READING & WRITING
WORKSHOP COMPONENTS
Read Aloud - When read aloud occurs daily it has been proven to be the most important factor in children’s literacy development. Reading aloud enables children to hear the rich language of stories and text that they may not yet read on their own or might never have chosen to read. (Routman, 2003) Children learn about vocabulary, grammar, punctuation, rhyming/spelling patterns, new information and how stories and written language work during read aloud. Fluency is used to make the story come alive and serves as a model to the students for their own reading fluency. Students learn to listen carefully and how to think about literature when teachers ask carefully crafted questions and engage in conversation about the text. It fosters knowledge and love of story, contributes to literature appreciation, and builds classroom community.
1. Focus Lessons -
Focus lessons are short lessons that are purposeful and direct. They concentrate on a particular strategy or goal that the teacher determines needs to be addressed for the students. Many of these lessons connect to a focus unit of study and involve all aspects of reading/writing and workshop routines. This is the time for the teacher to introduce or revisit an important skill that seems relevant and timely.
Modeling strategies is a deliberate conversation and explicit demonstration by the teacher of how a strategy is applied within the reading/writing process. The goal for readers/writers is to see these strategies in action and to eventually use them independently within his/her independent reading/writing.
2. Independent Practice -
Reading - Students now take charge of their own reading. They select their own text and implement reading strategies previously learned throughout the school year. Individual readers are supported through conferences, peer discussion, and sharing opportunities. Guided Reading Groups occur during this stage of the workshop model. Guided Reading is focused reading instruction with a whole book organized by the teacher in response to the assessment and the needs of particular learners at particular times. Guided reading is done in a small group. Students are grouped for the purpose of understanding or reaching some insight regarding a similar goal.
Writing - Students are independently writing through the writing process. Students are planning their narrative then revising and editing their work. Writing conferences are held to allow students to work one on one with a teacher or peer to work through the writing process.
3. Share & Reflect -
This share time gives students an audience for their work and an opportunity to refine and practice their oral communication skills. During this time a student shares their work or thinking while others respond. During the reading workshop, readers might share their current thinking about how a strategy is helpful for them in making sense of text. The sharing of drafts (pieces in progress) and completed pieces (or at least parts of the whole, if piece is too long) with the class is also vital to the writing workshop. Thoughtful comments, questions, or suggestions can be addressed from the audience with the purpose of being helpful to the reader or writer.
WORKSHOP COMPONENTS
Read Aloud - When read aloud occurs daily it has been proven to be the most important factor in children’s literacy development. Reading aloud enables children to hear the rich language of stories and text that they may not yet read on their own or might never have chosen to read. (Routman, 2003) Children learn about vocabulary, grammar, punctuation, rhyming/spelling patterns, new information and how stories and written language work during read aloud. Fluency is used to make the story come alive and serves as a model to the students for their own reading fluency. Students learn to listen carefully and how to think about literature when teachers ask carefully crafted questions and engage in conversation about the text. It fosters knowledge and love of story, contributes to literature appreciation, and builds classroom community.
1. Focus Lessons -
Focus lessons are short lessons that are purposeful and direct. They concentrate on a particular strategy or goal that the teacher determines needs to be addressed for the students. Many of these lessons connect to a focus unit of study and involve all aspects of reading/writing and workshop routines. This is the time for the teacher to introduce or revisit an important skill that seems relevant and timely.
Modeling strategies is a deliberate conversation and explicit demonstration by the teacher of how a strategy is applied within the reading/writing process. The goal for readers/writers is to see these strategies in action and to eventually use them independently within his/her independent reading/writing.
2. Independent Practice -
Reading - Students now take charge of their own reading. They select their own text and implement reading strategies previously learned throughout the school year. Individual readers are supported through conferences, peer discussion, and sharing opportunities. Guided Reading Groups occur during this stage of the workshop model. Guided Reading is focused reading instruction with a whole book organized by the teacher in response to the assessment and the needs of particular learners at particular times. Guided reading is done in a small group. Students are grouped for the purpose of understanding or reaching some insight regarding a similar goal.
Writing - Students are independently writing through the writing process. Students are planning their narrative then revising and editing their work. Writing conferences are held to allow students to work one on one with a teacher or peer to work through the writing process.
3. Share & Reflect -
This share time gives students an audience for their work and an opportunity to refine and practice their oral communication skills. During this time a student shares their work or thinking while others respond. During the reading workshop, readers might share their current thinking about how a strategy is helpful for them in making sense of text. The sharing of drafts (pieces in progress) and completed pieces (or at least parts of the whole, if piece is too long) with the class is also vital to the writing workshop. Thoughtful comments, questions, or suggestions can be addressed from the audience with the purpose of being helpful to the reader or writer.
READING "I CAN" STATEMENTS | |
File Size: | 95 kb |
File Type: | docx |
WRITING & SPEAKING AND LISTENING "I CAN" STATEMENTS | |
File Size: | 99 kb |
File Type: | docx |
FAMILY LITERACY HELPFUL HINTS | |
File Size: | 51 kb |
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