2. Using Reading & Writing Workshop Strategies to Reach the PA Common Core Standards Developing life-long learners Presented By: Heidi J. AbiNader M. Ed. &Jennifer L. Toney M. Ed. Sharpsville Area Elementary School

3. Purpose Provides an opportunity for the teacher to meet the needs of EVERY learner on his/her own level. Fosters a lifelong love of reading through authentic reading of student-selected texts. Provides students with opportunities to practice reading strategies independently and with guidance.

4. Instruction Traditional vs. Workshop TraditionalWorkshop Instruction: Whole class reading/Reading groups Limited/no independent reading time Teacher teaches whole class reading skills Lack of student participation Teacher sets the pace for reading (some students are held back, some fall behind Application: Students read the SAME text over a period of time The students answer questions at the end of a story and complete worksheets to demonstrate the skill Students not aware of teacher’s reading processes and practices Primary instruction of reading skills presented in a format based on basal Assessment: Comprehension Multiple Choice Assessment Instruction: Whole class, small group, and independent reading Explicit Modeling/Think‐Alouds in whole group and targeted instruction in small group and conference. Teach Reading Skills and Strategies All students participate (Turn and Talk) Students read at their own pace; they can move ahead or re‐read as necessary Application: Students read different books (interest and level) Students apply and demonstrate skills and strategies for their own books, leaving “tracks” of their thinking Teacher models reading processes and shares reading practices (use of read alouds and think alouds) Instruction emphasizes teaching reading strategies based on standards through selected literature Assessment: Running records, conferencing, rubrics, notebook, self‐reflection, comprehension open ended/multiple choice assessments

5. Workshop Bill of Rights 1.There is time every day for writing. 2.Kids write during writing time. 3.Kids work on authentic writing. 4.Writers publish. 5.Everyone should be engaged in their subject. 6.There will be explicit instruction.

6. Class time Components Mini Lesson Independent Reading or Writing/Instructional Groups/ Conferring Closing

7. A Year in Workshop A Year in Reading WorkshopA Year in Writing Workshop Building a Reading Life Following Characters into Meaning (1 &2) Navigating Nonfiction (1&2) Tackling Complex Texts (1 & 2) Crafting True Stories The Art of Information Writing Changing the World Once Upon a Time

8. Workshop Example Reading Workshop

9. Where to Begin… Nonfiction Research Projects Wide reading across a subject to develop in- depth understanding. Acquisition of technical vocabulary Learning note-taking strategies and skills Developing sense of “what’s the so what?” Part of this is learning how to read critically.

10. Wide Reading Explicitly teach nonfiction reading strategies. Anchor chart examples.

11. Technical Vocabulary Use the special language of the topic. PCS call it “domain language”. Picture book examples

12. Note Taking Explicitly teach strategies – Boxes and Bullets – Vocabulary Lists – Paraphrasing Active Engagement

13. So What????? “We don’t do research just to become fact-combers collecting facts like a beach comber might collect pretty shells. We cup our hands around one bit of the world because we want to become wiser about the world.” - Lucy Calkins Explicitly teach phrases that will encourage students to write to learn. – We “write to think”. Push Our Thinking

14. Non-fiction Unit Resources Any Questions?

15. How to continue… Literary Essays Making a strong, clear claim. Provide evidence from the text. Learning to elaborate uncited evidence. Concluding the essay with final paragraph that leads us to new thoughts.

16. Making a Claim Explicitly teach students to take a stance on the text. Explicitly teach students how to craft a thesis statement. Anchor chart examples.

17. Textual Evidence PCS focus heavily on text-dependent analysis. Oftentimes the ideas are interpretations of the characters. We are not focusing on character traits, students are working to develop sophisticated interpretation of character.

18. “Unpacking” Our Examples “This shows that…” Teach students that the examples need to “hit the reader over the head” because they are so strongly connected to the main claim. Active Engagement – Your Name in Gold

19. So What????? “We don’t just start our essays powerfully, we end them powerfully too. We leave our readers with a strong sense of our argument and the feeling that they have just read something really important and heartfelt.” - Lucy Calkins Explicitly teach phrases that will encourage students to write to learn. – We “write to think”. Pushing Our Thinking

20. Literary Essay Unit Resources Any Questions?

21. Technology Integration Edmodo Glogster Prezi Microsoft Office

22. THANK YOU!