1. Introduction to Reading and Writing Workshop Powerful Teaching for All Students Presented by: Julie Rodriguez and Kate Mamot “Teaching begins with seeing the significance and intelligence of what children are doing- and almost doing.” Lucy Calkins

3. Course Content & Goals Why balanced literacy? Understanding the Research Behind Best Practice Literacy Instruction What does balanced literacy look like daily? Elements of a Daily Balanced Literacy Classroom ◦ Classroom Management in Reading and Writing Workshop ◦ Assessment and Planning to Improve Student Literacy Learning

4. 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?

5. 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

6. 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 “Writing and Reading Workshop are perpetual- day in, year out.” ( Atwell 1985)

7. Reading and Writing Connections WriterReader 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? Literacy Learning: Teachers as Professional Decision Makers © 2004 Richard C. Owens Publishers, Inc. “While reading and writing may be taught separate, the connections between the two parallel processes must be made explicit.” Fountas and Pinnell

8. Why balanced literacy? Understanding the Research Behind Best Practice Literacy Instruction 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

9. Gradual Release of Responsibility Teacher Support Student Participation Reading To Writing For Shared Guided Independent Diagram developed by Margaret Mooney ToWith By

10. “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. 1997. Mosaic of Thought

11. “Most kids experience school as a series of tasks, dittos, assignments, texts- things that are administered to them. Writing workshop turns the table and puts kids in charge. This requires us to engage in responsive teaching.” Ralph Fletcher, Writing Workshop: The Essential Guide

12. Essentials of Reading & Writing Workshop Reading Workshop Teacher Model- Read to Shared Reading Mini-lessons Guided Reading Literature Circles Independent Reading ◦ Choice ◦ Reflection and Evaluation ◦ Environment and materials Writing Workshop Teacher Model- Write to Mini-lessons Shared writing Teacher and peer conferences Time to write independently and share Literature based instruction Choice Records and self assessment Environment and materials 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

13. 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)

14. Time to Write… As you return from lunch… take the next few moments to write about the thoughts running through your mind about what you learned this morning. Be prepared to share with a partner.

15. We will resume promptly at 1:00 pm!

16. 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)

17. Digging deeper into mini-lessons… Ones read…page 128-137. This chapter addresses mini-lessons and categorizes them into 3 areas for reading. Twos read…page 137-141 “Deciding What to Teach” Threes read…writing mini-lessons, page 66-75

18. Shared Reading and Writing Read Shared Writing page 16 and summarize

19. Guided Reading in the Reading Workshop Reading Workshop Teacher Model- Read to Shared Reading Mini-lessons Guided Reading Literature Circles Independent Reading ◦ Choice ◦ Reflection and Evaluation ◦ Environment and materials Reading Workshop (60 mins.) Minilesson/Read To Independent Reading Guided Reading Literature Study/ Book Clubs Sharing

20. Guided Reading “The aim of guided reading is to develop independent readers who question, consider alternatives, and make informed choices as they seek meaning.” Margaret Mooney If you are a #1 read…Chapter Eleven Understanding Guided Reading If you are a #2 read…Chapter Twelve Planning for Guided Reading If you are a #3 read…Chapter Thirteen Dynamic Grouping for Effective Teaching in Guided Reading If you are a #4 read…Chapter Fourteen Selecting, Introducing, and Using Leveled Texts

21. Homework Homework Bring your time allotment for language arts for the upcoming year tomorrow

23. Responsive Teaching & Guided Reading Individual Student Need for Guided Reading Benchmark and other Assessment Data Monitoring and Anecdotal Records DRA and Running Records

25. Salvador, late or Early by Sandra Cisneros…  Record the thoughts that come to your mind as you read and interact with the text

26. Figure 19

27. Essentials of Reading & Writing Workshop Reading Workshop Teacher Model- Read to Shared Reading Mini-lessons Guided Reading Literature Circles Independent Reading ◦ Choice ◦ Reflection and Evaluation ◦ Environment and materials Writing Workshop Teacher Model- Write to Mini-lessons Shared writing Teacher and peer conferences Time to write independently and share Literature based instruction Choice Records and self assessment Environment and materials 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

28. Independent Reading & Writing 1: Independent Reading vs. Sustained Silent Reading pg 116-118 2: Prerequisites for Implementing Independent Reading pg 118-119 3: A Basic Structure pg 120-125 1: Summary of Teacher and Student Roles in Independent Reading pg 125-127 “Once we understand what great writers do we need to find ways of building classroom structures to contain that doing.” Randy Bomer

29. Reader Response Everyone reads page 169-170 Other sections to tab/notice: ◦ Teaching Students to Write Quality Responses (page 180) ◦ Assessing Student Response (page 180) ◦ Qualities of a Reading Response chart (page 183) ◦ The Organization of the Reader’s Notebook (page 174)

30. 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

31. The Writing Cycle 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

32. Writing Independently… Learning How to be a Writer in Writing Workshop (Page 54) ◦ Read and create an organizer to show what you read

33. Getting Started with Independent Writing (page 82) ◦Skim and scan over chart that starts on page 82 ◦Think about how it relates to writing process… Writing Independently…

34. 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

35. What is a writer’s notebook? 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 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 From A Writer’s NotebookA Writer’s Notebook by Ralph Fletcher

36. 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)

37. “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

38. We will resume promptly at 1:00 pm!

39. 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 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

40. One to One Teacher-Student Conferences Listen “deep” (leaning forward, eyes alert) Be present as a reader (react as you would to any other piece of writing- laugh, gasp, etc.) Celebrate and praise a specific part of the piece Focus on one teaching point (build on strengths) “...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)

41. Writing Conferences Let’s take a look! As we watch the following clips, jot down key thoughts or observations you have regarding the teacher’s role.

42. Word Study Word Study Read Word Study on page 33-35 Great Resources: Word Matters by Fountas and Pinnell, Words Their Way by Bear, Invernizzi, Templeton, Johnston TEKS inform mini-lessons RRISD statement on spelling

43. 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.

44. 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 ◦ Others

45. Classroom Management Chapter 6- Making It Work: Organizing and Managing Time, Space, and Resources 1.Building a Classroom Community 2.Physical Environment 3.Social Environment 4.Managing Time 5.Records of Reading and Writing 6.Making and Enforcing Rules that Work 7.Teaching Students to Care

46. Sample Schedules and “One Thing” One thing…Pick one component that you would like to focus on as your next step to start the year

47. Final Thoughts on Reading and Writing Workshop Students should: Read and write authentically EVERY day for extended periods of time Read like writers and write like readers Experience CHOICE & OWNERSHIP Teachers should: Model, model, model!!! Teach read to/write to/ mini-lessons that are short, sweet, and focused on what students need Give students feedback on their writing regularly Provide reading and writing instruction based on individual needs, assessments, and strengths Have a literacy rich classroom

48. Meeting Dates… October 1 8:30-4:00 Location TBA November 5 8:30-4:00 Wikis… https://literacy-with-lora.wikispaces.com/ http://reading-writing-workshop-cohorts.wikispaces.com/

49. Julie Rodriguez, julieerrin_rodriguez@roundrockisd.org Kate Mamot kate_mamot@roundrockisd.org julieerrin_rodriguez@roundrockisd.orgkate_mamot@roundrockisd.org julieerrin_rodriguez@roundrockisd.orgkate_mamot@roundrockisd.org