etc. Today our focus will be the first 2 domains: research and elements of balanced literacy.

Reflection: Why are we here?
What goals do you have for yourself as a professional educator throughout this course? How will your learning through this course impact your students and their learning? Capture expectations, set focus on teacher and student success. Give participants a few minutes to reflect and record their goals on sticky notes, then share out as a table group or whole group. Goals could be recorded on sticky notes and displayed as an affinity. After sharing, discuss district goals/expectations for reading and writing instruction on pages 2-3 in handout and refer to teaching and learning continuum. During this time teachers also respond to concensogram posted on chart paper- mini-lesssons, read to/write to, guided reading, writing conferences, reader response, lit. circles, writing process, ind. Rdg., ind. writing

Reading and Writing Connections
Writer Reader What do I want readers to know, think, consider, or decide? (ideas and content) How is the author supporting me through this piece? What is the shape of the piece? How will the words I use influence the message my reader gets? (word choice) How does the language help me understand what the author is telling me and think more about what I already know? How will I tell my reader when to pause or when to add their own information? (conventions) How do I know when to pause; when to read quickly? How will I take my readers though my thinking? (organization) How is the author supporting me through this piece? “While reading and writing may be taught separate, the connections between the two parallel processes must be made explicit.” Fountas and Pinnell Reading and writing go hand in hand and are parallel processes. Mature readers and writers are constantly making connections between reading and writing- “read like a writer, write like a reader.” (Smith) RRISD has combined reading and writing workshop in this training so that reading and writing are seen as a parallel processes instead of two separate subjects or two separate parts of an instructional day. “While reading and writing may be taught separate, the connections between the two parallel processes must be made explicit.” (Fountas and Pinnell) For more information on reading and writing connections, see page 10 in the text. Literacy Learning: Teachers as Professional Decision Makers © 2004 Richard C. Owens Publishers, Inc.

Table Talk: Becoming a Lifelong Reader
Learning to read in the fullest sense means developing decoding skills, but much more. It means becoming readers who: Read voluntarily and often Read a wide variety of materials. Have confidence in themselves as readers. Collect books and refer to favorites again and again. Recommend books to others. Reflect on their reading. Make connections between and among the things they have read. Think critically about what they read. Guiding Readers and Writers, Fountas and Pinnell Before clicking through the slide, have tables brainstorm what lifelong readers and writers do on a daily basis. What are the characteristics of a life-long reader and writer? As you click through the list, participants add or check off characteristics from their lists

Table Talk: Becoming Lifelong Writers
Learning to write in the fullest sense means more than developing composing and spelling skills. It means becoming writers who: Write voluntarily and often Write in a wide variety of genres and audiences Have confidence in themselves as writers. Use writing as a tool for thinking. Write to communicate, share experiences or information with others. Invite comments on, responses to, and critiques of their writing. Guiding Readers and Writers, Fountas and Pinnell Continue activity from previous slide… “Writing and Reading Workshop are perpetual- day in, year out.” ( Atwell 1985)

Why balanced literacy? Understanding the Research Behind Best Practice Literacy Instruction
Jigsaw and Table Talk Connecting Brian Cambourne’s Conditions of Learning Theory to Brain/Mind Principles: Implications for Early Childhood Educators Codes for Taking Notes √ Confirms what you thought X Contradicts what you thought ? Raises a question ?? Confuses you * Seems important ! Is new or interesting If a word Gets repeated Seems important Is Unknown Box it: word Teachers will read an article from their packet entitled, “Connecting Brian Cambourne’s Conditions of Learning Theory to Brain/Mind Principles: Implications for Early Childhood Educators”. Put a set of playing cards (cards 1-7) face down on tables. Participants choose a card and this is their assigned part of the jigsaw. Everyone reads introduction and conclusion. Participants will read the introduction independently using the attached Codes for Taking Notes (in packet). Then table groups will jigsaw the seven principles and discuss with their groups how these relate to literacy instruction. As a group come together to highlight the main points from the research.

