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Bridging Reading and Writing using the Workshop Format Michigan Reading Association Annual Conference March 14, 2009

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Bridging Reading and Writing using the Workshop Format Michigan Reading Association Annual Conference March 14, 2009

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    1. Bridging Reading and Writing using the Workshop Format Michigan Reading Association Annual Conference March 14, 2009 Grand Rapids, MI Erin Brown ebrown@oakridgeschools.org Nancy Hamlin nhamlin@oakridgeschools.org Tammy Peterson tpeters1@oakridgeschools.org

    2. Writing and reading have reciprocal positive effects. (Allington, R.L. 2004) Evidence: Research Our schools Our classrooms Our students lives

    3. Who are you? Implementing Reading AND Writing Workshop? Implementing Reading OR Writing Workshop? Dabbling in the workshop format? Hoping to learn about the workshop format?

    4. What is (reading or writing) workshop? Mini-Lesson Independent Work Time (Including Conferring and small group work) Sharing

    5. A Balanced Literacy Schedule also includes: Word work Interactive Read Aloud Shared Reading Book Clubs

    6. Expanding the Workshop from writing to reading and beyond Research Support Planning Lessons Learned

    7. Expanding the Workshop Research The Art of Teaching Reading Lucy Calkins Growing Readers Kathy Collins Conferring with Readers Jen Serravallo and Gravity Goldberg Writing Units of Study Calkins and TC colleagues Some attended the Reading Institute at Teachers College

    8. Expanding the Workshop Planning Pre-Organization Leveled books Subject/Genre/Author baskets as well as levels Room set-up Prepare Interactive Read Alouds Assessment Materials Schedule & Units

    9. Expanding the Workshop Support Met Regularly Monthly and quarterly Sounding board to share successes Brainstorm regarding difficulties Ongoing book studies Topics that arose Scheduling Conferring guides Types of read alouds Mini-Lesson vs. Maxi-Lesson Listening comprehension Sharing sessions

    10. Expanding the Workshop Lessons Learned Consistency of schedule Across subjects and years Workshop vs. other Release responsibility The goal is life long learning Students blur the lines, creating learning greater than the sum of the parts It is hard work but worth it

    11. Workshop Resources Sample schedules Conferring guides 3rd grade Pacing guide Mini-lesson template & sample Essential Best Practices rubric

    12. Questions to ask yourself Am I meeting the needs of all my readers/writers? Is independent reading with high accuracy at the heart of my reading instruction? Is independent, deep thinking at the heart of my writing instruction? Do I believe in Calkins non-negotiables? Then find a group or at least a partner and dive in. MEAP data - 4 years longitudinal data

    13. Out of the mouths of babes September of 1st grade - ellipses Inferring as a reader/writer Visualizing as a reader/writer Hyphens learned as a reader/used as a writer 5th grade reader/writer Small words, small voice 1st grader Kindergarten reading growth quote

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