The document discusses the workshop model for teaching reading and writing. Teachers who have used the workshop model find that it allows them to better meet individual student needs through small group instruction and one-on-one conferences. It also engages students more in their reading and writing when they have choice and ownership over their work. The workshop model includes mini-lessons, small group work, conferences, and sharing as its main components.

1. Why Workshop?
Julie Buzza and Mindi Rench
Northbrook School District 28

2. What do teachers say about using
a workshop framework?

3. When using the workshop format, I find that my kids write
better. I write better. I use the workshop model to teach them
specific strategies and when we explore these strategies
together, I find that I am learning right along with them. The
students are also more aware of the writing strategies that
we've discussed and they are pointing them out throughout
the day. They have become more purposeful writers.
In reading workshop, I find that I am doing a lot more 1:1
instruction, based on my reading conferences. Before, when I
taught a whole class novel, it was easier on me, but I don't
think it was as beneficial for the students. Now, when we read
novels in groups, I find they are learning through their
discussions - just like they will in the real world!
-Fifth grade teacher with twenty-five years of teaching experience

4. The greatest benefit of using the workshop model is that
I can focus on the student's individual needs. When I
confer, I can assess what they do, what they need, and
then guide my instruction according to what I see.
-First grade teacher with 10+ years of experience

5. How has my teaching changed? I'm not the one in
control. While I may assign specific genres for reading
and writing according to the district scope, the topics are
entirely up to the kids. I also give them many
opportunities throughout the year to work on writing that
is entirely self-selected. I find that the kids are much more
willing to write and revise pieces when they have that
choice. I'm also finding kids are reading MUCH MORE
since we've moved away from assigned books. Because of
the genres 7th grade is responsible for, most of our shared
texts are short. This leaves plenty of opportunity for self-
selected independent reading.
-Seventh grade teacher with eighteen years experience

6. Guiding Principles
of a Workshop Model
creating an environment conducive to reading and writing
includes a blend of whole-group, small-group, and individual instruction
includes opportunities for students to read and write independently
includes opportunities for choice within the workshop - this provides ownership
of learning for students
Teaching For Deep Comprehension by Linda Dorn & Carla Soffos

7. Well-organized classroom library
Large group meeting area
Taking ownership of learning.

8. Workshop Framework (5 Components)
1. Mini-lessons
2. Small Group Instruction
3. One-to one or small group conferences
4. Share time
Teaching For Deep Comprehension by Linda Dorn & Carla Soffos, p. 66-67

10. That Workshop Book by Samantha Bennett, p. 15

11. Planning
What do students need to know and
be able to do in order to be better
adults? How can I help students come
to know what they know and are able
to do? What will I do if they don't get
That Workshop Book by Samantha Bennett, p. 7

12. Instruction
What daily systems, structures, routines, and rituals
will help me uncover what my students know and are
able to do so I can teach them more today and teach
them better tomorrow? What will help students
know so they can become intrinsically motivated
agents of their own learning?
That Workshop Book by Samantha Bennett, p. 7

13. Why are the five components
necessary each day?
Teachers don’t teach just in the mini-lesson part of a workshop. As teaching consists of
assessment, planning, and instruction, teachers teach the whole way through the
workshop.
Component Teaching Examples
setting a purpose, demonstrating a skill, doing a think-aloud,
mini-lesson showing students how to make meaning
small-group instruction listening to group instruction, labeling student thinking
independent practice reading student thinking in response long and following up
listening for fluent reading, recommending a text,
one-to-one or small group conferences
labeling student thinking
synthesizing student understanding, making connections
share time from mini-lesson

14. Assessment
How do I know what my students
are able to do?
That Workshop Book, pg. 7
Remember...
Each workshop component has a built-in assessment piece that
allows the teacher to observe students across different contexts and
with varying degrees of support.
Teaching For Deep Comprehension, p. 67

15. The purpose of a mini-lesson is to enable students to
accomplish a particular goal with assistance from the
teacher.
Students should have heard the book during read-aloud time; this
previous experience with the book will give them a meaningful
context for studying the strategy that will be introduced.
Mini-lessons are approximately 15 minutes long. Longer mini-
lessons run the risk of degenerating into a focus on items instead of a
stratgic process for problem solving.
Following framework is compatible with the gradual release model,
which begins with a high degree of teacher support and ends with a
high degree of students independence.