Gradual Release of Responsibility
Teacher Support Student Participation Reading To Writing For Shared Guided Independent Participants will have a laminated mat of the “skeleton” of the gradual release. They will also have components on cards along with definitions. Their job is to match the cards with the definitions and place them in the appropriate section of the diagram (laminated mat). As a group go over their matchings: fill in components on the graphic organizer in their handout- page 5 Turn to other TWB handouts in packet and review with particpants- pages 4, 7, 8 These definitions are the language the district uses. As we read various authors have different terms, but they all should relate back to the philosophy of To, With, and By as implementing the gradual release based on our philosophical belief of constructivism. To With With By Diagram developed by Margaret Mooney

“If reading is about mind journeys, teaching reading is about outfitting the travelers, modeling how to use the map, demonstrating the key and legend, supporting the travelers as they lose their way and take circuitous routes, until, ultimately, it’s the child and the map together and they are off on their own.” Keene, E. and Zimmerman S Mosaic of Thought Post quote- teachers read, discuss response.

This is a continuous cycle in the elementary classroom (LA, math, etc
This is a continuous cycle in the elementary classroom (LA, math, etc.). Assessments drive our instruction. See page in handout pg 8. Participants turn to this page in their handout and next to assessment brainstorm types of assessments we do in a LA classroom on a daily basis Tables popcorn out Assessments should inform planning, we need to take time to evaluate assessments and decide what our students need and what our teaching steps are based on their needs (while referring to ARRC)- the idea of responsive teaching is KEY to writing and reading workshops

Essentials of Reading & Writing Workshop
Reading Workshop Teacher Model- Read to Shared Reading Minilessons (researched based reading strategies) Guided Reading and Literature Circles Time to read independently and time to share Choice Reflection and Evaluation Environment and materials Writing Workshop Teacher Model- Write to Shared Writing Minilessons Teacher and peer conferences Time to write independently and share Literature based instruction Choice Records and self assessment Environment and materials Teach each component as it relates to the parallel component. For example, discuss read to and then write to, reading minilesson and writing minilesson. Modeling is key to instruction We model our thinking, writing, and processes for children as mature readers and writers Writing to and reading to students is the instructional approach with the most teacher support- students listen in, while teacher models Model a write to and a read to for participants (example- write to model brainstorming a list of moments with a special person in your life and narrow it down to one, read to model inner conversation by text lifting a piece of nonfiction from a Scholastic News or TFK Reading Workshop (60 mins.) Minilesson/Read To Independent Reading Guided Reading Literature Study/ Book Clubs Sharing Writing Workshop (60 mins.) Minilesson/Write To Status of the Class Independent Writing Conferring Sharing

Read To & Write To: Teacher Modeling
Teacher writes and/or reads, talks and thinks aloud while writing/reading Demonstration of what strong writers/readers “do” Students “look, listen & learn” May be whole group or small group “You should write too, under the same conditions – on the board or in your notebook– and share your writing first. It’s a matter of ethics. You are going to be seeing their work; it’s only fair that they see yours.” Donald Murray (1985) Discuss the connection to the gradual release of responsibility, different from minilessons. View slides and look at definitions in the packet. Presenter will do a sample read to and/or sample write to. Emphasis is put on teacher as model and student as engaged observer (good time to refer back to Cambourne’s principle of demostration). During read to students are gather at group meeting place on the carpet. Begin chart- Setting Up the Classroom for Writing/Reading Workshop. Add group meeting place to chart. Also start tools for the Writing/Reading Workshop- add chart paper, easel Read to (adapted from page 72, Reviser’s Toolbox, Barry Lane) Objective: Authors zoom in on the most important spots (zoom in/why we think the author choose zoom in here) Text: Some Birthday! by Patricia Polacco Write to Objective: Revising a personal narrative to zoom in on important spots or pick a line out of writer’s notebook and work on adding clear details to line. Ask, “What do I want my reader to think about or feel as they read this line?”

