Reading Workshop Expectations

What can you do to ensure success in your reading workshop?

EVERY DAY, NO MATTER WHAT...

• Teacher reads aloud to the class
• Teacher observes and notes student achievement
• Children read books of their choice independently
• Children respond to books orally
• Children write for authentic purposes
• Children practice problem solving & comprehension strategies

Nixa's Units of Study

We are so excited to be out in buildings and working on Units of Study with 2nd-6th grade LNW groups!

We realize that there is limited collaboration time between now and the date that drafts are due (March 21st) and we appreciate all of the hard work that you are doing!  Please read over the following information about the expectations for the Units of Study.

The Unit of Study that you turn in to Debby or Angie by March 21st will be in DRAFT form.  

Drafts should include:  

• Completed Nixa Unit of Study Template
• Assessments with scoring guides to be used in the unit
• Power points, activities, links, Smart Notebook files, documents and/or any resources that would be helpful to someone completing the unit
• Project descriptions with scoring guides  

The Unit of Study drafts should be written so that a first year teacher could read through and understand exactly what to teach for each mini-lesson. DESE has posted several model curriculum units that can be reviewed HERE.  

Under the "Instruction" section of your Nixa Unit of Study Template, you might write something similar to this:

1.   What is a poem?

Before immersing students to poetry.  Have students brainstorm what they think makes a poem.  List these ideas on an anchor chart in the room.  At the end of the unit, have students brainstorm this again and compare how their answers have changed. 

“A poem is a compact piece of writing that contains one or more poetic elements.”  Shelley Tucker author of Writing Poetry

Introduce the unit by reading one of your favorite poems to the class.  Let students know that they will be reading and writing poems.  Share Instructional Strategy 1 Suggestions for Writing Poetry with students.  Have them list favorite poets or poems in their Writing Notebooks.

During our final LNW session, we will share all of the grade level Unit of Study drafts and record additional resources that may be useful before returning it to the Unit of Study authors.  Each group will have the opportunity to tweak and refine the Unit of Study and turn in a final draft by APRIL 11th.  Once all of the drafts have been collected, they will be reviewed and added to the online curriculum page.

Don't forget to include your librarian in the mentor text quest!  Please share mentor text lists with your school librarian so she can share with other buildings.    

From an ASCD SmartBrief.............Why Teachers Should Make Time for Spelling and Handwriting

By J. Richard Gentry on February 3rd, 2014

5 Reasons to Teach Spelling, Handwriting

Spelling and handwriting are the foundational building blocks of literacy success, educator and author J. Richard Gentry writes in this blog post. Even if teachers can spend only about 15 minutes on such lessons, Gentry predicts students' English-language skills, reading and writing proficiency and other skills will benefit...

Keep spelling and handwriting in the curriculum and use research-based tools to teach these skills explicitly and efficiently without wasting valuable instructional time.

Students will be better students if they are equipped with spelling and handwriting skills, which are critical for reading and writing success and act as stepping stones to higher test scores. While the Missouri Learning Standards focus on higher-level learning, they do not make the case for every foundational skill, leaving schools with the option of choosing whether to teach essential skills, such as handwriting and spelling.

Here are five evidence-based reasons for teaching spelling and handwriting explicitly and for carving out about 15 minutes a day during the reading and language arts block for each of these foundational skills:

1. Neuroscience and brain scanning reveal that retrieving spelling patterns in a special word-form area of the left hemisphere activates reading and writing circuitry. That is to say, associating sounds with spelling patterns that access meaningful language activates reading systems. Spelling knowledge is essential for flawless operation of both reading and writing brain-processing systems.
2. Spelling instruction helps beginners break the complex code of English. When conventional spelling is taught in balance with developmental spelling and writing for meaning, students are on track for proficient reading and writing by the end of first grade. In the beginning phases, the processing of spelling, reading and writing are nearly one and the same in terms of activating reading circuitry in the brain.
3. Handwriting instruction has been found to contribute to success with beginning readers. Brain scan studies show that early manuscript lessons help activate and coordinate reading circuitry.
4. Spelling expertise and handwriting ability lead to automaticity and fluency in both writing and reading. Expertise in both of these areas gives students confidence, helps them respond more quickly, and makes it easier to perform well on high-stakes tests.
5. Spelling and handwriting comingle splendidly with technology for literacy. Digital resources, such as online games and apps, enhance opportunities for literacy development in the 21^st century, but steer clear of the notion that technology replaces the need for these literacy-boosting skills, which work deep in the brain.