16. Steps in a mini-lesson
1. Review anchor chart or learning target.
2. Model the process.
3. Provide guided practice.
4. Provide independent practice.
5. Share.
adapted from Teaching For Deep Comprehension by Linda Dorn & Carla Soffos, p. 97

17. What happens after a mini-lesson?
Small Group Instruction
Guided reading groups
Literature circles
Practice to Promote Transfer
Independently
With a peer
Conferring With the Teacher
One-to-one
Small group conferences

18. A Closer Look at Small Groups
Guided Reading Groups Literature Discussion Groups
"Small groups of students read
"The teacher selects a common and discuss a common text.
Text
text for a group of students with During the group discussion,
similar needs. Each student the teacher is a participant-
reads the entire text; the observer, allowing the students
teacher circulates among the to assume the major
group, prompting individual responsibility for talking about
students to apply various the book."
comprehending strategies."
Don't forget about small writing groups too!
Teaching For Deep Comprehension by Linda Dorn & Carla Soffos, p. 67

19. So how does transfer happen?
"To promote transfer, teachers need to give students opportunities
to apply their knowledge without guidance."
Independent: With a peer:
Reading or a variety of tasks to support reading Buddy reading
comprehension... Paried reading
• reflections in reading log Peer discussion groups
• creating a text map Reader's theatre
Literature extensions
Writing or a variety of tasks to support the
writing process... Peer writing conferences
• entries in a notebook Co-writing with a peer
• reading mentor texts
(The primary grades might have literacy
centers.)
Teaching For Deep Comprehension by Linda Dorn & Carla Soffos, p. 67

20. A Closer Look at Conferring
Conferences are critical to workshop!
They may be either one-to-one or
small-group, made up of two to four
students with similar needs.
The Nuts and Bolts
They are brief.
They take place while the rest of the class is working
in pairs or independently.
Notes are taken.

21. What were we thinking?
Lab Teacher Conferring Study
11-18-08

22. “Conferences work because
I am showing the kids
I genuinely care about their learning
and I can see what they need help
with if they do and then plan
accordingly.”

23. “They need a goal.
That is a great way
to end the conference.”

24. “I am realizing that conferring at all
levels is valuable and important. First
graders need it as well as junior high
students.”

25. “At this moment, I am thinking
that conferring with students is
one of the most powerful ways to
get to know a child.“

26. “One has to be intentional
in order to be successful
in conferring.“

27. “We are facilitators in these
conferences- allowing the
children to process and develop
their thinking.”

28. Sharing/Reflection
Remember...
It allows for the important social context of literacy.
Not everyone always shares.
Tip:
Set a timer so this last component doesn't get left out.
Possible Prompts:
What did you do today?
What did you learn about yourself as a reader/writer?
What worked? What didn't?
Possible Ways to Share:
Author's chair
Share with a partner
Connecting conferences to the share

29. Why does workshop work?
Teachers can do what they do best.
Be responsive to students' needs.
You have the structure set so...
students can focus on their learning
and not wonder what comes next.
It allows for each teacher to personalize their approach.
Each workshop has that teacher's "stamp" on it.
There are multiple ways to "do this right"...
This instructional approach builds in the time
to naturally differentiate for all the learners.

30. Workshop: you know the how, what about the what?
When workshop originated, choice prevailed.
It still is a vital part of any workshop. However, units of study help
to frame the learning that is taking place.
To create units of study,
look to your literacy curriculum!

31. One District’s Approach
The comprehension strategy units are our overarching framework. Comprehension strategy
units may last longer and encompass a few genre studies.
• For example, while focusing on the strategy of determining importance, our 7th grade reads
and writes both poetry and feature articles.

32. Why units of study?
In units of study, learners improve as readers by writing in the
genre. They also improve as writers by reading in the genre.
Intervention can seamlessly align with classroom instruction.
It helps districts to avoid gaps and overlaps in their literacy
curriculum.
You can avoid the mile-wide-and-an-inch-deep dilemma!

33. What happens in a unit of study?
Learners... Teachers...
record powerful language, genre and strategy create co-constructed anchor charts.
learning in their notebooks.
select from a menu of instructional components
add to their notebooks during whole group, used to teach comprehension, problem-solving,
small group, and one-to-one conferences. and composing strategies.
use their notebook entries as a resource when continue to maintain the structure of reading
composing texts. and writing workshop.