Reading Workshop Teacher Model- Read to Shared Reading Minilessons (researched based reading strategies) Guided Reading and Literature Circles Time to read independently and time to share Choice Reflection and Evaluation Environment and materials Writing Workshop Teacher Model- Write to Shared Writing Minilessons Teacher and peer conferences Time to write independently and share Literature based instruction Choice Records and self assessment Environment and materials Shared Reading and Writing Read page 16 in Guiding Readers and Writers Table Talk: How would shared reading/writing look in a 3-5 classroom? Share out. Reading Workshop (60 mins.) Minilesson/Read To Independent Reading Guided Reading Literature Study/ Book Clubs Sharing Writing Workshop (60 mins.) Minilesson/Write To Status of the Class Independent Writing Conferring Sharing

Shared Reading and Writing
Shared Reading page 36 Shared Writing page 16 Table talk: What are our understandings about shared reading and writing and its implications as an instructional delivery method? Use the gradual release of responsibility poster and talk about where and why shared falls where it does on the chart. Have teachers mark page 16 (shared writing) and page 36 (shared reading) in their texts. Teachers will briefly read these paragraphs along with the Teaching and Learning in Reading and Writing handouts about shared reading and writing. End with table talk and question, “What are our understandings about shared ___ and its implications as a instructional delivery method?”

Lunch Time! Return by 1:00 Steak and Shake TGI Friday’s Chili’s
La Madeline Mimi’s Café Burger King Rudy’s

Teacher Model- Write to Shared Writing Minilessons Teacher and peer conferences Time to write independently and share Literature based instruction Choice Records and self assessment Environment and materials Reading Workshop Teacher Model- Read to Shared Reading Minilessons (researched based reading strategies) Guided Reading and Literature Circles Time to read independently and time to share Choice Reflection and Evaluation Environment and materials There is a distinction between a readto/write to and a minilesson- To: teacher is model, students are listeners/observers, Minilesson- could have parts of a To lesson but more interactive and teacher’s role is less of a model and more of a guide/facilitator Reading Workshop (60 mins.) Minilesson/Read To Independent Reading Guided Reading Literature Study/ Book Clubs Sharing Writing Workshop (60 mins.) Minilesson/Write To Status of the Class Independent Writing Conferring Sharing

Mini-lessons Teaching point is based on student need, data, TEKS/ARRC
Golden opportunities to teach skills in short, concentrated bursts Connect these skills to the authentic reading and writing Short, clear, concise! Use concrete examples. Deciding What to Teach (reading page 137, writing page 66) Talk through first 4 bullets Direct participants to page 128 (chapter 8). This chapter addresses minilessons and categorizes them into 3 areas for reading. Also bring attention to page 137 “Deciding What to Teach”. For writing minilessons, direct teachers to page 66. Also flag page 77 keeping your writing rubric in mind while planning minilessons- SIX TRAITS. View minilessons on DVD: instructional delivery discussion after each video with whole group Reading- Teaching for Comprehension and Fluency Fountas and Pinnell DVD: Whole Group, Minilesson and Group Share, Finding the Author’s Message Writing- Seeing Possibilities L. Calkins 3-5 DVD: Launching the Writing Workshop, Minilesson: Envisioning to Write with Detail watch lesson first and then commentary second, another good clip A Guide to the Writing Workshop, Classic Minilesson PROBE with: what teacher did teacher do?, what did students do? Participants read page 9-12 Reading Strategies from Strategies that Work, these strategies set readers up as thinkers if we teach these strategies at the beginning of the year Refer teachers to booklist by objective in handout as a source for mini-lessons- page 43-44 Show writing Mini-lesson resources- Units of Study by L. Calkins, Craft Lessons by R. Fletcher, Reviser’s Toolkit by B. Lane, etc. On day 3 we will work on 6 Traits for more mini-lesson ideas

Anchor Charts Table talk discussion: How do anchor charts support and scaffold students in learning? Person with shortest hair can share out for groups Anchor charts are a critical piece of an literacy active/rich classroom. The teachers used chart paper to model writing, keep a running list (ex. of what good readers do) for students to remember points from a lesson, record what readers/writers do as they think The key is that students have a visual that reminds them of the content from the lesson where information was recorded on the chart. It also scaffolds information. Anchor charts are live and not reused from year to year. Some teachers tape to hangers and hang on chart stand. Students can access as needed.

