Reading Writing Workshop Gone Digital
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Reading Writing Workshop Gone Digital



Presentation from EduCon 2014.

Presentation from EduCon 2014.



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Reading Writing Workshop Gone Digital Reading Writing Workshop Gone Digital Presentation Transcript

  • ReadinG Writing Workshop GonE Digital GonE Digital
  • Hello! Please respond to the following two prompts, online or on paper: 1. What does “the workshop model” means to you? 2. What is your current classroom environment like? Include info like: class size, length of meeting time, curriculum mandates, etc.
  • HELLO! My name is Larissa Pahomov. Before I started this “grand experiment,” the idea of a workshop basically meant a lot of time to work, with guidance and support. I teach 2 sections each of 10th and 11th grade English, with 30-33 students in each class. We meet 4 times a week for 65 minutes. I align my curriculum to state standards / common core and prep them for the Keystone standardized exams.
  • “I didn’t learn in my classroom. I tended my creation.”
  • Welcome to G10 English G10 English Aka Reading Writing Workshop.
  • This year, you will read what Inspires you and write about what moves you. and write about what moves you.
  • We (MS. Pahomov, Mr. Kolouch, and your Sat) are here to Instruct and support...
  • ...But you are in charge of your own learning and improving as a writer and reader.
  • Constant Check-ins = more feedback and help when you are learning, instead of after the project’s done.
  • Expectations for Reading Reading Daily Reading, Journals, Book Sells, Stealing from Authors
  • Expectations for WRITING WRITING Pick your Genre, Quarterly Portfolios, Peer Editing
  • Day 1 2 A typical in-class routine Write in reading journals - 10 min Mini-lessons with note-taking Write in reading journals - 10 min Table activity building off of yesterday’s minilesson 3 Independent reading time - 15 min Commentary to class on writing progress - 10 min Writing Workshop independent work 4 Independent reading time - 15 min Book Sells (at tables or all class) - 10 min Writing Workshop independent work
  • Expectations for ROLES ROLES Who does what? When? How?
  • Day 1 Student Activity - Reading Journal - Mini-Lesson - Reading Journal 2 SAT - Group Activity - Teaches minilesson - Responds to reading journals for the week - Joins in activity - Independent Reading 3 - Checks in on student reading progress - Workshop time - conferences during workshop - Independent Reading 4 Teacher in class Teacher after class - Checks in on student reading progress - Workshop time - conferences - Set weekend during workshop goal - Reviews weekend writing goals, comments on drafts online - Responds to remainder of reading journals - Facilitates group for the week activity - Facilitates minilesson if necessary - conferences during workshop - Gives feedback, - Facilitates “book assigns grades for sells” weekly reading and - conferences writing progress during workshop
  • Going Digital pros and Cons pros and Cons
  • Practice Why Digital? Why Analog? Devil’s Advocate Independent Reading E-readers are increasingly popular and useful. Paper is still more universal, cheaper, and shareable Both used! Reading Journals Tech free time, helps students practice handwriting (exams) They could potentially write a lot more by typing. Note-Taking Keeps students focused on the lesson. Activities Drafting Peer Editing Portfolio Feedback Cool tools allow for exact Working offline helps instructions and students paying attention personalization. to each other. Composition and commenting goes much, much faster. Both used! Slowing down the composition process makes you think. Easier to catch “the little stuff” with paper and pencil. When work is posted Paper is more private, and online, students comment. can be easily compiled. The comment feature in google docs is awesome. Both used!
  • REFLECTION! Take a few minutes to write and reflect: How could I bring this into my own learning environment? If you’re typing, post your reflection on our conversation page: / @LPahomov