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reading and writing workshop

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Brian Golden

on 28 January 2014

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Transcript of reading and writing workshop

The Reading and Writing Workshop

A Crash Course

Add this strategy to
your toolkit and try
to use it as often as
Class - Class / Yes - Yes
Turn and Talk Partner
Piece of Paper and Pencil
Workshop Review
Mini Lesson (10 minutes)
Time to Turn and Talk
Time To Practice
What was school like for

What do you think?
Mini - Lesson
Your Turn
How were you taught reading
and writing in school?
Read THIS book!
Read Aloud in a Group
Multiple Choice
Not Much Fun
Reading was just reading
Readers Workshop
Writers Workshop
Why do we read?
Starts with a Choice - (Just Right)
Comprehension Strategies Taught
Reading is not JUST reading
Reading is Thinking and Talking
Book Clubs/Partners - Like Adults
Time to read / Read at Home
The Revolution

The Reading and Writing Workshop

Developed by Teacher's College of Columbia University - New York City
Final Product
Perfect Spelling
Writing prompts
Not Personal
Grammar / Paragraphs
Writing techniques?
Teaching in the Workshop
The Research Shows...
- that in a 50 minute chunk of time we tend to remember that which comes first the best, and remember second best, that which comes last.

First part of workshop
Quick 10 minutes
1 Teaching Point
Example: Connections
Mini Lessons
Teacher Share
End of the workshop (1 minute)
Repeat earlier teaching point
Or share something that a student has done well
Example: "Class, today I noticed that Sally was really working hard to make connections in her reading." (Shows Journal)
And the Research Shows...
Getting immediately involved in new learning, or practicing it, enhances the memory of that learning.
Practice does not make Perfect, it makes Permanent
after the mini-lesson, students go off to read or write on their own.
Practice new strategies
Practice previously taught strategies
Work on individual goals
Student toolbox
Go Practice
And the Research Shows...
Whoever verbalizes or explains learns!
Lets Talk
Time to "turn and talk" about your learning and thinking throughout the mini-lesson and practice time.
And the Research Shows...
The most effective teaching happens in small groups or in 1:1 situations.
During the practice time...
Teachers teach small groups - specific strategies

or confer 1:1 with students -specific strategies / goals
So really, Lets Talk
Show Vs. Tell

The boy was angry.
That's when everything I've been holding in since this morning, since when Mrs. Price put the sweater on my desk, finally lets go, and all of a sudden I'm crying in front of everybody. I wish I was invisible but I'm not. I’m eleven and it's my birthday today and I'm crying like I'm three in front of everybody. I put my head down on the desk and bury my face in my stupid clown-sweater arms. My face all hot and spit coming out of my mouth because I can't stop the little animal noises from coming out of me, until there aren't any more tears left in my eyes, and it's just my body shaking like when you have the hiccups, and my whole head hurts like when you drink milk too fast.
Writers think about:
What the character says, thinks, and does
to SHOW a character's mood.
I Love Going To the Movies
Today, I am going to teach you how to Show a character's feelings instead of telling them.

Show NOT Tell
The boy stomped his feet as he narrowed his eyes. His face began to turn red.
by Sandra Cisneros
The boy was happy.
The boy jumped up and down. He shouted, "Hooray, hooray!" His heart was pounding like a drum.
Show these tell sentences.
1. The dog was excited.
2. The boy was sad.
3. The girl was nervous.
4. The parent was frightened.
says, thinks, does
How is this type of learning different than your experiences as a learner?

What is your one "take-away"?
And the research shows...
We are more likely to remember something when we can personally connect to the learning or access our previous knowledge before the learning begins.
Each mini lesson begins with a


a personal anecdote or teaching move that helps students access their previous knowledge or connect their learning to the real world.
Workshop / Practice Time (40 Minutes)
Time to Practice
Small Group Instruction
1:1 Conferences
Mid - Workshop Interruption/Teacher Share
Turn and Talk
What are you thinking?
What have your learned?
Anything to take away so far?
To have
fun or get smart!
You have
a choice.
Drafting & Revising
Published Piece
The Process
Why do writers write?
Starts with Choice
Students are Writers
Taught Explicit Writing Strategies
Not about perfection
It's All About the Process
Writing Journals
Time to Write
Writing Partners
How You Can Help Your Child Reading at Home
Book Shopping
Fiction & Nonfiction
We Teach with this in mind!
To have fun, to inform,
to story tell, to entertain.
We teach with this in mind!
Fiction and nonfiction writing
Notice: The teacher does not make corrections on the student's writing.
Full transcript