Definition:
Reading and writing workshops are instructional strategies
as well as organizational frameworks for language arts instruction. These
strategies are in the PWCPS Balanced Literacy model of delivering instruction of
the language arts curriculum. In the workshop, students participate in three
broad areas: a mini-lesson conducted by the teacher, activity time, and sharing
time. In the workshop strategy, students hold most of the decision-making power
regarding material to be read or written, and responses to that reading or
writing. The teacher participates as more of a coach or facilitator during
workshop time. Some teachers also use the workshop strategy as an
organizational framework, having students participate in the activity part of
the workshop while meeting with reading groups to teach other parts of the
balanced literacy model.
Steps:
1.Students gather around the teacher for a mini-lesson on a
specific reading or writing strategy that the teacher has noticed is needed by
the majority of the group. Mini-lessons are kept to 5 –10 minutes.
2.Students participate in activity time. In Reading
Workshop, students read, respond and participate in peer and teacher
conferences. In writing workshop, students participate in all stages of the
writing process, and participate in peer and teacher conferences.
3.The workshop time is concluded with a sharing session,
where students share what has been read or written, or share ideas they have
come to during the workshop.
When To Use:
Reading or Writing Workshop can occur at any time in the
language arts block.
Resources:
Avery,
Carol.(1993).…And With a Light Touch.Portsmouth, NH:
Heinemann.
Calkins,
Lucy McCormick, with Harwayne, Shelley. (1991).Living
Between the
Lines.Portsmouth, NH:Heinemann.
Hagerty,
Patricia.(1992).Reader’s Workshop: Real Reading.New York:
Scholastic.
Jackson,
Norma R., and Pillow, Paula L. (1992).The Reading-Writing
Workshop:
Getting Started.New York: Scholastic.
Example:
Reader’s Workshop, Grade 4
It’s
time to begin. Students gather on the floor in front of their teacher. What
will they learn about reading today?
“Come
closer, I’ve something exciting to share. You know, I’ve been wondering why and
how authors choose their titles.For instance, with this book (holds up Bunnicula,
a children’s book by Deborah and James Howe), the word ‘Bunnicula’ is explained
in the first chapter, so I understand why the author chose that title. But in
this book (shows The Other Side, an adult book by Mary Gordon), the
words of the title never appear in the book. I think the author chose that
title because the main character is about to die and go ‘to the other side.’ In
this book (Angle of Repose, by Wallace Stegner), the words in the title
appear right near the end of the book. When I read those words I thought, ‘So
that’s what the author meant, that’s why he chose this title.’
“Thinking
about titles is like solving a mystery. I wonder why some authors use words
from the story in the title while others don’t. Sometimes I can’t figure out at
all why an author used a particular title. Today when you’re reading, I’d like
you to think about the title of your book. How and why do you think the author
chose that title? Do you find words in your story that are used in the title?
If so, why do you think the author chose those words for the title? Does your
book have the kind of title that makes you wonder:‘ Now why did the author
choose that title?’ Some of you can share what you learned during the share
session today – and I can’t wait to see what you’ve found. Now, let’s start our
reading.”
And
so begins the daily readers’ workshop in this fourth-grade classroom. As the
students begin reading, so does Marilyn, their teacher. After a while she begins
to confer with individuals or small groups of students. Some students may
confer with each other. After a significant amount of reading time, the
students gather again for the share session, sitting in a circle on the floor.
One student begins to share her thoughts about the title of her book. Soon
others clamor to share as well. Marilyn joins in when appropriate, but she
doesn’t direct the share session. It belongs to the students.
Example:
Here,
too, the teacher gathers her students around her. Today she’s going to talk
about main characters in stories.
“There’s
something I’ve noticed about authors and how they help us know who the main
characters are in their stories.In Clifford’s Tricks (she holds up the
book), the author helps me figure out who the main character is in several
ways.First, the main character’s name is in the title. Next, I see Clifford’s
picture on the front cover. When I look through the book, I see him on just
about every page. Those are all clues the author gives me. But you know what?
The biggest clue is that the story is mainly about Clifford and all the tricks
he can do. Norman Bridwell really helps me figure out who the main character
is.
“Here’s
another book, Just For You, by Mercer Mayer.In this book, there’s no
name in the title to help me. But I’ve read other books like this by Mercer
Mayer, and I know that these stories are about the Kritter. I see the Kritter’s
picture on the cover, and when I look through the book, I see his picture on every
page. As I read the book I can tell that the story is mainly about the Kritter
and all the things he tries to do for his mom, so I think he’s the main
character.
“In
this book, Two Bad Ants, by Chris Van Allsburg, I get the feeling there
are two main characters. The title talks about two ants, I see both the ants on
the cover of the book, and if I turn the pages, I see that the two ants are
usually together. When I read the story, I know that there are two main
characters because the ants are always together and do the same things.
“Today,
if you’re reading a book that tells a story, see if you can figure out who the
main character is and how you know. What clues did the author give you? Bring
your book to the share session if you’d like to share what you’ve learned. Have
a good time reading!”
The
students in this classroom rush to their desks. Emergent readers concentrate on
the pictures. Beginning readers also let the printed words help them. Teri,
their teacher, spends some time reading and then begins to confer with
individual students, or talk with groups of students. After about 30 minutes,
the class comes together for the share session. Teri participates by talking
about her own reading. She may model questions and help students make connections.
She doesn’t control the share, because it belongs to the students. The sharing
continues until someone notices that it’s time for recess. Reluctantly the
students put their books back in their desks and go outside. A few decide to
take their books with them.