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Reading/Writing Workshop for High School
Transcript of Reading/Writing Workshop for High School
High School One Passion... One Purpose Tammy Johnson,Language Arts Coordinator
Na Tasha Crain, Language Arts Facilitator What is the Workshop Model of Instruction? What is the Importance of Using the Workshop Model in the English/Language Arts Classroom? Traditional vs Workshop Framework Benefits to the Student Reading Workshop Writing Workshop Classroom Environment Interactive Reader/Writer
Notebook How Does Assessment Fit into the Reading/Writing Workshop Framework? Routines Please position all electronic devices on vibrate. Please be courteous of other participants in their need to hear and participate. Please feel free to leave the room as necessary to handle personal needs. Questions Opening Meeting/Mini Lesson Working Period Closing Meeting Anchor Charts Student Work Displayed Word Walls Interactive Classroom Library Components:
Explicit teaching of skill/concept
(define, explain, examples, model)
Use of Reading Strategies
Read aloud/Shared reading
Book Talks Components:
Teacher/Student or Student/Student Conferencing
Small groups , Partners, or Individual
Independent Reading with PURPOSE Components:
Links to TEKS/Skill taught
Link to lesson/Concept taught Workshop:
a seminar, discussion group, or the like, that emphasizes exchange of ideas and the demonstration and application of techniques, skills, etc. The workshop approach to the teaching of reading and writing is a student centered approach, one where the students are active participants in their learning.
Educators implementing the workshop approach hold the belief that students learn to read and write by actively and purposefully engaging in those behaviors.
(Atwell, 1998; Rief 1992) Scheduling Options Challenges Rituals, Routines, and Artifacts Rituals Prescribed ways of conducting activities to ensure consistency, productivity, and reliability for students and for the teacher
Must be introduced, taught, modeled, and reinforced by the teacher
Practiced continually by students until the process becomes automatic
Must be continually maintained or students AND teachers will cease to respect the rituals Routines Describe the overall structure of the class period
Must be taught, modeled, and practiced during the first weeks of school and maintained throughout the year Artifacts Objects, documents, and materials that are crucial to learning
Must be demonstrated during the first weeks of school and maintained throughout the year
Should be prominently displayed, referred to, and used often Opening Meeting/Mini Lesson Working Period Closing Meeting Literacy Rich Environment Let's See it in Action!!! Conferencing Listen In... http://www.choiceliteracy.com/public/1486.cfm http://video.about.com/familycrafts/Origami-Box.htm http://www.origami-instructions.com/origami-box.html Example with Video Definition
Step by Step Define Your Teaching Style Lesson: Handout http://www.learner.org/workshops/hswriting/workshops/workshop6/?pop=yes&pid=2085 Components:
Link to TEKS
Link to Genres Components:
Student/Student or Teacher/ Student Conferencing with Indiviual and/or Small Group
Independent and/or Shared Writing
Response Groups/Peer Editing & Revision
Genre Studies Components:
Links to TEKS/Skill taught
Link to lesson/Concept taught Let's Take a Break!!! Ticket Out Share-Out Turn and Talk How is this different from the way you currently teach?
What will you add to your classroom environment for next year? Per Grade Level Activity Graffiti Wall Whole Group Instruction Explicit Instruction Teacher-Centered Student Centered Independent Practice Evaluate Demonstrate Mastery Ritual/Routine Share-Out Publish Work Share-Out Ritual/Routine Demonstrate Mastery Student-Centered Independent Practice Whole Group Instruction Teacher- Centered Explicit Instruction Students write frequently for a variety of purposes and publish original pieces of writing using authentic models from published authors. Students are actively engaged in reading a variety of texts for multiple purposes. http://www.learner.org/workshops/middlewriting/prog6.html