3. Common Core for the uncommon student? 67%-90% of classroom instruction in high school involves textbooks as the prime focus. (Woodward & Elliott, 1990) More than 5 million Els in our nation’s schools, many come from poverty & attend lower-resourced schools. Even proficient readers can struggle with content literacy because it requires different types of reading taught in previous grades (Allen, J, 2002)

4. Common Core for the uncommon student? To support young adolescent learners, schools should provide Ongoing literacy instruction across the curriculum Instruction that is appropriate for each individual student Assessment that informs instruction Ample opportunities to read and discuss reading with others (ILA, 2013)

5. Traditional Secondary Frameworks 20-30 Minutes of Direct Instruction 10-20 Minutes of Student Work Time 5-10 Minutes Assigning Homework OR 10-15 Minutes of Explanation 35-40 Minutes of Student Work Time 5-10 Minutes Assigning Homework

6. How many of your district’s classrooms use this framework? How engaged are students in those classrooms? Why do secondary teachers often rely on this model?

7. Constructivism Learners construct meaning from what they experience; thus, learning is an active, meaning- making process (Brooks & Brooks, 1999; Gray, 1997; Cornelius-White, 2007; Marzano, Pickering, Arredondo, & Paynter, 1997, and McCombs, 2003)

8. Workshop: Based on Constructivism Learning is: Active, meaning-making process Full of complex tasks Predictable, conceptual change Subjective and personal Situated or contextualized Social & collaborative Influenced by affective elements Occurs in learner’s zone of proximal development Metacognitive

9. The Workshop Model The workshop approach to the teaching of reading and writing is a student centered approach, one where the students are active participants in their learning. Educators implementing the workshop approach hold the belief that students learn to read and write by actively and purposefully engaging in those behaviors. The curriculum is driven by the students’ interests and they have the freedom to choose what it is they wish to read and write (Atwell, 1998; Rief 1992)

10. The Workshop Model What Workshop is Predictable structure Student Driven Skill Focused Collaborative and productive Metacognitive and goal oriented Creates Meaningful Communication What Workshop is NOT Permissive Teacher Driven Data Focused Chaos Free for all Therapy or Down time

11. Benefits  Builds an effective reading and writing process  Increases the amount students read and write  Increases ownership of the commitment to reading, writing, listening, & speaking  Broadens readers’ literary experiences  Develops responsibility for reading, writing, listening, & speaking  Encourages personal connections  Teaches collaboration

12. Basic Secondary Workshop Framework -Strategy Focus Groups -Individualized teaching and conferring (30 minutes) -Sharing, self-assessment, Reflection (10 minutes) -Direct Instruction (10 minutes)

13. Workshop as a Cyclical Structure Samantha Bennett, author of That Workshop Book, incorporates what she calls "catch and release". When there is need, the teacher calls the class together for further instruction or clarification then releases them again to work. Students may cycle through the components of a workshop several times during one teaching period.

14. Conversational Roundtable

15. AssessmentEngagement Soft SkillsContent Skills How would Workshop Model improve these areas?

16. Components of the Workshop Time, choice, response, movement. A well organized & highly structured classroom. High expectations for behavior & academic achievement Daily Mini-lessons, conferences, status of the class reports, student independent reading or writing time, & student sharing Student centered learning with many opportunities for student interaction Purposeful evaluation & assessment Publication of Student work in a variety of formats Time, choice, response, movement. A well organized & highly structured classroom. High expectations for behavior & academic achievement Daily Mini-lessons, conferences, status of the class reports, student independent reading or writing time, & student sharing Student centered learning with many opportunities for student interaction Purposeful evaluation & assessment Publication of Student work in a variety of formats

17. Structure Options – Blended Literacy Skills Option A: 80 – 90 minute class Read Aloud/Word Study Mini Lesson Status Check Literacy Workshop –Students work on independent reading or writing as they choose. –Have a set of tasks/objectives to be completed by end of week Debrief Day 1 Read Aloud Mini Lesson Status Check Literacy Workshop Day 2 Word Study Catch/Status Check Literacy Workshop Debrief Option B – 40 – 60 minute class

18. Structure Options – Reading/Writing Split Option A: 80 – 90 minute class Book Talks/Read Aloud Mini Lesson or Word Study Status Check Reader’s Workshop Word Study or Mini Lesson Writer’s Workshop Debrief Day 1 Book Talks/Read Aloud Mini Lesson or Word Study Status Check Reader’s Workshop Day 2 Word Study or Mini Lesson Catch/Status Check Writer’s Workshop Debrief Option B – 40 – 60 minute class

19. Mini-Lesson The portion of a class period when teachers model best practices for reading.The portion of a class period when teachers model best practices for reading Read Aloud- Model reading strategy or task Think Aloud Direct Instruction Set Up Task for Independent Reading 4 types: –Procedural –Strategies and Processes –Skills –Craft and Techniques Benefits: 1.Short 2.Focused 3.Easy to prepare

20. Mini-Lesson Tips Keep it short Keep it engaging Keep on modeling Keep it focused on student need

21. What are the biggest challenges that cause mini-lesson failures? What are strategies you use to promote a successful mini- lesson?

