Welcome to…
Digging Deeper with
Reading & Writing Workshop Grades 3-5!
As you arrive… please fold the construction paper
on your desk hot dog style. This will be your
nameplate. Please write your name, grade level you
teach, and your school name on the nameplate.
Three Common
Threads…
Digging Deeper with Reading
& Writing Workshop:
Teaching Through Genre Studies Grades 3-5
“Like many aspects of technique in language
teaching about genres is made more powerful
by allowing students to become insiders in the
world of that genre. People become insiders in
craft when they have to construct the sort of
thing they are learning about.”
Randy Bomer
Presented by: Julie Rodriguez and Julie Carrera
Course Goals & Purpose
• We will explore how to implement a more complex
reading and writing workshop through genre inquiry
– Units of Study: Poetry, Persuasive (Editorial), Expository
and Procedural (Feature Article) plus Research
• RRISD Expectations
– Read and highlight significant words, phrases, or points
Exploring Inquiry as a Teaching
Stance in the Writing Workshop
by Katie Wood Ray
 Read pages 238-241
What are your goals?
Writer’s Notebook
Entry
Digging into State Documents:
ELAR TEKS Introduction & Figure 19
Reading TEKS
• Number of 1-6 at your table
• Skim and scan the knowledge and skills statement
expectations 3-5. Note verbs and underscore
products.
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All 1s read Theme and Genre
All 2s read Poetry
All 3s read Drama
All 4s read Fiction
All 5s read Nonfiction
All 6s read Sensory Language
• Share!
Let’s take a break!
Be back in 10 minutes.
Digging into Writing TEKS
RRISD Teaching &
Learning Continuum
Immersion & Inquiry
• Instructional framework for studying genre in the
writing workshop (a predictable rhythm and likely to become intertwined!)
– framework is used to uncover curriculum about writing itself
– time for students to engage deeply in reading and writing
• Students’ noticings and questions around gathered texts
determine what will become important in each study
• Depth rather than coverage is the driving force in the
development of content (in each genre study)
• Writing is used as a tool for learning and as a means to
communicate that learning
Digging into the Genre of
Poetry
Before you write one poem, you need to read at least 100.
Ted Kooser, Former Poet Laureate
We will resume promptly at 1:00.
Genre of Poetry…
reading deeply and widely!
Before you write one poem, you need to read at least 100.
Ted Kooser, Former Poet Laureate
Immersion
All reading is done with an eye toward,
“We’re going to write like this.”
Before you write one poem, you need to read at least 100.
Ted Kooser, Former Poet Laureate
REVISITING OUR GOALS &
NORMS…
Writer’s Notebook
Entry
Close Study
What do we notice about how the texts are written?
• Class discussion, noticings recorded
• Writer's notebook- gathering ideas,
brainstorming
• Personal mentors OR touchtone texts
Writing Under the Influence
Complete a piece of poetry that shows
the influence of our poetry study.
Share!
Reflection…
Genre Study Framework & Reading and
Writing Workshop
Genre Study Framework
Gathering Text
Setting the Stage
Immersion
Close Study
Writing Under the
Influence
Components of
Reading/Writing
Workshop
Welcome to
Day Two!
Digging in to the Genre of
Persuasive Text
“Students need to inhabit the
genre if they are to master it.”
Lucy Calkins
Persuasive Texts
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editorials
op-ed
persuasive essays
public service announcements
political cartoons
persuasive letters
advertisements
Editorials
“ The editorial is the most sophisticated genre
of nonfiction because students must not only
find and process facts, they must form a
strong opinion based on them. Only from a
thorough understanding of the facts can one
have a valid, defendable opinion.”
Janet Angelillo
Making Revision Matter
Professional Resources
Gathering Texts
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Time for Kids
New York Times Upfront
Scholastic News
Junior Scholastic
Miami Herald (Leonard Pitts)
Detroit Free Press (Susan Ager & Mitch
Albom)
• Sports Illustrated (Rick Reilly)
Setting the Stage
• Project Progress
Immersion
• Editorial Packet
Let’s take a break!
Be back in 15 minutes.
Toys and Fast Food Don’t Mix
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Paragraphs longer- 5-7 sentences, especially middle
Lots of statistics
Introduction about author for credibility
Was not written in 1st person
Title has word toys, but didn’t see this throughout article- a little misleading, trying
to hook reader?
Author used lots of commands
Gave facts, gave up front
Not sure about research behind facts- validity?
Factual beginning/mid, opinion at end
Facts came first, then opinions later
Opinion stated by use of word choice (disgust)
Use of questions to get reader thinking
Limited accusations to 2 fast food restaurants
Causes reader to react- call to action
Shock factor (facts)
• Lead is a startling fact
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Kids Need a Break!
Had a call for action at the end
Thought provoking/ causing reader to be reflective
Lists consequences of not having recess
Used basic needs/health to get its point across
Gave website to find out more
1st paragraph is geared to audience (TFK-children)
Picked to reasons why recess is important and elaborated on each one
Paragraphs only have 3 sentences (fast)
Gave different pts of view--school pt of view and parental point of view
Divided evenly (problem was 1st 3 paragraphs, solution is last 3 paragraphs)
Appeals to a wide range of readers (kids and adults)
Writer’s Notebook
Entry
Close Study
• Toys and Fast Food Don’t Mix
• Kids Need a Break
We will resume promptly at 12:55.
Writing Under the Influence
• Collecting Ideas or Prewriting
– Things That Bother Me in the World…
– Selecting a Topic
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Am I excited to write about this topic?
