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Reading and Writing Workshop for Parents

Aspen Academy
by

Scott McFarland

on 16 October 2014

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Transcript of Reading and Writing Workshop for Parents

The Reading and Writing Workshop

A Crash Course

Add this strategy to
your toolkit and try
to use it as often as
possible.
Class - Class / Yes - Yes
Turn and Talk Partner
Piece of Paper and Pencil
Workshop Review
Mini Lesson (10 minutes)
Connection
Time to Turn and Talk
Time To Practice
Reading Workshop Main Skills
Fluency
Reading Habits
Thinking (comprehension - literal and deep)
Talk and Writing about a Text
What was school like for
you?

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
Thinking?
Choice
Reading Workshop
Writing Workshop
Why do we read?
Book Shopping
Choice of Books (Just Right)
Book Clubs - Like Adults
Time to read / Read at Home
Reading is Thinking - Rigor
Journals
The Revolution


The Reading and Writing Workshop

Developed by Teacher's College of Columbia University - New York City
Reading
Writing
Final Product
Perfect Spelling
Handwriting
Writing prompts
Not Personal
Grammar / Paragraphs
Writing techniques?
Students pick the topic
It's All About the Process
Students are Writers
Writing Journals
Time to Write
Explicit Writing Strategies
Writing Partners
Celebrations
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.
So...



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.
So...
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!
So...
Lets Share
Time to "turn and talk" about your learning and thinking throughout the mini-lesson and practice time.
Partnerships and specific feedback
Levels of Listening - building on ideas
And the Research Shows...
The most effective teaching happens in small groups or in 1:1 situations.
So...
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

Telling:
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
Showing:
The boy stomped his feet as he narrowed his eyes. His face began to turn red.
Eleven
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.
Remember:
says, thinks, does
How is this type of learning different than your experiences as a learner?

What is your one "take-away"? please write it on a post it and place it on the board.
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.
So...
Each mini lesson begins with a

"Connection"

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
(Connection)
Turn and Talk
What are you thinking?
What have your learned?
Anything to take away so far?
To have
fun!
After
Before
You have
a choice.
Oh!
Plan
Drafting & Revising
Published Piece
Editing
The Process
Share
Since that is when students willingly work the hardest... (don't tell them its a secret)
Reading workshop transforms normal readers into critical thinkers.
Writing Workshop Main Skills
Organization
Drafting and Revising
Writing Modes (genre understanding)
Audience and Purpose
Grammar and Mechanics
Full transcript