The Necessary Ingredients for Cookin’
up Reading & Writing Workshop
Indian Hills Elementary
July 29, 2015
Presenter: Chef Paula Livingood
Paula.livingood@madison.kyschools.us
Today’s “Menu”:
8:30-11:20
*The framework of
Reading Workshop
*Continuum orientation
*Guided Reading lesson
11:30-12:30 *Lunch
12:30-3:00
*The framework of
Writing Workshop
*Guided Writing lesson
*Writing prompts
15 years teaching experience:
*4th Grade HR Teacher - seven years
*Writing Intervention - four years (2nd – 5th)
*5th Grade HR Teacher - three years
*Writing Intervention & Support – SC and KV split
S.C.E. 5th Grade Schedule
7:25-9:20
9:20-10:05
10:05-11:00
11:00-11:50
11:50-12:30
12:30-12:55
12:55-1:10
1:15-2:00
2:05
Reading Block (1 hr. 55 min.)
Content Switch 1 (L.A./M/Science/S.S. in 45 min.)
Content Switch 2
Content Switch 3
Content Switch 4 (HR)
Lunch
Recess
Planning
Load Busses
Livingood Instructional
Responsibilities
Reading (HR)
115 min. daily
L.A. Classes
45 min. x 4
switches daily
S.C.E. 2013-2014
ODW KPREP Scores
N
A
P
D
% P/D
4.8
5.8
6.8
10.7
11.5
18.2
2.5
57.1
63.5
52.3
2.5
27.4
19.2
22.7
62.5
84.5
82.7
75.0
95.0
Total students tested :84
63 % F/R tested: 52
Boys tested: 44
Girls tested : 40
S.C.E. 2013-2014
ODW and Reading KPREP Scores
N
A
P
D
% P/D
4.8
19
10.7
17.9
57.1
40.5
27.4
27.6
84.5
63.1
ODW Scores
Reading Scores
Spotlight on today’s
learning goals:
• Understand the framework congruency and vital components
that Reading Workshop and Writing Workshop need to
include in order to meet CCSS
• Make connections to the Danielson Framework for Teaching
• Understand the importance of the gradual release of
responsibility
• Become familiar with the Continuum of Literacy Learning
resource
• Determine how to structure reading and writing lessons
(minilessons and guided lessons) within a 90 minute weekly
block
• Design guided reading and guided writing lessons
• Compose grade level writing prompts from leveled texts
What constitutes effective
reading instruction?
Research says…
Five Pillars of Effective Reading Instruction:
(NRP, National Reading Panel research)
 Phonics —the acquisition of sound-letter
correspondence and their use in reading
and spelling.
 Phonemic Awareness —the
manipulation of phonemes in spoken
syllables and words.
 Vocabulary —the deep knowledge of
word meaning used in speaking and
writing.
 Fluency —the ability to orally read with
speed, accuracy, and proper expression
(prosody)
 Comprehension —intentional thinking
about text in order to understand,
remember, and communicate meaning
from what has been read.
Six T’s of Effective Literacy Instruction
(R. Allington, Researcher)
Time
Instructional time focuses more on reading and writing opportunities such as guided and
independent reading/writing.
Text
Appropriate level texts are available so that students can read with a high level of fluency,
accuracy, and comprehension.
Teaching
Explicit demonstrations of cognitive strategies are modeled and instruction is offered in small
group and whole group lessons.
Talk
Thoughtful classroom talk focuses on making children’s thinking visible and building
understanding.
Tasks
Students are provided similar, but different tasks that integrate several content areas with more
complexity. (Less skill sheets and with a focus on reading and writing workshop opportunities.)
Testing
Student work is evaluated based on effort and improvement.
Why balanced literacy?
Gradual Release of Responsibility
Resources: Fountas and Pinnell
Meet…your continuum book!!
• Grades Pre K-2 or
Grades 3-8
• Inside cover
• Grade level tabs
• Guided Reading A-Z
• Glossary
Sample Daily Literacy Schedule
Reading Workshop (75 min.)