10 minute reflection of today’s learning…
New thinking or Confirmed thinking One question What is rolling around in your head about reading and writing instruction? Mill to the music to discuss reflections- 1st stop top of pyramid, 2nd stop middle of pyramid, 3rd stop base of pyramid

Teacher Model- Write to Shared Writing Minilessons Teacher and peer conferences Time to write independently and share Literature based instruction Choice Records and self assessment Environment and materials Reading Workshop Teacher Model- Read to Shared Reading Minilessons (researched based reading strategies) Guided Reading and Literature Circles Time to read independently and time to share Choice Reflection and Evaluation Environment and materials Next Slide… Reading Workshop (60 mins.) Minilesson/Read To Independent Reading Guided Reading Literature Study/ Book Clubs Sharing Writing Workshop (60 mins.) Minilesson/Write To Status of the Class Independent Writing Conferring Sharing

Guided Reading Study Group Choices
“The aim of guided reading is to develop independent readers who question, consider alternatives, and make informed choices as they seek meaning.” Margaret Mooney Guided Reading Study Group Choices Chapter Eleven- Understanding Guided Reading (one) Chapter Twelve- Planning for Guided Reading (two) Chapter Thirteen- Dynamic Grouping for Effective Teaching in Guided Reading (three) Teachers go to numbered table, read the pages, and discuss. On chart paper they write key points or significant ideas to share with group Watch DVDs- Teaching for Comprehension and Fluency Fountas and Pinnell DVD small group, guided reading, view Elephants AND Seedfolks

Responsive Teaching & Guided Reading
DRA and Running Records Monitoring and Anecdotal Records Benchmark and other Assessment Data Learners’ Individual Needs in Guided Reading Table Talk: What monitoring tools to you utilize to keep records of your students and their reading needs/progress? (ex. Monitoring notebooks in different formats, lables, running records, etc.) Refer back to the Teaching/Learning Cycle in the handouts. Discuss the different types of assessments teachers use to inform planning, grouping, book choice, etc. for their guided reading lessons.

Guided Reading Grade level Triads
Go to ARRC to find a focus for guided reading lesson Plan using template in handouts Other Considerations: Are there graphic organizers that fit with this lesson? Is there key vocabulary that needs to be extrapolated? Could you integrate science or social studies to one of your grade level TEKS using a leveled text? Pass out leveled texts, question cards, teachers gather into grade level triads and go to ARRC to find a focus TEKS for their lesson. For the lesson, they need to plan using the guided reading planning template in their packet. Triads share out.

Any New Thoughts or Shifts in Thinking?
How was this planning activity different from planning a guided reading lesson for your students? Any New Thoughts or Shifts in Thinking? No data on students! Real world we have kids and their information first THEN plan!

Word Study Read Word Study on page 33-35 Think Pair Share
Word Matters by Fountas and Pinnell, Words Their Way by Bear, Invernizzi, Templeton, Johnston TEKS inform mini-lessons RRISD statement on spelling Point out 3 column spelling sheets in handout at end of slide RRISD statement- we do not use science, math, or social studies words in spelling

Welcome back to day 2. Revisit Norms
Welcome back to day 2! Revisit Norms. Start with 1 minute share- turn to someone and tell them what’s on your mind right now. Facilitators model first. End with, we cleared our thoughts and now we’re ready for another day of learning together.

