Making Workshop Work. Readers’ and Writers’ Workshop for Multi-lingual Learners. Introductions. Asa Mercer Middle School, Seattle Public School District Priscilla Allen: 6 th , 7 th , and 8 th grade ELL Math and Social Studies
Readers’ and Writers’ Workshop for Multi-lingual Learners
Asa Mercer Middle School,
Seattle Public School District
1. Introduce yourself.
2. What is your experience with Readers and Writers Workshop and ELLs?
Tier 2 words from mentor text
TC Units often lack the sort of unified theme and supports that that ELL students need in order to access the material
Adapted ELL Unit: The Colonial Era
Overview of key events leading to the colonial era
Issue: Difficulty in defining learning objectives, skills, and strategies.
Please come to the front with your notebook and a pencil.
“To read people-in life and in stories-it is important to remember that actions can be windows to the person. In life and as we read, we can pause after a character has done something and say, Let me use what just happened as a window to help me understand this person.” -Lucy Calkins
Readers identify character traits based on what characters do, say, and think.
TC Learning Objective:
“Expert readers believe that when thinking about stories, it can especially pay off to pay attention to characters in general and to their motivations and struggles in particular.” –Lucy Calkins
1) Break it into learning targets
2) Brainstorm ideas for skill and strategies
Issue: Teaching point can’t always be applied to independent reading level book of ELL students
Non-fiction is often treated an individual unit of study
Incorporate non-fiction throughout the year
Can be difficult to assess if students achieved the learning/skill target.
Structured Exit tickets
Noticing Characters: Empathy
(Character name) feels ___________________
I know this because in the text it says ______
________________________________. (pg. #)