If you overlooked them in the past, consider bringing spelling and handwriting back into every classroom for a rebirth of literacy success.

J. Richard Gentry began his career in the classroom. He is the author of Zaner-Bloser’s Spelling Connections for Grades K–8 . Listen to his podcast series on best practices in spelling instruction. He also is a nationally-recognized author of numerous articles and books for teachers and parents including Raising Confident Readers: How to Teach Your Child to Read and Write — From Baby to Age 7. His latest book, Fostering Writing in the K through Grade 8 Classroom, will be released by Shell Education early in 2014. He also blogs for Psychology Today.

For the rest of this blog, click here: http://smartblogs.com/education/2014/02/03/5-reasons-to-teach-spelling-handwriting-in-the-new-year/?utm_source=brief

Sign Up for Summer 2014 Book Study!

This summer, we will be offering 3 books studies which will take place May-June 2014.  Registration will be open until Friday, March 7th or until all slots are filled.

CLICK HERE TO SIGN UP!

Guided Math in Action:  Building Each Student's Mathematical Proficiency with Small-Group Instruction by Dr. Nicki Newton

Dr. Nicki Newton has worked on developing Math Workshop and Guided Math Institutes around the country.  Most recently, she has been helping districts and schools nationwide to integrate the Common Core State Standards for Mathematics and think deeply about how to teach these within a Math Workshop Model.

If you would like to see how the benefits you're experiencing in reading and writing workshop can be applied to math, this is the book study for you!  Dr. Nicki explains how to use standards-based, differentiated instruction to build students' mathematical proficiency and help them develop the skills they need to meet CCSS.  She offers detailed examples of mini-lessons, center time, and small-group instruction.  You will discover all of the tools you will need to start guided math in your classroom:  sample lesson plans, reflection questions, reproducible templates, and more.

This book is recommended for K-6 teachers.

Projecting Possibilities for Writers:  The How, What & Why of Designing Units of Study by Matt Glover & Mary Alice Berry

Matt Glover is a former teacher and principal who is now a literacy consultant and author.  Mary Alice Berry is a former literacy specialist and instructional leader who is now a first grade teacher and literacy consultant.  Together, they created this text as practical support for teachers to create a unit of study in writing workshop.

In this text, the authors share how to teach with a road map rather than a rigid set of directions as you create learning experiences that meet students' individual needs.

This book is recommended for K-6 teachers.

 

 

When Kids Can't Read:  What Teachers Can Do by Kylene Beers

Kylene Beers is a former middle school teacher who now divides her time between consulting in area schools around Houston, and Yale University, where she is a Senior Reading Researcher in the School Development Program of the Child Study Center.  

This comprehensive handbook offers teachers what they need to help readers improve their skills, their attitudes, and their confidence.  It is filled with student transcripts, detailed strategies, reproducible material, and extensive book lists to help teachers teach reading that both instructs and inspires.

This book is recommended for 4th-6th grade teachers, but all teachers are welcome to join us.  

 

Writer's Workshop

The philosophy behind reading and writing workshop requires teachers to be responsive and teach according to the needs of their students.  Workshop follows a very predictable structure in both reading and writing.  Knowing what to expect helps students be prepared, act responsibly, and stay focused.  The basic elements of the workshop foundation are:

• Mini-lesson
• Independent writing/Conferring
• Reflection/Sharing

Before you begin with writing workshop, you must first decide how you will structure your workshop. Depending on your schedule, you may spend 45-60+ minutes in writing workshop.  Just like reading workshop, the first few weeks are the most important of the year because you establish the rules, routines, and set your expectations.  Once those things have been established, your teaching will be shaped by whole-class and individual needs.  The entire workshop depends upon smooth transitions, quiet independent and conference times, and the ability of students to stay on task and have conversations with peers.