Do I have enough to say about this topic?
What might I say?
Will this topic be easy or hard for me to write about?
Writing Under the Influence
• Drafting
• Revising
• Editing
Writing Under the Influence:
Revision Mini-lesson
• Teaching point: When writing a persuasive
piece, writers want their reader to do
something or believe something.
Think about your audience. How will you
include a call to action? If you already have
one, experiment with writing it in a different
way.
Writing
Celebration
Closing Thoughts
 Day 3 & 4- scheduled for November 4 and 5
Must have principal approval to attend
Will be posted on e-campus by the start of school
Please bring ALL materials back with you
Feedback- post it notes for our benefit (hopes and wishes)
RRISD Course Evaluation (e-campus #3445.13723)
Reading-writing-workshop-cohorts.wikispaces.com
JulieE Rodriguez
Julie Carrera
Welcome to Day Three!
Please work on the following entries in your
writer’s notebook…
•Make a list of things you know, or feel like,
you are an expert with
•Make a list of wonderings
Classroom Visits!
3rd Grade
8:50-9:40
4th Grade
10:40-11:30
5th Grade
9:45-10:35
We work ourselves into 2 classroom observations
while the students are at specials.
Article & Discussion:
Give & Get
Digging into the Non-fiction
Genre
• Non-fiction Reading
and Writing TEKS
• Research TEKS
Background Knowledge…
• Randy Bommer’s (1995) definition of a feature
article is that it is something written “to inform
readers about something they never realized could
be so complex and interesting.” Not the tops news
article, interesting to read because it’s news, not the
straight facts-only information found in
encyclopedias and reference books, the feature
article is literary nonfiction, interesting to read
because the writer has deliberately crafted it to
engage the reader’s attention while including all
sorts of interesting information.
Possibilities…
Reading Mini-lessons for Expository Texts
• Follow the Text Sign Posts
• Fact and Opinions in Feature Articles
• Main Ideas from Supporting Details
• Patterns of Text Structures
Let’s take a break!
Be back in 10 minutes.
Digging into
Feature Articles:
Immersion
Digging into
Feature Articles:
Close Study
We will resume promptly at 1:00.
Formulating a
Question to Research
“Motivation is at the heart of writing… Go where your interest
lies or your affection or your passion” (1990,58)
William Zinsser, On Writing Well
Research Plan &
Your Process
Library On-line Resources
RAN Chart to collect/sort information
TEKS- How will you site sources?
Take a 10 break as you need
“Motivation is at the heart of writing… Go where your interest
lies or your affection or your passion” (1990,58)
William Zinsser, On Writing Well
Share Today’s Work
&
Homework
Welcome to Day Four!
Continue your work from yesterday…
Mentor Text Reflection
Look at our mentor text, or your
mentor text. How will it help you in
crafting your article?
Writing Under the Influence
• Drafting and publishing
• Goal: To share our pieces
before we leave for lunch
Writing Under the Influence:
Revision Mini-lesson
• Teaching point: Writers consider their
audience as they write. Each mentor text
we’ve read has an audience in mind.
Think about your audience. If you could talk
to them, how would you tell them your
information? Reread your draft to match how
you would talk to your audience with the
writing you’ve done.
Writing Under the Influence:
Revision Mini-lesson
• Teaching point: Writers make sure their
writing has the features of feature articles.
Reread your mentor text.
Consider how you can include other text
features to communicate information to your
reader. Use your mentor author to help you
make a decision.
Writing Under the Influence:
Research & Feature Articles
- Peer conference (compliment and a wish)
Publish
We will resume promptly at 1:00.
Assessment
• Six Traits Analytical Scoring Guide
http://www.nwrel.org/assessment/pdfRubrics/5_point_rubric_condensed.pdf
• Assessment Resources:
1s read excerpt from Nonfiction Matters
2s read excerpt from Thinking Through Genre
3s read excerpt from Study Driven
Theme & Genre
• TEKS/Figure 19 Metacognitive Reading Strategies
• Gather into grade level groups
• RAN chart for traditional literature
(theme & genre)
• What does/your grade level unit of study look
like based on the TEKS? Look back at previous
grade levels for more information.
Theme & Genre
• Round Table Discussion
Theme & Genre Mini-lesson
ideas…
• Readers of traditional literature encounter recurring
motifs such as three wishes, tricksters, or journeys.
Often in these tales, the smallest or youngest
character becomes the hero, overcoming stronger
characters through wit.
• Readers of traditional literature come to expect
repeating refrains and predictable, or “flat”,
characters that do not change. They can easily sort
these characters into good and evil and should derive
some kind of moral lesson (theme).
Course Goals & Purpose
• We will explore how to implement a more complex
reading and writing workshop through genre inquiry
– Units of Study: Poetry, Persuasive (Editorial), Expository
and Procedural (Feature Article) plus Research
• RRISD Expectations
– Read and highlight significant words, phrases, or points
Evaluations and Feedback
Strategy: Questioning
“Why do cats meow? Do cats talk or is it an
involuntary spasm? Or is it voluntary? I think
they’re trying to tell us something. My cat
starts meowing, and I feed him. He shuts up.
But sometimes he keeps meowing. I give him
everything and he still won’t stop. Meow,
meow, meow!”
Strategy: Wonderings
• Wonder is one of the most important tools a
writer can have. Writers are always thinking
about the world, asking questions in their
minds, wondering about this and that.