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SETTING UP, LAUNCHING, AND MAINTAINING A READERS/WRITERS WORKSHOP August 16, 2013 View all slides for this presentation at goo.gl/aNCkzq Dan Dawer, Pflugerville Middle School
Outcomes In this session, participants will: • Understand how the Reading/Writing Workshop structure can help students become better readers and writers. • Examine some of the materials, procedures, and strategies essential to the Workshop structure.
Agenda (session 1) Personal Reflection 8:30 – 8:45 Presentation 8:45 – 9:25 Discussion #1 9:25 – 9:40 Discussion #2 9:40 – 9:55 Creative Task 9:55 – 10:00
Agenda (session 2) Personal Reflection 10:15 – 10:30 Presentation 10:30 – 11:10 Discussion #1 11:10 – 11:25 Discussion #2 11:25 – 11:40 Creative Task 11:40 – 11:45
Personal Reflection Topic 1 What overarching goals do you have for student readers in your classes? What class structures, activities, or instructional strategies enable you and your students to achieve Topic 2 What overarching goals do you have for student writers in your classes? What class structures, activities, or instructional strategies enable you and your students to achieve those goals? Why?
Writing Workshop: Middle School Model What a 50 minute class looks like:  Mini-lesson  Whole class teaching  10 minutes  Independent work time  Students engaged in writing or reading  Individualized teaching/conferring  30 minutes  Share/self assessment/reflection  10 minutes Mini- lesson Independent work timeShare
Writing Workshop: Middle School Model Weekly schedule Mon Tue Wed Thur Fri Reading Writing Reading Writing Student Workshop Workshop Workshop Workshop Choice
Reading/Writing Workshop is…  Organized, rigorous, and purposeful  Generative  Differentiated Reading/Writing Workshop is not…  A free-for-all  Derivative  Uniform
Video http://www.youtube.com/watch?v=l0cejtxxoNo
Writers’ Notebooks Take a moment to look through the student notebooks at your tables.  What do you see students doing in their notebooks?  What topics are students writing about?  What types of writing do you notice?  What surprises, interests, or confuses you?
Writing Portfolios and Resource Folders
General classroom procedures
Mini-lessons 1. Connection: I’ve noticed in your writing that… 2. Teaching Point: Today I’m going to teach you about… 3. Demonstration: Watch me while I… 4. Active engagement: Right now, I’d like you to… 5. Link: So today and every time you write… 6. Follow up: In a conference? Share time? Next mini-lesson?
Conferences 1. How is it going? 2. What is the student working on? 3. What is the student doing well? 4. What is one teaching point I can share with this student? 1. What book are you reading? 2. What page are you on? 3. Tell me about your book. 4. What is one teaching point I can share with this student?
Share Time  Partner share  Small group  Whole class  Exit ticket  Google forms: goo.gl/dl7hI
Keeping Track
Keeping Track
Discussion #1 What overarching goals do you have for student readers in your classes? What class structures, activities, or instructional strategies enable you and your students to achieve those goals? Why? How does the Reading Workshop fit in with your current thinking about reading instruction?
Discussion #2 What overarching goals do you have for student writers in your classes? What class structures, activities, or instructional strategies enable you and your students to achieve those goals? Why? How does the Writing Workshop fit in with your current thinking about reading instruction?
Creative Task What is one change you might make to improve reading or writing instruction in your classroom?
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Readers writers workshop

  • 1. SETTING UP, LAUNCHING, AND MAINTAINING A READERS/WRITERS WORKSHOP August 16, 2013 View all slides for this presentation at goo.gl/aNCkzq Dan Dawer, Pflugerville Middle School
  • 2. Outcomes In this session, participants will: • Understand how the Reading/Writing Workshop structure can help students become better readers and writers. • Examine some of the materials, procedures, and strategies essential to the Workshop structure.
  • 3. Agenda (session 1) Personal Reflection 8:30 – 8:45 Presentation 8:45 – 9:25 Discussion #1 9:25 – 9:40 Discussion #2 9:40 – 9:55 Creative Task 9:55 – 10:00
  • 4. Agenda (session 2) Personal Reflection 10:15 – 10:30 Presentation 10:30 – 11:10 Discussion #1 11:10 – 11:25 Discussion #2 11:25 – 11:40 Creative Task 11:40 – 11:45
  • 5. Personal Reflection Topic 1 What overarching goals do you have for student readers in your classes? What class structures, activities, or instructional strategies enable you and your students to achieve Topic 2 What overarching goals do you have for student writers in your classes? What class structures, activities, or instructional strategies enable you and your students to achieve those goals? Why?
  • 6. Writing Workshop: Middle School Model What a 50 minute class looks like:  Mini-lesson  Whole class teaching  10 minutes  Independent work time  Students engaged in writing or reading  Individualized teaching/conferring  30 minutes  Share/self assessment/reflection  10 minutes Mini- lesson Independent work timeShare
  • 7. Writing Workshop: Middle School Model Weekly schedule Mon Tue Wed Thur Fri Reading Writing Reading Writing Student Workshop Workshop Workshop Workshop Choice
  • 8. Reading/Writing Workshop is…  Organized, rigorous, and purposeful  Generative  Differentiated Reading/Writing Workshop is not…  A free-for-all  Derivative  Uniform
  • 10. Writers’ Notebooks Take a moment to look through the student notebooks at your tables.  What do you see students doing in their notebooks?  What topics are students writing about?  What types of writing do you notice?  What surprises, interests, or confuses you?
  • 11. Writing Portfolios and Resource Folders
  • 13. Mini-lessons 1. Connection: I’ve noticed in your writing that… 2. Teaching Point: Today I’m going to teach you about… 3. Demonstration: Watch me while I… 4. Active engagement: Right now, I’d like you to… 5. Link: So today and every time you write… 6. Follow up: In a conference? Share time? Next mini-lesson?
  • 14. Conferences 1. How is it going? 2. What is the student working on? 3. What is the student doing well? 4. What is one teaching point I can share with this student? 1. What book are you reading? 2. What page are you on? 3. Tell me about your book. 4. What is one teaching point I can share with this student?
  • 15. Share Time  Partner share  Small group  Whole class  Exit ticket  Google forms: goo.gl/dl7hI
  • 18. Discussion #1 What overarching goals do you have for student readers in your classes? What class structures, activities, or instructional strategies enable you and your students to achieve those goals? Why? How does the Reading Workshop fit in with your current thinking about reading instruction?
  • 19. Discussion #2 What overarching goals do you have for student writers in your classes? What class structures, activities, or instructional strategies enable you and your students to achieve those goals? Why? How does the Writing Workshop fit in with your current thinking about reading instruction?
  • 20. Creative Task What is one change you might make to improve reading or writing instruction in your classroom?