Reading and writing are so closely related that it's helpful to IMMERSE your students in the kind of writing you want them to write.  If you're planning to have students write biographies, they should be reading good biographies.  Want your students to write an informative piece?  Immerse them in examples of great informative writing!  Makes sense, doesn't it?

Take a look at this video about brainstorming from Teaching Channel.  Notice that the kids are having great conversations about what they have read before they are asked to do any writing--immersion! :)

Mini-Lesson

Each workshop begins with a mini-lesson.  The mini-lesson is a short, 10-20 minute lesson which might entail some sort of modeling of a particular skill or strategy.  The reason mini-lessons are kept short is because the bulk of student learning takes place when he or she is given time to practice on that particular skill or strategy.  You want your students to come away from the mini-lesson with one thing for them to try.  If you need to spend more (or less) time than you projected on any given mini-lesson, then do so...you can add another day if your students require more time with that skill.

Click on the icon to check out this mini-lesson focused on generating ideas for writing personal narratives.

Independent Work

After modeling the writing strategy, the teacher will need to explain how the students will practice it.  Students will begin to internalize your teaching by practicing it on their own!  They need ample time to  read and write...the only way to improve is to practice.  While students practice the lesson, it is our job to confer with them and talk about what it is that they are doing.

Conferring

One of the most important elements of the workshop is the conference, which occurs as students are working independently.  During the conference, the teacher and student(s) talk about their strengths and needs, skills and strategies.  If you're finding that you are having to reteach the mini-lesson from the day with many students, that lets you know that it may have been unclear and should be re-taught.  The conferring time should be used to support something that a student is already doing, guide them through a rough patch, or talk about what they're doing as a writer.  In order to support students in their writing, we must first learn about what they are doing! 

So, how do you manage the rest of the classroom while you're conferencing?  Make your expectations clear to the entire class--there's no way you can confer with a student if the rest of the class is loud.  Your initial conferences may be quick check-ins as you keep the rest of the class on task and they build writing stamina.  Teaching management mini-lessons about what independent time looks like and sounds like is helpful when you are establishing the routines and expectations of your workshop.

Conferences should be short--about 5 minutes--so that you can see as many students as possible.  You need to record what you've done to keep track of each child's learning and guide your instruction.

Reflection

After students have practiced independently and you have had time to confer with some students, it is important to allow students to share their thoughts as a class.  It is very important that they feel that their ideas are valued by you and their classmates.  Providing this time allows students to feel successful, teaches them to listen and value others as authors.  It also serves as a time for you to clear up any lingering misunderstandings and reinforce the lesson.

                      

Links and Resources from LNW Session 4 GLEs - MLS - Units of Study

Ways to Increase the Use of Informational Texts

Readworks.org is packed with complex, informational articles for all grade levels.  There are different level passages (K-6) about health, science, technology, engineering, geography, history, civics, and government. Many texts come with a research based set of questions (multiple choice, constructed response, and vocabulary) that could be used for formative assessments.  You will want to check out this website:

http://www.readworks.org/books/passages

Ways to Increase Informational Text in Classroom Libraries for Cheap

• Book Fair Wish List - Peruse the book fair carts full of books, and find informational texts your students will love
• Book Order Bonus Points
• Garage Sales
• Have students bring in old books that are  They Won't Read Any More and Donate Them to the Class Library
• Check Out the Bookshelves in the Springfield Library Gift Shops - Great Hardbacks in Great Condition for $1.00-$2.00.  One of our smart teachers said she bargained them and got the price down.
• Alison Vernon Shared This Website for Ordering Texts between $2.00 and $4.00.  For each book you purchase, a book will be donated. The website is http://www.betterworldbooks.com