22. Independent Worktime: Student’s Role Independent worktime provides students with time to apply the strategies presented in the mini-lessonIndependent worktime provides students with time to apply the strategies presented in the mini-lesson. Reading Tasks –Self-selects texts at their reading level –Uses sticky notes/notebook or graphic organizers to track thinking Writing Tasks –Self-selects writing topics –Engages in drafting, revising, peer feedback, and publishing Benefits: Students are more invested Students are spending meaningful time reading Increased depth and breadth of work

23. A Word about Self-Selection vs. Teacher-Selected Disclaimer!!!! This is MY opinion!! IT IS ABOUT BALANCE, DEPTH, & BREADTH Week 1  Teacher Selected High Engagement Text  Teacher Selected Related Reading Sets  Student Selected Independent Reading Weeks 2 – 4  Teacher Selected Anchor Text  Student Selected Related Readings  Student Selected Independent Reading Weeks 5 – 9  Student Selected Independent Reading  Teacher/Student Selected Related Reading Sets

24. Independent Worktime: Teacher’s Role Independent worktime provides teachers with a portion of class to work with individual or small groups of students to further teach and assess literacy strategies. Focus Groups: Focus Groups: 3 - 5 Students, Similar Needs, Same Mentor Text Individual Conferences: Individual Conferences: 1 Student, Individual Need, Choice Text ProsCons  Less nightly grading  Truly understand student needs  Less “prep” for direct instruction  Individualizes instruction  Encourages & improves higher level thinking & independence  Matches Current Teacher Evaluation – Domain 3 More reflection time & individualized tracking Need access to a plethora of texts Space Needs Finding a way to embed skills needing direct instruction Adjusting grading to match school policies Must be flexible & well-organized

25. Independent Worktime in Action

26. Conferring Goal: What are they working on? What are they doing well? Point out positives What fix-up or strategy do they need to move forwardProcedure:  Connection: “I’ve noticed that you…”  Teaching Point: “Today let’s look at….”  Demonstration: “Watch me while I…”  Active Engagement: “Now you try….”  Link: “ How can you apply this…”  Follow up: during another conference, share time, or in next mini lesson

27. Conferring in Action

28. Debrief The closing meeting provides time for the class to come back together and share their reflections/insights during independent worktime. -Student Facilitated: Partners or Teams -Teacher Facilitated: Whole Group Benefits: 1.Shows students that their thoughts are valued. 2.Provides teachers with additional assessment and teaching opportunities. 3.Wraps up the lesson.

29. Classroom Setup - Library

30. Classroom Setup - Materials

31. Launching Workshop Pre-Students Management Plan Scheduling Plan Forms/Checklists/Materials First Days with Students Setting up Expectations together Interest Surveys Writing Territories and Heart Maps Reading Territories Book Talks Mini-Lessons on procedures Modeling, modeling, modeling Mid-term and Quarterly with Students Videotape/Reflect Class meetings to adjust or refine expectations Status Check –in

32. Managing Workshop Status of the Class forms (Reading and Writing) Reading Logs Writing Record Forms Editing Checklists Peer Conferencing Forms Book Talk and Literacy Letter Rubrics Assignment Sheets

33. Managing Workshop

34. Making the Process Meaningful Projects/Problem Based Learning Newsletters Blogs Editorials Podcasts YouTube Channel

35. Problem Based Learning Example Global Literacy Campaign Committees –Podcast –PSA Video –Posters –Letter Writing –Fundraising –School Supply/Book Drive

36. Blogging mrskoudelka.edublogs.org

37. Teacher Tools Common Core Rubric Creator Reading & Writing Project National Writing Project Project Raisse Lexile/Book Match List O’ Apps and Websites Cool Classroom Tools ScreenCast-O-Matic The Book Seer Word Detective No Red Ink Tagxedo Teen Ink Padlet Storyboard That Edublogs Awesome Lists Cool Tools for Schools Digital Storytelling Apps

38. Resources Allen, P. & Miler. D. Conferring: The Keystone in Reader’s Workshop. Portland, ME: Stenhouse. 2009. Print. Atwell, N. In the middle: New understandings about writing, reading, and learning, Third Edition. Portsmouth, NH: Heinemann. 2014. Print Atwell, N. Lessons that Change Writers. Portsmouth, NH: Heinemann. 2007. Print. Bennett, S. That workshop book: New systems and structures for classrooms that read, write, and think. Portsmouth, NH: Heinemann. 2007. Print. Buckner, A. Notebook knowhow: Strategies for the writers’ notebook, Portland, ME: Stenhouse. 2005. Print. Daniels, H. & Steineke. Minilessons for literature circles. Portsmouth, NH: Heinemann.2004. Print. Gallagher, K. In the Best Interest of Students. Portland, ME: Stenhouse. 2015. Print. Graves, D. Writing: Teachers and Children at Work 1983. Miller, Donalyn. The Book Whisperer: Awakening the Inner Reader in Every Child. San Francisco: Jossey-Bass, 2009. Print. Rief, L. Seeking Diversity. 1992. Tovani, C. So what do they really know? Assessment that informs teaching and learning. Portland, ME: Stenhouse, 2011. Print.

39. Contact Information Email: Koudelka@Fieldcrest.k12.il.us Skype: