Presentation on reading and writing workshop

1. Katherine Sokolowski

2.  Email: katsok96@gmail.com
 Twitter: @katsok
 Blog: readwriteandreflect.blogspot.com/
 Goodreads: katsok
 Slideshare: http://www.slideshare.net/katsok/

3.  Choice
 Workshop model
 Teacher HAS TO read and write as well
 Relationships come first
 Share your life with them

4.  We have forty years of research showing that packaged
reading programs do not reliably improve student
reading achievement. – Allington 2006
 Eliminates the need for busy work – time is spent in
class to work on authentic reading and writing
activities.
 Helps create an environment where students love to
read and write.

5. What do you value?

15. So far this year my students have read, on average, seven
books. That puts them on a pace to read between 30-36
books this year.
Penny Kittle’s video, Why Students don’t read what’s
assigned in class:
http://www.youtube.com/watch?v=gokm9RUr4ME

16.  Kids come in, check-in, and read ~ 15 minutes
 Quick Write ~ 5 minutes
 Mini lessons (Comprehension Tool-kit, Lucy Calkins Units
of Study, pull from standards) ~ 20 minutes
 Independent work time ~ 25 minutes
 RTI groups
 Pull other groups if needed
 Conferences
 Share at the end (5 minutes)
 Response Journals
 Tech: Padlet, Audioboo, Kid Blog, Twitter, Google Drive

17. An example of a pre-writing
narrative lesson this week:
 We watched Sarah Hale’s spoken
word poem, Hands, on YouTube.
 We then read the picture book,
Beautiful Hands, by Otoshi.
 We then sketched our own hand
in our journals indicating on it
items we’ve touched, held, or
experienced.

18.  Blog post – Josh
 Fountas & Pinnell
 Aims Web
 Conferring

20.  During Independent reading
 90% of the time I hold reading & writing conferences
 10% small group work
 Types of conferences
 Independent reading
 Skill based/ Assessment
 Comprehension based
 Management of data
 Use Evernote, iPad, Google Drive

22.  Mini lesson (Lucy Calkins Units of Study, Jeff
Anderson for grammar, pull from standards) ~ 15 mins
 Independent Writing – Conference with students (goal
is to meet with each child every two weeks). Pull back
groups if needed. ~ 25 minutes
 Use composition notebooks.
 Teach in units with reading – average length of unit is
three weeks.
 Tech: KidBlog, Pages, and Google Docs

23.  Involve your students
 Make it their classroom
 Bibliotherapy and the “Third Thing”
 Relationships, relationships, relationships (students
and parents – beginning of the year letter)

27.  Books – Calkins, Atwell, Graves, Donalyn Miller, Kittle,
Allington, and more.
 Join organizations (NCTE, CLA, ALAN, IRA, IRC)
 Conferences

28.  Twitter (follow chats like #titletalk, #engchat,
#bookaday, #nctechat)
 Core people to follow:
 @donalynbooks
 @colbysharp
 @mrschureads
 @professornana
 @paulwhankins
 @loveofxena
 @frankisibberson

29.  Reflect, reflect, reflect
 Really think what you want your classroom
environment to be like.
 Decide what is your core belief – bring everything back
to that.
 Relationships
 Reach out
 First jobs

30.  Email: katsok96@gmail.com
 Twitter: @katsok
 Blog: readwriteandreflect.blogspot.com/
 Goodreads: katsok
 Slideshare: http://www.slideshare.net/katsok/