This document summarizes a presentation about setting up and maintaining a readers/writers workshop. The presentation covers the structure of the workshop model, including a daily schedule with mini-lessons, independent work time, and sharing sessions. Key elements are discussed such as writers' notebooks, writing portfolios, classroom procedures, types of mini-lessons and conferences, and ways to track student progress. Attendees participate in discussions about goals for developing student readers and writers and how the workshop model supports these goals.
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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.
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
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?
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?
