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Welcome to the Home of the Bilingual Bobcats!. Balanced Literacy. Reading and Writing Workshop Definition. Definition:
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Welcome to the Home of the Bilingual Bobcats! Balanced Literacy
Reading and Writing Workshop Definition Definition: Reading and writing workshops are instructional strategies as well as organizational frameworks for language arts instruction. These strategies are in a 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.
Reading and Writing Workshop Model Reading Workshop Writing Workshop • Used for the past two years. • Marsha Riddle Buly of Western Washington University provided training for K-8th grade. • Used school-wide. • Conducted in Spanish and English. • Used for the past two years. • Some of the staff has been trained by Marsha Riddle Buly of Western Washington University. • Conducted in Spanish and English.
Literacy Schedule Kindergarten First Grade • 9:20-10:30 Reading Centers/Reading Workshop • 10:45-11:30 Writing Workshop • 1:00-2:00 Reading Workshop • 2:00-2:20 Writing Workshop * Writing and reading are also integrated throughout the content areas (math, social studies, science). GLAD supports this integration.
General Layout of Reading/Writing Workshop Reading Workshop in a nut shell Grade 3 GLE: 1.4.3 Apply different reading rate to match text. Adjust reading rate to match difficulty of texts (e.g. content/academic text) and for different purposes (e.g., pleasure reading vs. reading for information). 5-10 minute mini-lesson 1 minute- Connect Readers, we’ve been talking how we read for different reasons. Sometimes we read for pleasure and sometimes we read for information. The last few days we practiced reading for pleasure. We’ve also talked about reading at different rates or speed. When you read for information you need to read slower so that you can learn new things and think about them as you read. Today we will practice reading slower for information. 2-3 minute- Teach Let me show you how I use the strategy of changing my speed while reading. First I will read a book for pleasure. Pay attention to the rate (speed) at which I read (Read fluently pausing to reflect). See how I read fluently and with expression. This helps me understand what is happening in the story with the character. Now I will read a book for information. We do this a lot in school when we want to learn something new. Watch me and see how my rate (speed) changes. (read and informational text at a slower rate pausing more often to think out loud and process new information) 5 minute- Engage Now let’s read these two paragraphs (or pages) together. The first one we will read for pleasure. The second we will read more slowly for information. Turn and talk to your neighbor about how your rate or speed changed while reading. 1 minute- Link to Independent Learning So readers, remember that when you read you can read at different rates (speeds). Today,during independent reading time you can read slower or faster depending on whether you are reading for information or for pleasure. When you go to read I want you to try changing the rate (speed) at which you read. 30-45 minute - Read independently (and/or buddy read) While students are reading select 5-7 students to confer with. During this time ask them: What book are you reading? How did you choose this book? Can you show me how you used today’s strategy of… (Changing your reading rate while reading). How did this work for you? Would you like to show the class how you used this strategy during share time? 5 minute- Share Time Have the student/s that you selected come and demonstrate the strategy to the class and explain why they used it.
Example of a mini-lesson at the beginning of readers/writers workshop.
Example of students practicing daily lessons independently or with a partner. Teachers conference with students during this time.
Classroom libraries are important for reading workshop. First grades have their library organized by subject and author. The children sorted these books and made appropriate labels. Kindergarten students have their library organized by reading levels. Teachers determined the levels and separated books.
More examples of libraries within the classrooms. First Grade Classrooms Kindergarten Classrooms
Personal book bins are important, so that students can choose “just right books”, which are at their reading level and are of interest to the student.
Sticky notes can be used to have students mark in their books where they use a specific strategy.
Writing Workshop Resources Lined Paper “Student Paper” Large Chart “Teacher Paper” Pencils, markers, etc….
Students’ work samples in English based on writing workshop.
Students’ work samples in Spanish based on writing workshop.
GLAD (The Guided Language Acquisition Design) helps us to integrate literacy into all content areas. It allows students to learn content and language more efficiently. GLAD Definition: GLAD is a model of professional development in the area of language acquisition and literacy. The strategies and model promote English language acquisition, academic achievement, and cross-cultural skills.