Teacher Model- Write to Shared Writing Minilessons Teacher and peer conferences Time to write independently and share Literature based instruction Choice Records and self assessment Environment and materials Reading Workshop Teacher Model- Read to Shared Reading Minilessons (researched based reading strategies) Guided Reading and Literature Circles Time to read independently and time to share Choice Reflection and Evaluation Environment and materials Teach each component as it relates to the parallel component. For example, discuss read to and then write to, reading minilesson and writing minilesson. Reading and writing are parrallel processes Now we will discuss minilessons for reading and writing As we discuss make a distinction between a readto/write to and a minilesson- To: teacher is model, students are listeners/observers, Minilesson- could have parts of a To lesson but more interactive and teacher’s role is less of a model and more of a guide/facilitator Reading Workshop (60 mins.) Minilesson/Read To Independent Reading Guided Reading Literature Study/ Book Clubs Sharing Writing Workshop (60 mins.) Minilesson/Write To Status of the Class Independent Writing Conferring Sharing

The Writing Process Prewriting – rehearsal or brainstorming – help students to find the purposes and audiences Writing the rough draft – concentrate on getting a “chunk” down on paper Revising – writer’s craft Editing – proofreading/writing mechanics Publishing – informal & formal Conferencing with teachers & peers throughout the writing cycle ARRC and TEKS say students use the writing process daily with self selected topics. Status of the class chart and other monitoring pieces. Teacher models use of writing process in write tos. Share these children’s books with teachers (great for introducing writing process): Look at My Book by Loreen Leedy, What Authors Do by Eileen Christelow, How Writer’s Work Finding a Process that Works for You by Ralph Fletcher

Learning About Process From Writers
Study the ways in which authors use the writing process: What makes a writer choose to begin a project? What do writers do once they start moving toward a writing project? How do authors draft?

Why is choice so important?
“Let’s get right down to it: while the teacher may determine what gets taught, only the student can decide what will be learned.” Writing Workshop, Ralph Fletcher

What is a writer’s notebook?
It is not… A diary Not a reading journal in which students write summaries, main ideas, or letters to characters per the teacher’s assignment It is… A place to store your thoughts, feelings, observations, ideas, opinions, and more A place to record your reactions “A writer’s notebook gives you a place to live like a writer, not just in school during writing time, but wherever you are, at any time of day.” Ralph Fletcher Read except from Breathing In Breathing Out by R. Flectcher page 1-2 (for adult writers) and excerpt from A Writer’s Notebook by R. Flectcher chapter 1 What is a Writer’s Notebook, Anyway? Have particpants flag chapter 25, page 423 on writer’s notebooks- bring attention to the chart on page Also discuss writer’s notebooks as separate from draftbooks- discuss different formats. The key is that writer’s notebooks are for the purposes of collecting, * Writer’s Notebooks can be introduced through minilessons at the beginning of the school year. From A Writer’s Notebook by Ralph Fletcher

An excerpt from Ralph Fletcher’s Writer’s Notebook…
“This morning I stopped to buy an iced coffee. When I got home I took out my writer's notebook, the most important tool I have. I think of my notebook as an "idea bank" or "seed farm" where I can collect ideas, or just write for fun. I opened my writer's notebook and jotted this down: I love an iced coffee, with milk and sugar, on a warm summer's morning. Light and sweet, that's what I tell the woman at the Dunkin' Donuts, and she knows what I mean. When I've got a cup of iced coffee in my hand, so cold beads of condensation are already gathering on the sides, and I'm getting double-jolted by the surge of caffeine plus the lift, provided by those sugar crystals crunching between my teeth, I know beyond doubt it's going to be a great summer day.” "Letters To Young Writers." Ralph Fletcher, Amy Krouse Rosenthal, and Caryn Mirriam-Goldberg (Sep. 2005) How did he use his notebook? What observations do you notice about his writing?

“The writer’s notebook nudges students to become more active learners
“The writer’s notebook nudges students to become more active learners. It gives them a place to react to their world. To make that all-important personal connection. And the notebook provides a safe place- no grades, no one correcting their grammar.” School Talk, Writer’s Notebook: A Place to Dream, Wonder, and Explore, Ralph Fletcher What phrases or words stand out to you in the quote about writer’s notebooks?

