Reading and Writing Workshop
Powerful Teaching for All Students
“We do not learn to write by writing. We develop
writing style through reading.”
The Power of Reading by Stephen Krashen
Presented by: Julie Carrera and Julie Rodriguez, ICEs
Course Content & Goals
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Why balanced literacy? Understanding the Research
Behind Best Practice Literacy Instruction
Elements of a Daily Balanced Literacy Classroom
Classroom Management in Reading and Writing
Workshop
Assessment and Planning to Improve Student
Literacy Learning
What goals do you have for yourself as a
professional educator throughout this course?
How will your learning through this course impact
your students and their learning?
Reading and Writing Connections
Writer
What do I want readers to know,
think, consider, or decide?
(ideas and content)
Reader
How is the author supporting me
through this piece? What is the
shape of the piece?
“While reading andHow
writing
may be
does the language
help me
understand what the author is
taught
separate,
the
connections
(word choice)
telling me and think more about
what I already
know?
between the two parallel
processes
must
bereader
made
How will
I tell my
when explicit.”
to
How do I know when to pause; when
How will the words I use influence
the message my reader gets?
pauseFountas
or when toand
add their
own
Pinnell
information? (conventions)
to read quickly?
How will I take my readers though
my thinking? (organization)
How is the author supporting me
through this piece?
Literacy Learning: Teachers as Professional Decision Makers © 2004 Richard C. Owens Publishers, Inc.
Table Talk:
Becoming a Lifelong Reader
Learning to read in the fullest sense means developing decoding
skills, but much more. It means becoming readers who:
•Read voluntarily and often
•Read a wide variety of materials.
•Have confidence in themselves as readers.
•Collect books and refer to favorites again and again.
•Recommend books to others.
•Reflect on their reading.
•Make connections between and among the things they have
read.
•Think critically about what they read.
Guiding Readers and Writers, Fountas and Pinnell
Table Talk:
Becoming Lifelong Writers
Learning to write in the fullest sense means more than
developing composing and spelling skills. It means becoming
writers who:
•Write voluntarily and often
•Write in a wide variety of genres and audiences
•Have confidence in themselves as writers.
•Use writing as a tool for thinking.
•Write to communicate, share experiences or information
with others.
•Invite comments on, responses to, and critiques of their
writing.
Guiding Readers and Writers, Fountas and Pinnell
“Writing and Reading Workshop are perpetual- day in, year out.”
( Atwell 1985)
Why balanced literacy? Understanding the Research Behind Best
Practice Literacy Instruction
Jigsaw and Table Talk
Connecting Brian Cambourne’s Conditions of Learning Theory to Brain/Mind
Principles: Implications for Early Childhood Educators
Codes for Taking Notes
√
Confirms what you thought
X
Contradicts what you thought
?
Raises a question
??
Confuses you
*
Seems important
!
Is new or interesting
If a word
Gets repeated
Seems important
Is Unknown
Box it:
word
Gradual Release of Responsibility
Student Participation
Reading To
Writing For
Shared
Guided
Independent
Teacher Support
To
With
With
By
Diagram developed by Margaret Mooney
“If reading is about mind journeys, teaching
reading is about outfitting the travelers,
modeling how to use the map, demonstrating
the key and legend, supporting the travelers
as they lose their way and take circuitous
routes, until, ultimately, it’s the child and
the map together and they are off on their
own.”
Keene, E. and Zimmerman S. 1997. Mosaic of Thought
The Teaching & Learning Cycle
Assessment
LEARNING
Teaching
Evaluation
Planning
Essentials of Reading & Writing Workshop
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Reading Workshop
Teacher Model- Read to
Shared Reading
Minilessons (researched based reading strategies)
Guided Reading and
Literature Circles
Time to read independently
and time to share
Choice
Reflection and Evaluation
Environment and materials
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Reading Workshop (60 mins.)
Minilesson/Read To
Independent Reading
Guided Reading
Literature Study/ Book Clubs
Sharing
Writing Workshop
Teacher Model- Write to
Shared Writing
Minilessons
Teacher and peer
conferences
Time to write independently
and share
Literature based instruction
Choice
Records and self assessment
Environment and materials
Writing Workshop (60 mins.)
Minilesson/Write To
Status of the Class
Independent Writing
Conferring
Sharing
Read To & Write To: Teacher Modeling
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Teacher writes and/or reads, talks and thinks aloud
while writing/reading
Demonstration of what strong writers/readers “do”
Students “look, listen & learn”
May be whole group or small group
“You should write too, under the same conditions – on
the board or in your notebook– and share your writing
first. It’s a matter of ethics. You are going to be seeing
their work; it’s only fair that they see yours.”
Donald Murray (1985)
Essentials of Reading & Writing Workshop
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Reading Workshop
Teacher Model- Read to
Shared Reading
Minilessons (researched based reading strategies)
Guided Reading and
Literature Circles
Time to read independently
and time to share
Choice
Reflection and Evaluation
Environment and materials
Reading Workshop (60 mins.)
Minilesson/Read To
Independent Reading
Guided Reading
Literature Study/ Book Clubs
Sharing
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Writing Workshop
Teacher Model- Write to
Shared Writing
Minilessons
Teacher and peer
conferences
Time to write independently
and share
Literature based instruction
Choice
Records and self assessment
Environment and materials
Writing Workshop (60 mins.)
Minilesson/Write To
Status of the Class
Independent Writing
Conferring
Sharing
Return by 1:00
• Steak and Shake
•TGI Friday’s
•Chili’s
•La Madeline
•Mimi’s Café
•Burger King
•Rudy’s
Essentials of Reading & Writing Workshop
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Reading Workshop
Teacher Model- Read to
Shared Reading
Minilessons (researched based reading strategies)
Guided Reading and
Literature Circles
Time to read independently
and time to share
Choice
Reflection and Evaluation
Environment and materials
Reading Workshop (60 mins.)
Minilesson/Read To
Independent Reading
Guided Reading
Literature Study/ Book Clubs
Sharing
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

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



Writing Workshop
Teacher Model- Write to
Shared Writing
Minilessons
Teacher and peer
conferences
Time to write independently
and share
Literature based instruction
Choice
Records and self assessment
Environment and materials
Writing Workshop (60 mins.)
Minilesson/Write To
Status of the Class
Independent Writing
Conferring
Sharing
Mini-lessons
•Teaching
point is based on student need, data,
TEKS/ARRC
•Golden
opportunities to teach skills in short,
concentrated bursts
•Connect
writing
•Short,
these skills to the authentic reading and
clear, concise! Use concrete examples.
•Deciding
What to Teach
(reading page 137, writing page 66)
10 minute reflection of today’s
learning…
New thinking or
Confirmed thinking
One question
What is rolling around in your head about
reading and writing instruction?
Essentials of Reading & Writing Workshop
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




Reading Workshop
Teacher Model- Read to
Shared Reading
Minilessons (researched based reading strategies)
Guided Reading and
Literature Circles
Time to read independently
and time to share
Choice
Reflection and Evaluation
Environment and materials
Reading Workshop (60 mins.)
Minilesson/Read To
Independent Reading
Guided Reading
Literature Study/ Book Clubs
Sharing









Writing Workshop
Teacher Model- Write to
Shared Writing
Minilessons
Teacher and peer
conferences
Time to write independently
and share
Literature based instruction
Choice
Records and self assessment
Environment and materials
Writing Workshop (60 mins.)
Minilesson/Write To
Status of the Class
Independent Writing
Conferring
Sharing
“The aim of guided reading is to develop independent readers who question,
consider alternatives, and make informed choices as they seek meaning.”
Margaret Mooney
Guided Reading
Study Group Choices
Chapter Eleven- Understanding Guided Reading
(one)
 Chapter Twelve- Planning for Guided Reading
(two)
 Chapter Thirteen- Dynamic Grouping for
Effective Teaching in Guided Reading
The Teaching & Learning Cycle
(three)
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Assessment
LEARNING
Teaching
Evaluation
Planning
Responsive Teaching & Guided Reading
Monitoring
and
Anecdotal
Records
DRA and
Running
Records
Benchmark
and other
Assessment
Data
Learners’ Individual Needs
in Guided Reading
Guided Reading
•Grade level Triads
•Go to ARRC to find a focus for guided
reading lesson
•Plan using template in handouts
•Other Considerations: Are there graphic
organizers that fit with this lesson? Is there
key vocabulary that needs to be
extrapolated? Could you integrate science or
social studies to one of your grade level TEKS
using a leveled text?
How was this planning
activity different from
planning a guided reading
lesson for your students?
Any New Thoughts or Shifts
in Thinking?
Word Study
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Read Word Study on page 33-35
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Think Pair Share
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Word Matters by Fountas and Pinnell, Words
Their Way by Bear, Invernizzi, Templeton,
Johnston
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TEKS inform mini-lessons
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RRISD statement on spelling
Essentials of Reading & Writing Workshop
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


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Reading Workshop
Teacher Model- Read to
Shared Reading
Minilessons (researched based reading strategies)
Guided Reading and
Literature Circles
Time to read independently
and time to share
Choice
Reflection and Evaluation
Environment and materials









Reading Workshop (60 mins.)
Minilesson/Read To
Independent Reading
Guided Reading
Literature Study/ Book Clubs
Sharing
Writing Workshop
Teacher Model- Write to
Shared Writing
Minilessons
Teacher and peer
conferences
Time to write independently
and share
Literature based instruction
Choice
Records and self assessment
Environment and materials
Writing Workshop (60 mins.)
Minilesson/Write To
Status of the Class
Independent Writing
Conferring
Sharing
The Writing Process
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Prewriting – rehearsal or brainstorming – help
students to find the purposes and audiences
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Writing the rough draft – concentrate on getting a
“chunk” down on paper
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Revising – writer’s craft
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Editing – proofreading/writing mechanics
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Publishing – informal & formal
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Conferencing with teachers & peers throughout the
writing cycle
Learning About Process From Writers
Study the ways in which authors use the
writing process:
• What makes a writer choose to begin a
project?
• What do writers do once they start
moving toward a writing project?
• How do authors draft?
http://www.ralphfletcher.com/index.html
Why is choice so important?
“Let’s get right down to it: while the
teacher may determine what gets
taught, only the student can decide
what will be learned.”
Writing Workshop, Ralph Fletcher
What is a writer’s notebook?
It is…
 A place to store your
thoughts, feelings,
observations, ideas,
opinions, and more
 A place to record
your reactions
“A writer’s notebook
gives you a place to
live like a writer, not
just in school during
writing time, but
wherever you are, at
any time of day.”
Ralph Fletcher
It is not…
 A diary
 Not a reading journal in
which students write
summaries, main ideas,
or letters to
characters per the
teacher’s assignment
From A Writer’s Notebook
by Ralph Fletcher
An excerpt from Ralph Fletcher’s Writer’s Notebook…
“This morning I stopped to buy an iced coffee. When I got home I took out
my writer's notebook, the most important tool I have. I think of my
notebook as an "idea bank" or "seed farm" where I can collect ideas, or just
write for fun. I opened my writer's notebook and jotted this down:
I love an iced coffee, with milk and sugar, on a warm summer's
morning. Light and sweet, that's what I tell the woman at the
Dunkin' Donuts, and she knows what I mean. When I've got a
cup of iced coffee in my hand, so cold beads of condensation are
already gathering on the sides, and I'm getting double-jolted by
the surge of caffeine plus the lift, provided by those sugar
crystals crunching between my teeth, I know beyond doubt it's
going to be a great summer day.”
"Letters To Young Writers." Ralph Fletcher, Amy Krouse Rosenthal, and Caryn
Mirriam-Goldberg (Sep. 2005)
“The writer’s notebook nudges students to
become more active learners. It gives them
a place to react to their world. To make
that all-important personal connection. And
the notebook provides a safe place- no
grades, no one correcting their grammar.”
School Talk, Writer’s Notebook: A Place to Dream,
Wonder, and Explore, Ralph Fletcher
Essentials of Reading & Writing Workshop
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Reading Workshop
Teacher Model- Read to
Shared Reading
Minilessons (researched based reading strategies)
Guided Reading and
Literature Circles
Time to read independently
and time to share
Choice
Reflection and Evaluation
Environment and materials
Reading Workshop (60 mins.)
Minilesson/Read To
Independent Reading
Guided Reading
Literature Study/ Book Clubs
Sharing









Writing Workshop
Teacher Model- Write to
Shared Writing
Minilessons
Teacher and peer
conferences
Time to write independently
and share
Literature based instruction
Choice
Records and self assessment
Environment and materials
Writing Workshop (60 mins.)
Minilesson/Write To
Status of the Class
Independent Writing
Conferring
Sharing
Teacher-Student Conferences
• Listen—get to know the writer
• Be positive—build on strengths
• Focus on improving life-long writing skills
• Focus on one teaching point (approximations)
“...in a conference our job is to interact with students
so that they can interact with their writing, not just
for five minutes but for a lifetime.”
Lucy Calkins (1991)
Writing Conferences
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What is the teacher’s role in the conference?
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What is the student’s role in the conference?
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What learning took place for the writer?
Essentials of Reading & Writing Workshop
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





Reading Workshop
Teacher Model- Read to
Shared Reading
Minilessons (researched based reading strategies)
Guided Reading and
Literature Circles
Time to read independently
and time to share
Choice
Reflection and Evaluation
Environment and materials









Reading Workshop (60 mins.)
Minilesson/Read To
Independent Reading
Guided Reading
Literature Study/ Book Clubs
Sharing
Writing Workshop
Teacher Model- Write to
Shared Writing
Minilessons
Teacher and peer
conferences
Time to write independently
and share
Literature based instruction
Choice
Records and self assessment
Environment and materials
Writing Workshop (60 mins.)
Minilesson/Write To
Status of the Class
Independent Writing
Conferring
Sharing
“Once we understand what great writers do we need to find ways of
building classroom structures to contain that doing.”
Randy Bomer
Independent Reading & Writing

Chapter Five- Developing Accomplished Writers: The
Writing Workshop (Getting a Writing Workshop
Started page 81)

Chapter Seven- Encouraging Independent Reading
(First 20 Days page. 142)
Reader Response
Chapter Ten: Writing to Explore Meaning:
Reader’s Notebook
 Teaching Students to Write Quality
Responses (page 180)
 Assessing Student Response (page 180)
 Qualities of a Reading Response chart
(page 183)
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September 12, 2006
Dear Class,
Yesterday I read You Are Special to Me by Max Lucado. The Wemmicks in this book
give dots and stars to other Wemmicks depending on if they like or dislike one another.
I feel bad for Punchinello, one of the Wemmicks, because he is getting a lot of dots from
others because he is different, and I think he is getting picked on. By the way, dots are
bad and mean others don’t like you. I bet the Wemmicks who get dots are sad. If it was
me I would hate wearing the dots because a dot means I’m different in a bad way. Why
does he continue wearing the dots?
There is another important character in the book named Lucia and she is lucky! Dots or
stars don’t stick to Lucia. She is unique and different from the others. As I was reading,
I wondered why people gave her stickers if they knew they wouldn’t stick. I guess it
was just a habit for Wemmicks. Later, I realized she didn’t let others make her feel bad
or good because she knew in her heart that she was special. It didn’t bother Lucia
when others didn’t like her and gave her dots. This is why the dots and stars didn’t stick.
Finally, I had a text to text connection. This book reminds me of Pinocchio and
Geppetto because Punchinello was made by a master too. His master, Eli, cared for
him a lot just like Geppetto did for Pinocchio.
Sincerely,
Ms. Rodriguez
Essentials of Reading & Writing Workshop
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




Reading Workshop
Teacher Model- Read to
Shared Reading
Minilessons (researched based reading strategies)
Guided Reading and
Literature Circles
Time to read independently
and time to share
Choice
Reflection and Evaluation
Environment and materials









Reading Workshop (60 mins.)
Minilesson/Read To
Independent Reading
Guided Reading
Word Study
Literature Study/ Book Clubs
Sharing
Writing Workshop
Teacher Model- Write to
Shared Writing
Minilessons
Teacher and peer
conferences
Time to write independently
and share
Literature based instruction
Choice
Records and self assessment
Environment and materials
Writing Workshop (60 mins.)
Minilesson/Write To
Word Study
Status of the Class
Independent Writing
Conferring
Sharing
Monitoring & Record Keeping
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Status of the class
Conference Records (student, teacher)
Teacher Rove – anecdotal notes
Lesson plans
Strategies for avoiding interruptions:
◦ Help circles/ Question Mark
◦ Nonverbal communication
Classroom Management
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Chapter Six- Making It Work: Organizing and
Managing Time, Space, and Resources
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Building a Classroom Community
Physical Environment
Social Environment
Managing Time
Records of Reading and Writing
Making and Enforcing Rules that Work
Teaching Students to Care
Final Thoughts on Reading and
Writing Workshop
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Students should:
Read and write daily for extended periods of time
Learn to write from writers
Experience CHOICE & OWNERSHIP
Teachers should:
Model, model, model!!!
Teach minil-esson/skill lessons that are
short, sweet, and focused on what students need
Regularly give students feedback on their writing
Provide reading and writing instruction based on
individual needs, assessments, and strengths
Fall Cohort Meeting Dates…
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November 5- full day
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December 11- after school
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January 22- after school
Julie Rodriguez,
julieerrin_rodriguez@roundrockisd.org
Julie Carrera,
julie_carrera@roundrockisd.org