• 8:00-8:15 CCS Mini Lesson with mentor text
• 8:15-9:10 Rotations
*Guided Reading Groups
*Various Center Activities (Independent reading / computers/ ?)
• 9:10-9:15 Share Out with the whole class
• 9:15-9:35 Recess
Word Study (25 min.)
9:35-10:00
Writing Workshop (1 hour)
• 10:00-10:15 CCS Mini Lesson with mentor text
• 10:15-10:50 Rotations
*Guided Writing Groups
*Various Center Activities (Independent writing / computers/ ?)
• 10:50-11:00 Share out whole class
“Workshop”
terminology?
F & P Three Block Framework
Block 1: Language/Word Study
Block 2: Reading Workshop
Block 3: Writing Workshop
90 min.
Focuses on Foundational and
Language CCSS
(Reading, Writing, Listening, and Speaking
CCSS)
Focuses on Literary and
Informational Text, Writing,
Listening, and Speaking CCSS
Focuses Specifically on
Narrative,
Opinion/Argumentative, and
Informative/Explanatory CCSS
(Reading, Listening, and Speaking CCSS)
Let’s take a trip through the
framework blocks!!
• The burning question: How you are going to
incorporate all three blocks into a 90
reading/writing time?
90 Minutes Reading & Writing
Workshop “Ingredients”:
1. Minilesson (10-20 min.) —Read Aloud/Modeled Reading OR Write
Aloud/Modeled Writing (based on CCSS / Continuum)
*lessons expose ALL students to grade level core instruction
2. Rotations (10-20 min.):
• Guided Reading OR Guided Writing Instruction (Cont.)
• Interactive/Shared Reading OR Interactive/Shared Writing (Cont.)
*lessons are geared towards A-Z reading level / NEEDS of students
• Independent Reading OR Independent Writing Instruction (Cont.)
• Various Centers
3. Share/Feedback Time (5-10 min.)
F & P Three Block Framework
Block 1: Language/Word Study
(~30-60 minutes)
Block 2: Reading Workshop
(~60-90 minutes)
Block 3: Writing Workshop
(~60 minutes)
Focuses on Foundational and
Language CCSS
*Interactive Edit
*Interactive Vocabulary
*Handwriting Minilesson
*Modeled or Shared
Reading/Writing
*Readers’ Theatre
*Choral Reading
*Word Study
*Interactive Read Aloud
*Reading and/or Writing
Assessment
Continuum per Grade Level:
*Interactive Read-Aloud…,
*Shared and Performance R…,
*Phonics Spelling, and Word
Study
*Oral, Visual, and Technological
Studies
F & P Three Block Framework
Block 1: Language/Word Study
(~30-60 minutes)
Block 2: Reading Workshop
(~60-90 minutes)
Focuses on Foundational and
Language CCSS
Focuses on Literary and
Informational Text, Writing,
Listening, and Speaking CCSS
*Interactive Edit
*Interactive Vocabulary
*Handwriting Minilesson
*Modeled or Shared
Reading/Writing
*Readers’ Theatre
*Choral Reading
*Word Study
*Interactive Read Aloud
*Reading and/or Writing
Assessment
1. Minilesson/Modeling with
Mentor Text
2.
•
•
•
Rotations:
Guided Reading Instruction
Independent Reading
Various Centers
3. Share/Feedback Time
Block 3: Writing Workshop
(~60 minutes)
F & P Three Block Framework
Block 1: Language/Word Study
(~30-60 minutes)
Block 2: Reading Workshop
(~60-90 minutes)
Block 3: Writing Workshop
(~60 minutes)
Focuses on Foundational and
Language CCSS
Focuses on Literary and
Informational Text, Writing,
Listening, and Speaking CCSS
Focuses Specifically on
Narrative,
Opinion/Argumentative, and
Informative/Explanatory CCSS
(Reading, Listening, and Speaking CCSS)
*Interactive Edit
*Interactive Vocabulary
*Handwriting Minilesson
*Modeled or Shared
Reading/Writing
*Readers’ Theatre
*Choral Reading
*Word Study
*Interactive Read Aloud
*Reading and/or Writing
Assessment
1. Minilesson/Modeling with
Mentor Text
1. Minilesson/Modeling with
Mentor Text
2.
