1. Balanced Literacy A student-centered approach to teaching and learning

2. What is Workshop?  “The workshop model is simple and powerful. It derives from the insight that children learn by doing...” -Harvey Daniels and Marilyn Bizar  “Workshop is based on CHOICE, VOLUME, and DIFFERENTIATION.” -Nancie Atwell

3. What is a Workshop model?  “Workshop” is both a structure for organizing classroom instruction and a vehicle to get students more engaged and invested in content.  The structure provides more time during the school day for students to read, to write, to talk, to use effective learning strategies and to explore and respond to the topics and ideas they are studying.  It provides more time for teachers to work with individual students and for students to work with one another.

4. TIME  Workshop starts with TIME — time for students to read, write, talk, and think in class. These opportunities will take place in whole-class settings, small-group sessions and independent practice.  The structure also offers teachers time to observe, take notes, confer with students and naturally DIFFERENTIATE INSTRUCTION.  Reading – 90 minutes daily (45-60 minutes devoted to Reading Workshop)  Writing – 45-60 minutes (3-5 times a week)

5. VOLUME  The amount of reading and writing that students do is positively related to achievement. -Report Card for the Nation, 1998

6. ‪ 6thGrade ‪ reading #greatstuff ‬ Tweeted 10/10/14 Sixth Grade

7. CHOICE and OWNERSHIP  Because students often have a CHOICE in what they read and write, they develop OWNERSHIP of their learning. As they begin to use newly taught strategies that make them more skilled readers, writers, and learners, they are able to access more and a greater variety of materials, increasing their confidence and independence.

8. Workshop teaching is based on a reapportioning of time spent - MINI-LESSONS  Short, teacher-directed lesson introducing one skill/idea/strategy  Teacher connects new learning to previous learning  Teacher models or demonstrates new skill or strategy  Students practice skill or strategy with support from peers and the teacher  Students practice skill or strategy with coaching, as needed

9. “Introducing think marks in readers workshop!” Tweeted 10/9/14 Second Grade

10. COMPREHENSION THROUGH CONVERSATION  RESPONSE is built into workshop instruction. During the mini-lesson, students have the opportunity to question and clarify strategies before they adapt them to their own learning. The teacher-student conferences, small-group work, notebooks, and sharing sessions all offer opportunities for students to explore and respond to content with their teachers and their peers.

11. “Making connections during Reader's Workshop! ‪ #readingisthinking” ‪ #readingisthinking Tweeted 10/10/14 Fourth Grade

12. A COMMUNITY of LEARNERS  By experiencing genuine discourse, considering and building on the ideas of others, finding evidence in what they read, and sharing their work, students develop as a COMMUNITY of learners.

13. Gradual Release of Responsibility

14. Gradual Release Model  The teacher names and describes the strategy, then models the strategy through demonstration and think-alouds (teacher is most active)  The teacher provides many opportunities for students to practice the strategy with his/her support and guidance (teacher and students work together)  The teacher provides opportunities for students to try out the strategy independently and reflect on their application (students are most active, receiving monitoring support from the teacher)  Students are expected to apply the strategy across all literacy encounters (students have become independent)

15. “Building our reading stamina in Reader's Workshop!” Tweeted 9/10/14 First Grade

16. Student Engagement  Students have time everyday to read and write independently, practicing their newly acquired skills and strategies  Teacher works with small groups  Teacher confers 1-1  Students share with one another about their learning

17. Professional Learning  Learning Sessions  Demonstration Lessons  Debriefing and Planning

18. @07003Staff ‪ Watching reader & writer workshop demo lesson ‬ Tweeted 9/16/14

19. “Reader's & Writer's Workshop PD with ‪‪ #LearningNeverStops” ‪ #LearningNeverStops Tweeted 9/30/14

20. Lab teachers came prepared to share something exciting that’s been going on, as a result of embracing a Workshop approach. Individual responses included: * Students are referring back to the anchor charts and using amazing terminology *Some non-lab teachers on the team have been trying Workshop elements too and collaborating has been great *Turn and Talk gets everyone involved *Students are loving all the new books and teachers are happy applying them to lessons *Student partnerships are working well and kids are staying focused *Reading spots and book baskets are great and building independence

21. Lab teachers came prepared to share something exciting that’s been going on, as a result of embracing a Workshop approach. Individual responses included: *Good conversations are popping up everyday *Guided Reading and conferring are going really well and stamina is building as students are independently reading *Workshop is rolling faster, routines are working *The students love using Post-its and tracking their thinking *Loving the Reading Workshop/Writing Workshop following one another *Students can use strategies and describe what they’re doing

22. Lab teachers came prepared to share something exciting that’s been going on, as a result of embracing a Workshop approach. Individual responses included: *We’re seeing more excitement about reading * Even my lowest readers are developing a love for reading because they can really read the books they have *Partnerships are talking about what they should, staying on task and taking turns *So nice to have kids reading on their levels *Success came faster than I thought it would *Thinking stems (I’m thinking, I’m wondering, I’m guessing) are helping kids have great conversations and do great thinking *There were lots of inclusion modifications for Treasures and now kids feel like they’re doing what everyone else is *Even my most struggling readers are so excited because they’re choosing their own books and confidence is building because they can read them

23.  The message from researchers and educators is that teachers must put real reading (& writing) behaviors at the heart of teaching practices.  A Workshop Model sets up a framework in which to accomplish this, while meeting the needs of diverse learners.