This document outlines an agenda and instructional approach for an ELA classroom using workshop model. It discusses introducing students, establishing norms, reviewing the workshop model involving focused instruction, guided practice, collaborative work and independent work. It provides details on setting up an effective learning environment, developing a community of learners, using gradual release of responsibility, differentiated instruction, and the importance of reflection. The goal is to create an engaging ELA classroom that meets all students' needs through culturally responsive teaching.

1. 6-12 ELA: Day 1

2. • Introductions
• Name, Grade/Courses, Favorite Book
• Dates/Sub requests etc.
• Norms
• Parking Lot
• Agenda
Why?
GRR/Workshop Instructional Model
Classroom Environment
Collaboration
Reflection

4. (curriculum, instruction, and
assessment) is:
-Engaging and differentiated
-Standards based
-data driven
-research and evidence based
-Wisconsin RTI Center

5. Curriculum, instruction, and
assessment that are grounded in the
culturally responsive practices of
relevance, identity, belonging and
community will serve to best engage
all students.
-Wisconsin RTI Center

6. High expectations can help reduce
delinquency and behavioral
disturbances.
~Doug Fisher

7. Research-Based Factors that
Influence Student Achievement
~Allington, R. (2005). Reading Today.

8. *Classroom Management

9. *Balance of Whole Group, Small
Group, 1-1

10. *Matching Texts
to Readers

11. *Reading and Writing Reciprocity

12. *Effective Interventions with
Levels of Intensity

14. (c) Frey & Fisher, 2008
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focused Instruction
Guided
Instruction
“I do it”
“We do it”
“You do it
together”
Collaborative
Independent “You do it
alone”
A Structure for Instruction that
Works

15. (c) Frey & Fisher, 2008
Original Workshop Model…
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Guided
Instruction
“I do it”
“We do it”
Independent
“You do it
alone”
Focused Instruction

16. Learning Targets for Day 1
Teachers will…
• develop an understanding of classroom
workshop as a gradual release of responsibility
• understand how to create a collaborative
classroom environment that fosters a
community of learners

17. Workshop is Gradual
Release
Doug Fisher: GRR

19. Small Group
Activity
Review
Annotations
Answer Questions

20. What would you, as the teacher, be
doing in order to create an effective
ELA classroom that uses workshop?
What would you expect students to
be doing in an ELA classroom that
uses workshop?

21. Teacher Observation Activity
• Cut and paste questions provided
• Read the questions
• Observe the teacher in the lesson
• Record in your notebook
– Answers
– Thoughts
– New Questions

23. GRR: Focused Instruction Component
Purpose (Learning Target or Learning
Objective) and Modeling
Think Aloud
Demonstrations
Common Core State Standards

24. The established
purpose
focuses on
student
learning,
rather than an
activity, task, or
assignment.

25. Students
understand the
relevance
of the established
purpose.

29. GRR:
Independent Work Component
Guided Instruction Component
Collaborative Component

30. as Independent Practice
• Silent Reading
• Individual Writing
• Formative Assessment
• Skill Practice
• Student/Teacher Conferencing

31. No
“Shut Up”
sheets

32. as Guided Instruction
Students read, write, and talk to make meaning
Practice skill, complete the tasks modeled
Teacher works with small groups or walks around
and uses prompts, cues, and questions with
groups
Small group intervention
Conferencing

33. as Collaborative Time
Book Clubs/Literature Circles
Conferencing
Turn and Talk

34. • Closure
• Refer back to Learning Target
• Formative Assessment
• Share Out
• Learning Log
• Reflection
• Exit Ticket

36. Students work together using academic
language to discover information.

37. Comprehension and Collaboration
1. Prepare for and participate in collaborations with
diverse partners, building on each others’
ideas and expressing their own clearly
and persuasively.

38. K-2 Features
• Following the rules of discussion
• Moving from participation to turn taking
• Sustaining discussion through questioning
• Adult support

39. 3-5 Features
• Preparation for discussion
• Yielding and gaining the floor
• Posing and responding to questions
• From explaining own ideas to explaining the ideas
of others

40. 6-8 Features
• Using evidence to probe and reflect
• Collegial discussions include goals and deadlines
• Questions connect ideas from several speakers
• Acknowledge new information

41. 9-10 Features
• Use prepared research in discussion
• Voting, consensus, and decision making
• Ensure hearing full range of opinions or options
• Summarize and synthesize points of disagreement

42. 11-12 Features
• Civil, democratic discussions
• Questions probe reasoning and evidence
• Resolving contradictions
• Determine what additional info is needed

43. Talk occurs on
grade level
topics,
texts, and
issues.

44. How do we get there?

45. 5 Essential Aspects of Classroom
Environment and Community:
1. Classroom Environment (physical environment)
2. Community of Learners (social and emotional
environment)
3. Learning and Teaching (instructional
environment)
4. Independence (instructional environment)
5. Reflective Practice
Hill, B.C, and Ekey, C. Enriching Classroom Environments, 2010, pg. xiv