•
•
•
2.
•
•
•
Rotations:
Guided Reading Instruction
Independent Reading
Various Centers
3. Share/Feedback Time
Rotations:
Guided Writing Instruction
Independent Writing
Various Centers
3. Share/Feedback Time
“…but my students write in reading
ALL the time!!”
Reading Workshop
W to Learn
(independently,
interactively, or
collaboratively)
Writing Workshop
W to Demonstrate
Learning
W for Authentic
Audiences &
Purposes
Purpose
gather knowledge or
practice thinking while
reading
show what has been
learned
write to a real audience
for a specific purpose
(narrate,
argument/opinion,
inform/explain)
Audience
student
teacher
various & authentic
Forms
drawings—labels—beg.
spelling—sentence,
journals, various graphic
organizers, GOs,
blogging, etc.
constructed responses-short answer & extended
response
products from a step of
the writing process:
letters, narratives,
reports, essays,
articles, speeches, etc.
Reading and Writing ARE separate…
…BUT intimately related processes!
Reading CCSS
Writing CCSS
Connecting Reading
and Writing
• Mature readers constantly make connections
between reading and writing.
• When writers read, they notice possibilities to use
within his/her own writing (new vocabulary,
sentence variety, breaking rules, etc.).
• Readers enjoy books and then use those same crafts
to make his/her own writing enjoyable (humor,
foreshadowing, predicting, etc.)
• Beginning writers compose text that resembles
features and styles of the text that has been read.
Connecting Reading
and Writing
• As students become “stronger” readers, he/she
become “stronger” writers.
• As students have opportunities to write, so then it
strengthens his/her reading ability.
Literacy Framework
Block 1: Language/Word Study
(~30-60 minutes)
Block 2: Reading Workshop
(~60-90 minutes)
Block 3: Writing Workshop
(~60 minutes)
Focuses on Foundational and
Language CCSS
Focuses on Literary and
Informational Text, Writing,
Listening, and Speaking CCSS
Focuses Specifically on
Narrative,
Opinion/Argumentative, and
Informative/Explanatory CCSS
(Reading, Listening, and Speaking CCSS)
*Interactive Edit
*Interactive Vocabulary
*Handwriting Minilesson
*Modeled or Shared
Reading/Writing
*Readers’ Theatre
*Choral Reading
*Word Study
*Interactive Read Aloud
*Reading and/or Writing
Assessment
1. Minilesson/Modeling with
Mentor Text
1. Minilesson/Modeling with
Mentor Text
2.
•
•
•
2.
•
•
•
Rotations:
Guided Reading Instruction
Independent Reading
Various Centers
3. Share/Feedback Time
Rotations:
Guided Writing Instruction
Independent Writing
Various Centers
3. Share/Feedback Time
Language / Word Study
Video: Mentor Text & Interactive Writing in
Kindergarten
Language / Word Study
Interactive Dialogue Editing in 5th
Language / Word Study
*Morning Message
Interactive Editing in
Kindergarten
Language / Word Study
*Reader’s Theater
on Figurative Language
*in 5th grade L.A.
content switch
Language / Word Study
*Human spelling
*L.A. content
switch
Reading Workshop
Block 1: Language/Word Study
(~30-60 minutes)
Block 2: Reading Workshop
(~60-90 minutes)
Block 3: Writing Workshop
(~60 minutes)
Focuses on Foundational and
Language CCSS
Focuses on Literary and
Informational Text, Writing,
Listening, and Speaking CCSS
Focuses Specifically on
Narrative,
Opinion/Argumentative, and
Informative/Explanatory CCSS
(Reading, Listening, and Speaking CCSS)
*Interactive Edit
*Interactive Vocabulary
*Handwriting Minilesson
*Modeled or Shared
Reading/Writing
*Readers’ Theatre
*Choral Reading
*Word Study
*Interactive Read Aloud
*Reading and/or Writing
Assessment
1. Minilesson/Modeling with
Mentor Text
1. Minilesson/Modeling with
Mentor Text
2.