Unit of Study - Civil Rights Movement - Mentor Texts

https://www.google.com/search?q=back+of+the+bus+by+aaron+reynolds&emsg=NCSR&noj=1&ei=nO3mUoXZGsmS2AW8s4G4DQ

https://www.google.com/search?noj=1&q=through+my+eyes+ruby+bridges&oq=through+my+eyes&gs_l=serp.1.1.0l10.336516.341907.0.344125.15.12.0.2.2.0.547.2657.0j1j2j0j2j2.7.0....0...1c.1.32.serp..6.9.2688.3feDxQxBWS8

https://www.google.com/search?noj=1&q=the+school+is+not+white&oq=The+school+is+no&gs_l=serp.1.0.0l2j0i22i30l3.69094.74000.0.76797.20.17.0.3.3.0.516.2296.1j11j1j5-1.14.0....0...1c.1.32.serp..3.17.2360.hwqS-3srrEw

How Do Children in Your State Test?

http://content.time.com/time/interactive/0,31813,1625123,00.html

Missouri Learning Standards Site - English Language Arts and Math Standards

http://www.missourilearningstandards.com/common-core-state-standards/english-language-artsmath/

Unpacking Standards - from North Carolina

http://www.ncpublicschools.org/acre/standards/common-core-tools/

Units of Study by Matt Glover and Mary Alice Berry (Summer Book Study Possibility)

https://www.google.com/#q=projecting+possibilities+for+writers

Missouri Department of Elementary and Secondary Education - Model Curriculum Units

https://k12apps.dese.mo.gov/webapps/ModelCurriculum/findunit.aspx

Select Grade Level in dropdown menu, and ELA, math, and social studies units of study will display on your screen.

ELA Units of Study You Can Check Out on This Site

Kindergarten:

Is That a Fact - Using Informational Text to Learn More About Butterflies

Leaves Are Falling

My Favorite Is... A Kindergartner's Opinion

Jack and Jill - Learning About Ourselves Through Nursery Rhymes

All About Me

Once Upon a Time

1st Grade:

Can a Watermelon Seed Grow in My Stomach?

Today the Weather Is - An Informational Study About Weather

What Makes Me Unique - An Informational Study of Animal Diversity through Biome Exploration

Leader, Villian, or Average Joe: The Study of Character Traits

That's Your Favorite, Not Mine

Where in the World Is That Author?

2nd Grade:

Narrative - Biography

Rock on!  Writing Informational Text

Comparing Literature and Informational Text

That's Not Fair - Friends Unit - Narratives

3rd Grade:

Mapping Our Way Around Missouri - Research, Opinion Writing, Biographies

How Do We Read Math - Exploring Math Books/Stories, Text Features

I Am an Author! - Using Mentor Texts to Write Personal Narratives

Stories Shared Around the World - Fairy Tales, Fables, and Myths

You've Got Mail - Friendly Letters, Weekly Journals Home with Family Responses

Whodunit?  Using Mysteries to Learn about Characters

4th Grade:

Now Featuring . . . A Study of Poetry, Drama, and Prose

The Hero’s Journey: Narrative Fiction in the Reading and Writing Workshops

Expository Text Structures: Charting a Path for Comprehension

Show-Me Your Opinion

As a Matter of Fact!

5th Grade:

Poetry: It Doesn’t Have to Rhyme

The History of History Makers

We Have More in Common than We Think

You Don’t Scare Me!

It’s a Matter of Opinion

The British Are Coming!

6th Grade:

Behind the Mountain

Friendship

Courage and Bravery

Immigrating to USA

The Holocaust Through Literature

My Portfolio, Anecdotal Record, and Goals

Tales for Learning

“Real change, lasting change, change that impacts the students who need it the most, happens in the classroom level.  The true power of making a difference for a student lies in the hands of the teacher. …It’s not the textbook, or the latest program on the market, or even a policy.”  It is how a responsive teacher makes decisions as he or she responds to students each day.                                  Dr. Barbara Blackburn