47. "I believe that classroom environments
are most effective when they are
literate and purposeful, organized and
accessible, and, most of all, authentic."
Debbie Miller, Teaching with
Intention, pg 23

48. "First impressions count. Classroom
environments vary, but they always
need to be welcoming places;
interesting, joyful places that beckon
kids and teachers to actively
participate in the pursuit of
knowledge.
Debbie Miller, Teaching with Intention, pg 30

49. Classroom Set Up/Libraries

50. Classroom Organization

51. Needs, Wants, Wishes

52. What could your
classroom look
like?

53. Classroom
Discussion
Procedures
Differentiation
Inclusion
High
Expectations
Create “I can
do it”
Environment
Make student
thinking visible
2. Create a
Community of
Learners

54. Document student thinking - make thinking
visible, public, and permanent

55. “I Can Do It” Environment
• Word Walls
• Anchor Charts to Cue
Procedures
• Visuals (ELL)
• Inclusive
• Frames
(Discussion/Sentence)

57. Visual, Public, Permanent

58. Teach Them!

59. Classroom discussion
• Teacher talks less than students
• Appropriate behaviors
What does it look like?
What does it sound like?
• Socratic Circles

60. Establish Procedures
• Set Rules/Expectations Together
• Post on Anchor Charts (Easy cue)
• Model
• Fish bowl practice and observe
• Redirect/Revisit/Reteach
• Three Before Me

61. Turn and Talk
Using materials/library
Independent Work Time
Group Discussions
Socratic Circles

62. Differentiation
Content
Process
Product

63. Differentiation
• Cannot differentiate purpose/modeling
• Guided Instruction is defacto differentiation
– Scaffolding, practice, cueing, prompting,
questioning
• Independent work can be differentiated
• Collaborative work can be differentiated

64. 3. Learning and Teaching
(instructional environment)
"Celebration of specific strengths -not idle praise -
helps ensure early success for our students.
Through whole-class sharing, small-group work,
one-on-one conferences, and every other way
we respond to students all day every day, we
need to give them the message that they are
capable.“
Regie Routman, Teaching Essentials, pg. 29

65. Intentional Use of Language

66. The way that we, as adults talk to children affects the
way that they view us, and the language that we use
to describe their actions can really affect the way
that they see themselves. Especially as
teachers…the things that are said to a student can be
interpreted differently through tone of voice…even
one word difference can change the meaning of a
whole sentence, therefore changing the way the
student takes the statement. This can mean the
difference between doubting themselves and their
competence and setting low future goals, to,
believing in themselves to choose challenging tasks
and set high goals.

67. Implications of Different Teacher
Responses to Social Transgression

68. Teacher Comment
Question Answered
by Comment
That group, get back
to work or you’ll be
staying in at lunch.
When you are loud
like that, it interferes
with the other
discussion groups and
I feel frustrated
This is not like you.
What is the problem
you have
encountered? Okay,
how can you solve it?
What are we doing
here?
Laboring. Living in cooperation. Living collaboratively.
Who are we? Slaves and owner. People who care
about others’ feelings.
Social problem
solvers. Normally
admirable people.
How do we relate to
one another?
Authoritarian control. Respectful with equal
rights.
Work out our
problems.
How do we relate to
what we are studying?
Do it only under
duress.
[no implication] [no implication]
~From Choice Words by Peter H. Johnston p. 6

69. 4. Independence (instructional
environment)
Get to know your students as readers
and writers
Students need to first realize who they are as
readers and writers in order to become better
readers and writers.

70. EXPLORE YOUR READING LIFE

71. JESSICA: A READERLY LIFE

73. Learn different techniques to
motivate and engage students.

74. “Reading changes your life.
Reading unlocks worlds unknown
or forgotten, taking travelers
around the world and through
time. Reading helps you escape the
confines of school and pursue your
own education. Through characters
– the saints and the sinners, real or
imagined – reading shows you how
to be a better human being.”
― Donalyn Miller, The Book Whisperer: Awakening the Inner Reader in
Every Child

75. EXPLORING YOUR WRITING LIFE

76. Getting Started
• Check out our Livebinder
• Distribute Surveys
• Familiarize yourself with YA books
• Book Talk!
• Create a Shopping List/Goodreads Account
• Keep a Reading Record

77. Rights of Readers

78. 5. Reflective Practice
“Reflective teaching requires that teachers examine their values
and beliefs about teaching and learning…This practice frees
teachers from impulsive and routine activity and enables them
to act in a more deliberate and intentional manner. Experience
itself is actually not the greatest teacher, for we do not learn as
much from experience as we learn from reflecting on that
experience.”

79. Goal Setting
Working with Your Coaches

80. 5. Reflective Practice: Think about your
classroom
• What do you need?
• What do you want?
• What do you wish?
• What are 2-3 small improvements you could make to
your current classroom environment?