Balanced Literacy A studentcentered approach to teaching and
Balanced Literacy A student-centered approach to teaching and learning
What is Workshop? “The workshop model is simple and powerful. It derives from the insight that children learn by doing. . . ” -Harvey Daniels and Marilyn Bizar “Workshop is based on CHOICE, VOLUME, and DIFFERENTIATION. ” -Nancie Atwell
What is a Workshop model? “Workshop” is both a structure for organizing classroom instruction and a vehicle to get students more engaged and invested in content. The structure provides more time during the school day for students to read, to write, to talk, to use effective learning strategies and to explore and respond to the topics and ideas they are studying. It provides more time for teachers to work with individual students and for students to work with one another.
TIME Workshop starts with TIME — time for students to read, write, talk, and think in class. These opportunities will take place in whole-class settings, small-group sessions and independent practice. The structure also offers teachers time to observe, take notes, confer with students and naturally DIFFERENTIATE INSTRUCTION. Reading – 90 minutes daily (45 -60 minutes devoted to Reading Workshop) Writing – 45 -60 minutes (3 -5 times a week)
VOLUME The amount of reading and writing that students do is positively related to achievement. -Report Card for the Nation, 1998
6 th. Gradereading #greatstuff Tweeted 10/10/14 Sixth Grade
CHOICE and OWNERSHIP Because students often have a CHOICE in what they read and write, they develop OWNERSHIP of their learning. As they begin to use newly taught strategies that make them more skilled readers, writers, and learners, they are able to access more and a greater variety of materials, increasing their confidence and independence.
Workshop teaching is based on a reapportioning of time spent - MINI-LESSONS Short, teacher-directed lesson introducing one skill/idea/strategy Teacher connects new learning to previous learning Teacher models or demonstrates new skill or strategy Students practice skill or strategy with support from peers and the teacher Students practice skill or strategy with coaching, as needed
“Introducing think marks in readers workshop!” Tweeted 10/9/14 Second Grade
COMPREHENSION THROUGH CONVERSATION RESPONSE is built into workshop instruction. During the mini-lesson, students have the opportunity to question and clarify strategies before they adapt them to their own learning. The teacher-student conferences, small-group work, notebooks, and sharing sessions all offer opportunities for students to explore and respond to content with their teachers and their peers.
“Making connections during Reader's Workshop! readingisthinking” Tweeted 10/10/14 Fourth Grade
A COMMUNITY of LEARNERS By experiencing genuine discourse, considering and building on the ideas of others, finding evidence in what they read, and sharing their work, students develop as a COMMUNITY of learners.
Gradual Release of Responsibility
Gradual Release Model The teacher names and describes the strategy, then models the strategy through demonstration and think-alouds (teacher is most active) The teacher provides many opportunities for students to practice the strategy with his/her support and guidance (teacher and students work together) The teacher provides opportunities for students to try out the strategy independently and reflect on their application (students are most active, receiving monitoring support from the teacher) Students are expected to apply the strategy across all literacy encounters (students have become independent)
“Building our reading stamina in Reader's Workshop!” Tweeted 9/10/14 First Grade
Student Engagement Students have time everyday to read and write independently, practicing their newly acquired skills and strategies Teacher works with small groups Teacher confers 1 -1 Students share with one another about their learning
Professional Learning Sessions Demonstration Debriefing Lessons and Planning
@07003 Staff. Watching reader & writer workshop demo lesson Tweeted 9/16/14
“Reader's & Writer's Workshop PD with Learning. Never. Stops” Tweeted 9/30/14
Lab teachers came prepared to share something exciting that’s been going on, as a result of embracing a Workshop approach. Individual responses included: * Students are referring back *Students are loving all the to the anchor charts and new books and teachers using amazing are happy applying them terminology to lessons *Some non-lab teachers on *Student partnerships are the team have been trying working well and kids are Workshop elements too staying focused and collaborating has *Reading spots and book been great baskets are great and *Turn and Talk gets building independence everyone involved
Lab teachers came prepared to share something exciting that’s been going on, as a result of embracing a Workshop approach. Individual responses included: *Good conversations are Post-its and tracking their popping up everyday thinking *Guided Reading and *Loving the Reading conferring are going really Workshop/Writing well and stamina is Workshop following one building as students are another independently reading *Students can use strategies *Workshop is rolling faster, and describe what they’re routines are working doing *The students love using
Lab teachers came prepared to share something exciting that’s been going on, as a result of embracing a Workshop approach. Individual responses included: *We’re seeing more excitement *Thinking stems (I’m thinking, I’m about reading wondering, I’m guessing) are helping kids have great * Even my lowest readers are conversations and do great developing a love for reading thinking because they can really read the books they have *There were lots of inclusion modifications for Treasures and *Partnerships are talking about now kids feel like they’re doing what they should, staying on what everyone else is task and taking turns *Even my most struggling readers *So nice to have kids reading on are so excited because they’re their levels choosing their own books and *Success came faster than I confidence is building because thought it would they can read them
The message from researchers and educators is that teachers must put real reading (& writing) behaviors at the heart of teaching practices. A Workshop Model sets up a framework in which to accomplish this, while meeting the needs of diverse learners.
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