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Exploring the Workshop Model
Transcript of Exploring the Workshop Model
Engagement Link Your connection connects this lesson to past learning and prior
knowledge or experiences. It is brief, straightforward, and
does not involve questioning (such as "What did we learn about yesterday?"). This part motivates students because it connects learning to their lives and their work in the classroom. Your teaching point states the specific skill or strategies you will be teaching in the mini-lesson. It is worded in a way that students can understand and is stated clearly and succintly. Teaching points are enlarged on charts in the sequence they are taught so that students can refer back to what they have learned. The model is where we demonstrate what we are
teaching. We model skills through thinking aloud, acting out
our own processes as readers (or writers, mathematicians, musicians, etc.) and by using materials. In a strong model, teachers
-set up the demonstration so that students know what to look for
-bring closure to the teaching by naming what students should have noticed The active engagement gives students a chance to practice the skill with support from peers and adults. Children can actively engage with the new skill by talking with their partners, writing in notebooks or on post-its, or using slates. Teachers circulate to listen in on students' work together. The link brings closure to the mini-lesson by linking this learning to
what the students have been working on ("You've already learned...now you have one
more strategy to add...". The link also connects the mini-lesson to what students
will work on during the Independent Practice. 7-10 minutes 15-35 minutes 1-2 minutes 5 minutes Here's what planning looks like: S: Standards
TP: Teaching Point
AE: Active Engagement
IP: Independent Practice
D: Differentiation New and/or New to VOICE: Returning VOICE Teachers
and Assistant Teachers: Create a lesson with a partner,
using the VOICE lesson planning
Teaching Point: Good readers get to know their characters better by matching their voice to sound like their character. (Re)Consider these two aspects of the workshop model and mini-lesson with a partner:
How can we lift the level of our Active Engagements to make them more engaging and effective for...
- different types of learners?
- subjects outside of literacy?
How can we use the Mid-workshop Interruption and Closing/Share as opportunities for new teaching of sub-skills or spiraled skills? VOICE Weekly Lesson Planning Template Closing/Share What teachers do during IP What children do during IP: Children are independently reading,
writing, or practicing math skills. Their independent work usually directly reflects the teaching of the mini-lesson, but students could also be using previous strategies and concepts learned to progress within their practice. Independent work is differentiated by the materials each child uses (leveled books,
different paper, levels and types of math problems, etc.) -informal observation and assessment
-conduct strategy groups
-conduct one-on-one or table/group
conferences Once children have "gotten their feet wet",
the teacher stops the class for a quick burst of direct instruction to redirect, reinforce, or expand children's work. At least one (but possibly more) Mid-Workshop Interruptions occur during a workshop. Scope and Sequence Monthly Curriculum Maps Bends Daily Teaching Points A Scope and Sequence maps your curriculum across the entire school year through
monthly units Monthly Curriculum Maps help us
plan a unit of curriculum by day
across one month Monthly Unit The Workshop Model “Readers, the other day I was telling the story of how I tried to swim
across the lake to a tiny island in the middle. Remember that my father
was concerned there would be hard parts and that I might need some
support. I want to tell you the next part of the story now because what
I did that day as a swimmer is exactly what we all need to do as readers..."
“...So I thought, ‘Okay, I can maybe try swimming underwater.’ I took
a big breath and went under water—but that didn’t work because
there were even more reeds there. So I thought, ‘Ok. Let me try something
else.’ I thought, ‘Maybe I could swim on my back for a bit.’ I tried that,
flipping onto my back and sure enough, I was able to catch my breath
and to stay afloat.”
“Readers, just like I tried a few different things to get through those reeds,
you can try a couple of different strategies to get through the hard parts in
your books. And remember, I was still staying close to that lifeboat. Readers
need to try this or that strategy while still holding onto our sense of what the
story is about.” “Today I want to teach you that when readers come to tricky parts of reading, we try one strategy, and if
that doesn’t work, we flip to another. We do this while holding onto the life boat of meaning, of thinking
about what would make sense in the whole text.” “I’m going to pretend to be one of you, reading If You Give a Mouse a Cookie. And when I reach a hard
part, watch how I hold onto the lifeboat of meaning and try on strategy, then another, to get past the tricky
part. Will you spy on me and use gestures and hand signals to silently convey to your partner when you see me doing something that good readers do?
I read (any book will do)...
“Wait a minute! Huh? This is making no sense. I better go back and reread… (Are you guys noticing if I did something readers do, ‘cause you should be signaling to each other if you see that. Make up a signal for what I did that is good.) Let me see if it helps to reread and guess. (I did that, unsuccessfully.) Let me try something different. How about if I chunk the word? (This produced some approximation such as nape-kan.) Hmmm. What if I try rereading and chunking and guessing all together…?”
“So, readers I saw you signaling to your partners when I was trying strategy after strategy to get me through the hard parts. First I had to notice that it didn’t make sense and I had to hang onto the lifeboat of meaning to do that. Then I tried one strategy and another and then another.” “Readers, I would like you to read this paragraph with your partner. When you get to a tricky word, try all the strategies we have learned.
“Readers, I am so impressed by all of you! Just now the room was buzzing with all your great ideas! Smart readers know we have resources for tackling tough parts of texts and we use those resources. Great teamwork, guys! Look at all those resources you’ve learned for solving tricky words!” Readers, as you go off to read, remember that reading can have
hard parts and that you need to try lots of different things to get through those hard parts. The Share is an opportunity to highlight a student's work,
in order to "create a trail that others could follow" (Calkins, 2006).
During the Closing/Share, teachers also have the opportunity to sneak
in a teaching point for review or extension. The workshop model is a model of instruction used in our literacy curriculum (Teachers College Reading and Writing Project) and other subjects as well. Components of the Workshop Mini-Lesson
How might this model look
when planning a lesson in another subject,
such as social studies? Share and Discuss