•
•
•
2.
•
•
•
Rotations:
Guided Reading Instruction
Independent Reading
Various Centers
3. Share/Feedback Time
Rotations:
Guided Writing Instruction
Independent Writing
Various Centers
3. Share/Feedback Time
Setting up Reading Workshop
• Teach students how to work independently
during rotations away from you (gradual
release model)
• Resource excerpt pgs. 6-13 from The Next Step
in Guided Reading © 2009 by Jan Richardson,
Scholastic Professional (online)
Reading Workshop “Ingredients”
1. CCSS Minilesson/Modeling with Mentor Text
2. Rotations:
• Guided Reading Instruction
• Independent Reading (Practice)
• Various Centers (Practice)
3. Share/Feedback Time
The “Perks” of
Reading Workshop
• Students hear fluent reading and think alouds to
understand the reading process
• Creates a community of learners who learn from one
another
• Highly structured and predictable = on task behaviors
• Differentiated instruction: teaches students at
his/her instructional level through a guided reading
approach
The “Perks” of
Reading Workshop
• Students practice modeled lessons and process
thinking in writing to learn activities
• Students have the opportunity to frequently reflect
upon his/her growth as a reader and can set goals
• KPREP scores will reflect rigor and relevance of
effective reading instruction within your school
1. Minilesson Planning
Components:
• Lesson Introduction &
Connections
• Teaching/Modeling/
Read Aloud/Book Talk
• Active Engagement
• Link
Time:
• Depends on age level
• Varies from 10-30
minutes
Template provided
1. Minilesson
• Video clip
• https://www.youtube.com/watch?v=5Gu5O5ro7zs&
feature=player_detailpage
• (Lucy Calkins Whole Class Instruction in Perspective
and Point of View grades 5-8)
Minilessons on How to Use
Comprehension Strategies
• Strategies overview handout provided
• “Into the Book” website
• Interactive Read Alouds matrix (Linda Hoyt) on
website
• Strategies that Work, by Harvey
& Goudvis
1. Minilesson Planning
• See lesson plan template
• Minilessons are based upon
CCSS
• Can also result from observations/needs of
the MAJORITY of your students
2. Guided Reading
2. Guided Reading Planning
AFTER assessing all students with the F & P
assessment:
• Homogeneously grouped: read at about same
level, demonstrate similar reading behaviors,
and share similar instructional needs (see GR
A=Z tab)
• Size can be 3-8 students (CAREFUL!! need time
to “tap on and tap off” with all)
• Temporary groups that change as you assess
students’ growth and needs
2. Guided Reading Planning
Fountas & Pinnell Criteria for Instructional
Level Reading:
• At levels A‐K: 90‐94% accuracy with excellent
or satisfactory comprehension or 95‐100%
accuracy with limited comprehension.
• At levels L‐Z: 95‐97% accuracy with excellent
or satisfactory comprehension or 98‐100%
accuracy with limited comprehension.
2. Guided Reading Planning
The Reading Process: Before—During—After
2. Guided Reading Structure
• Select text that meets needs of group
• Introduce text or new section of text (vocabulary that might
impede comprehension!!)
• Teach/reinforce for processing strategies
– Students read the text INDIVIDUALLY (tap to hear individuals read and
keep anecdotals of thinking within the text
– Discuss / revisit text (thinking about and beyond the text)
2. Guided Reading Structure
• Word work (optional)
• Extending the meaning of the text (see Writing About Reading
tab)
• *See “Ten Text Characteristics for Guided Reading” handout
• *Go to Guided Reading A – Z tab
Know the text BEFORE reading
with students!!