Teacher Model- Write to Shared Writing Minilessons Teacher and peer conferences Time to write independently and share Literature based instruction Choice Records and self assessment Environment and materials Reading Workshop Teacher Model- Read to Shared Reading Minilessons (researched based reading strategies) Guided Reading and Literature Circles Time to read independently and time to share Choice Reflection and Evaluation Environment and materials Teach each component as it relates to the parallel component. For example, discuss read to and then write to, reading minilesson and writing minilesson. Reading and writing are parrallel processes Now we will discuss teacher conferences specifically and come back to peer conferences at a later time Reading Workshop (60 mins.) Minilesson/Read To Independent Reading Guided Reading Literature Study/ Book Clubs Sharing Writing Workshop (60 mins.) Minilesson/Write To Status of the Class Independent Writing Conferring Sharing

Teacher-Student Conferences
Listen—get to know the writer Be positive—build on strengths Focus on improving life-long writing skills Focus on one teaching point (approximations) “...in a conference our job is to interact with students so that they can interact with their writing, not just for five minutes but for a lifetime.” Lucy Calkins (1991)

Writing Conferences What is the teacher’s role in the conference?
What is the student’s role in the conference? What learning took place for the writer? Seeing Possibilities by Lucy Calkins and Collegues DVD (firsthand) on menu Guide to Writing Workshop, Classic Conference and follow with commentary, then follow with a group discussion of conferencing, another good conference clip is Launching the Writing Workshop, Clarifying Ideas. Read Guiding Readers and Writers pages on conferences and peer conferences (which sites Calkin’s work on conferences too) and use the Give and Get form at the back of the handout. After filling in top boxes, teachers find a partner and share their ideas- they get a few ideas, switch and give and get some more Refer to conference logs in handouts- record keeping important for teacher and student!

Teacher Model- Write to Shared Writing Minilessons Teacher and peer conferences Time to write independently and share Literature based instruction Choice Records and self assessment Environment and materials Reading Workshop Teacher Model- Read to Shared Reading Minilessons (researched based reading strategies) Guided Reading and Literature Circles Time to read independently and time to share Choice Reflection and Evaluation Environment and materials Teach each component as it relates to the parallel component. For example, discuss read to and then write to, reading minilesson and writing minilesson. Reading and writing are parrallel processes Now we will discuss minilessons for reading and writing As we discuss make a distinction between a readto/write to and a minilesson- To: teacher is model, students are listeners/observers, Minilesson- could have parts of a To lesson but more interactive and teacher’s role is less of a model and more of a guide/facilitator Reading Workshop (60 mins.) Minilesson/Read To Independent Reading Guided Reading Literature Study/ Book Clubs Sharing Writing Workshop (60 mins.) Minilesson/Write To Status of the Class Independent Writing Conferring Sharing

Independent Reading & Writing
“Once we understand what great writers do we need to find ways of building classroom structures to contain that doing.” Randy Bomer Independent Reading & Writing Chapter Five- Developing Accomplished Writers: The Writing Workshop (Getting a Writing Workshop Started page 81) Chapter Seven- Encouraging Independent Reading (First 20 Days page. 142) Writer’s notebooks, writing process, and role of teacher/student during this time, read page G.R.W and chart page 55, inviting students into the writing process page 63 Ind. Rdg- SSR vs Ind Rdg chart page 117

Reader Response Chapter Ten: Writing to Explore Meaning: Reader’s Notebook Teaching Students to Write Quality Responses (page 180) Assessing Student Response (page 180) Qualities of a Reading Response chart (page 183) Discuss different ways students can respond to writing and why it is important. Particpants flag these pages in their books. Page 180 is a great page to read- short read. Talk about how to organize reader response notebooks and rubrics to evaluate.

September 12, 2006 Dear Class, Yesterday I read You Are Special to Me by Max Lucado. The Wemmicks in this book give dots and stars to other Wemmicks depending on if they like or dislike one another. I feel bad for Punchinello, one of the Wemmicks, because he is getting a lot of dots from others because he is different, and I think he is getting picked on. By the way, dots are bad and mean others don’t like you. I bet the Wemmicks who get dots are sad. If it was me I would hate wearing the dots because a dot means I’m different in a bad way. Why does he continue wearing the dots? There is another important character in the book named Lucia and she is lucky! Dots or stars don’t stick to Lucia. She is unique and different from the others. As I was reading, I wondered why people gave her stickers if they knew they wouldn’t stick. I guess it was just a habit for Wemmicks. Later, I realized she didn’t let others make her feel bad or good because she knew in her heart that she was special. It didn’t bother Lucia when others didn’t like her and gave her dots. This is why the dots and stars didn’t stick. Finally, I had a text to text connection. This book reminds me of Pinocchio and Geppetto because Punchinello was made by a master too. His master, Eli, cared for him a lot just like Geppetto did for Pinocchio. Sincerely, Ms. Rodriguez