• Level vs. teacher
• Inappropriate content
2. Guided Reading Planning
• See lesson plan template
2. Guided Reading Planning
• Video Clip (1st Day of GR following Jan
Richardson model)
• https://www.youtube.com/watch?v=AOj3281
eNGg&feature=player_detailpage
• Setting up “Guided Reading K-2” handouts
provided
Listening to Students Read
• Reading goal = make meaning
• Keep records as you listen to students (see
tracking chart)
• Specific training in August-- Readers use
information sources to make meaning (MSV):
– Semantic (meaning) Does that make sense?
• prior knowledge, story sense, text, illustrations
– Syntactic (structure) Does that look right?
• natural language, knowledge of English, grammatical patterns, and
language structures
– Graphophonic (visual) Does that sound right?
• sounds and symbols, print conventions, directionality, words/spaces,
letters, beginning/ending, punctuation
2. Independent Reading
2. Independent Reading
• Enables students to practice reading “just
right” texts in connection to the minilesson
• Enjoy reading texts of choice
Fountas & Pinnell Criteria for Independent
Level Reading:
• At levels A‐K: 95‐100% accuracy with
excellent or satisfactory comprehension.
• At levels L‐Z: 98‐100% accuracy with excellent
or satisfactory comprehension.
Classroom Library
• Genres labeled
• Favorite authors
• Topics
• Themes
• Series
• Magazines
**F & P levels are labeled
within each book
2. Literacy Centers
• Resource excerpt pgs.
13-16 from The Next
Step in Guided Reading
© 2009 by Jan
Richardson, Scholastic
Professional (on
website)
• Assignment due dates
posted
• Rigor and relevance!!
• Rotation schedule
visible
2. Literacy Centers
Book Clubs
• Teach students (grades 3 and up) HOW to
independently discuss books at a “high level”
• Video clip on website
Center Expectations to Model:
•
•
•
•
•
How to rotate
How to start and finish within each area
Appropriate voice level
Clean up of materials
Establish bathroom 911 procedures
Access to Needed Materials
Individual bins:
*reader’s notebook
*reading folder
*books that are being
read
*writer’s notebook
*writing folder
*task models visible
Technology Center
• Post task directions on
classroom website or
chart paper
• Post exemplary blog
models
– Kidblog.org
– Learn2earn.org
Working with Words Center
• Post/have copies of
“words to learn” list,
personal words to
know, vocab words, etc.
• Letter tiles
• Dry erase boards and
markers
• Pencil and paper
3. Share Time
• Give specific feedback on observations
• Ask students to evaluate his/her work during the workshop
(did well? need to improve?)
• Goal setting
• Ask a student to share of independent text read through a
book talk, written response, how used minilesson strategy,
etc.
• Invite students to share about his/her learning
– Whole group
– Post-it note
– Turn and talk
3. Share Time
• Video clip – 3rd grade
• https://www.youtube.com/watch?v=1XASmzDki0&feature=player_detailpage
Literacy / Data Notebook
• Reading AND writing tabs
• Conference records
• Use notes to group students
for guided writing
• Exemplary models on hand
• Book level tracking chart
Formative Assessment in
Reading Workshop
• How do you know if your students are “getting it?”
• Reading to and with
• Observing and listening to students read and keeping
anecdotals
• Verbal and written responses
• Sample self-evaluation provided
• Video Clip:
http://www.ket.org/education/video/ksenb/ksenb_0
00181.htm
#um
Guided Reading Lesson Planning
• See template
• Select a book level within your grade (see text
gradient handout)
• Refer to “Guided Reading” tab in the
Continuum
• Plan a GR lesson using this book
• Higher levels (chapter books) will only select
an excerpt/portion of the text
Guided Reading Lesson Planning
• Who would like to demonstrate this GR
lesson?