Teacher Model- Write to Shared Writing Minilessons Teacher and peer conferences Time to write independently and share Literature based instruction Choice Records and self assessment Environment and materials Reading Workshop Teacher Model- Read to Shared Reading Minilessons (researched based reading strategies) Guided Reading and Literature Circles Time to read independently and time to share Choice Reflection and Evaluation Environment and materials Teach each component as it relates to the parallel component. For example, discuss read to and then write to, reading minilesson and writing minilesson. Reading and writing are parrallel processes Now we will discuss minilessons for reading and writing As we discuss make a distinction between a readto/write to and a minilesson- To: teacher is model, students are listeners/observers, Minilesson- could have parts of a To lesson but more interactive and teacher’s role is less of a model and more of a guide/facilitator Reading Workshop (60 mins.) Minilesson/Read To Independent Reading Guided Reading Word Study Literature Study/ Book Clubs Sharing Writing Workshop (60 mins.) Minilesson/Write To Word Study Status of the Class Independent Writing Conferring Sharing

Working With English Language Learners
Take time to develop schema. Use visual aids such as pictures, charts, graphs, and other visual images. Assist students in mastering English vocabulary and patterns of discourse. Allow students to write in their primary language during the early stages of English language acquisition. Allow lots of peer talk & cooperative learning.

Monitoring & Record Keeping
Status of the class Conference Records (student, teacher) Teacher Rove – anecdotal notes Lesson plans Strategies for avoiding interruptions: Help circles/ Question Mark Nonverbal communication Lesson plans should address individual student need- plan day to day. Share monitoring pieces that work in your classrooms. Also see pages in handouts.

Classroom Management Chapter Six- Making It Work: Organizing and Managing Time, Space, and Resources Building a Classroom Community Physical Environment Social Environment Managing Time Records of Reading and Writing Making and Enforcing Rules that Work Teaching Students to Care Show Just Desserts Slide, teachers go to the dessert poster they choose. They decided who will read what in their group. They read and share out. At the end share dessert personality descriptors.  Share schedules and discuss.

Final Thoughts on Reading and Writing Workshop
Students should: Read and write daily for extended periods of time Learn to write from writers Experience CHOICE & OWNERSHIP Teachers should: Model, model, model!!! Teach minil-esson/skill lessons that are short, sweet, and focused on what students need Regularly give students feedback on their writing Provide reading and writing instruction based on individual needs, assessments, and strengths

Fall Cohort Meeting Dates…
November 5- full day December 11- after school January 22- after school

Julie Rodriguez, julieerrin_rodriguez@roundrockisd
Julie Rodriguez, Julie Carrera,

Time to Reflect… What is writing? What is reading?
write-to read-to mini-lesson guided reading independent writing writing conferences shared reading shared writing

6 Traits+1 and TAKS Organization Ideas Voice Conventions Word Choice
Sentence Fluency Organization Idea Development Voice Conventions Focus and Coherence

Analytical Scoring with 6 Traits
Not a program, but a researched based understanding of the elements/traits of good writing RRISD uses 6 traits rubrics as an analytical tool, primary or intermediate Traits should not be taught in isolation, but as part of the writing process 6 traits are a tool for revision Students should understand their rubrics (student friendly) and use them to evaluate their writing and writing samples, teachers can use in writing conferences Use children’s books to show students good examples of the traits, ex. “How did the author use _____ (trait) in this book?”

15 minute reflection of today’s learning in journal…
pair and share 10 minute commitment statements

Reading and Writing Workshop Powerful Teaching for All Students

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