Planning Guides for Reading and Writing Workshops

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Planning Guides for Reading and Writing Workshops

• DPS Facilitator Institute
• July 27, 2006

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Why Develop Planning Guides?

• Encourages consistency and coherence across
  district and classrooms
• Establishes a scope and sequence based on
  standards but tailored to our own issues and
  schools
• Integrates current resources and guide the use of
  professional books and curriculum materials

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Phase 1Drafting the Guides

• Guides are a reflection of our collective
  learning as a system.
• They have been collaboratively created by
  literacy specialists, literacy coaches, classroom
  teachers, school librarians, ELA specialists,
  curriculum coordinators, Education Technology
  specialists, Alma coordinators, the Cultural
  Competency Committee, Early Education
  coordinators, the ERS Department, Special
  Education specialists, Indian Education
  specialists, and the Purchasing Department. Many
  THANKS to all of them!

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Phase 1Expectations for Use Flexibility

• Teachers are encouraged to adapt, add, extend, or
  delete lessons, depending on their students
  needs. (There are fewer lessons than days in each
  unit.)
• Units are organized in a three-ring binder, so
  teachers can easily add to the lessons.
• Every lesson contains space for notes. We hope
  teachers record their practice.
• For revising lessons
• For remembering adaptations, adjustments,
  read-aloud titles, etc., for the next time they
  teach the lessons

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Expectations for Use

• All classrooms will address the same big ideas
  approaches can differ.
• Teachers follow the sequence and Year at a Glance
  calendar. Many issues have been considered in
  identifying the order of units.
• Teachers and facilitators conduct lesson studies
  and grade-level examinations of student work.

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Phase 2Revising the Planning Guides

• After each unit, teams of teachers are encouraged
  to share their revisions of the lessons by
  discussing
• Strategies for differentiation for English
  language learners, special education students,
  and gifted and talented students
• Strategies for addressing cultural competency
• Lesson selection and revision
• Lesson pacing and
• Materials.

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Phase 2Earning PDUs or DPS Inservice Credits

• Teachers can apply for PDU or DPS inservice
  credit for participating in revising and
  personalizing the planning guides to meet their
  schools individual needs.

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Matrix of Units/Year at a Glance

• Shows visual of the flow of units across the year
• Contains big ideas, which are intended student
  outcomes for each unit
• Highlights expectations for student products at
  the end of each unit

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Unit at a Glance

• Contains the rationale and overview of the unit
• Includes state standards and Reading and Writing
  Workshops big ideas addressed in unit
• Lists reading and writing curriculum resources
  used in the unit for mainstream and ELA-E and
  ELA-S classrooms
• Includes calendar of recommended sequence of
  lessons
• Details about 20 of 25 lessons in the calendar
  (unless lessons are from another published
  source, such as NCEE, Lucy Calkins)

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Unit at a Glance Activity

• Turn and Talk
• Skim through the Unit at a Glance
• Talk with a partner at your table. Discuss the
  features you see in the Unit at a Glance that you
  feel will be supportive to teachers.
• How might you have teachers use this document
  before beginning the unit of study?

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Materials Supporting Planning Guides

• Already Available in Classrooms
• Classroom Libraries
• Making Meaning Books
• Writing Resources
• Lucy Calkins Units of Primary Writing
• Teaching Qualities of Writing
• NCEE Writing Rubrics
• Workshop Materials
• Writing notebooks
• Book bags and reading folders, including reading
  response notebooks and reading assessment
  notebooks

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Materials Ordered to Support Planning Guides

• Student books and materials to support
  Mini-Lessons, Shared Reading, and Read Aloud
• Professional books for reference and book study
• Lets Talk about It! for primary classrooms
  (oral language development program)
• Lucy Calkins sets of Writing Units for
  Intermediate Classrooms
• Complete set shared between grades 35 (sent to
  grade 4)
• Americas Choice Author Studies, Genre Studies,
  and The First 30 Days

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Daily Lessons

• Standards and big ideas
• Materials
• Intended learnings
• Mini-lesson
• Independent work and sharing
• ELL scaffolding
• Cultural competency goals

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Standards and Big Ideas

• Mini-Lesson
• Connection
• Teaching
• Active Engagement
• Link

In Some Lessons and Notes ?ELL Scaffolding ?
Cultural Competency ? ILT Connections ?
Advanced Learner Suggestions
Independent and Small Group/ Share Time
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ELL Adaptations
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Reading and Writing Workshops
Teacher Support
Independent Practice
Active Engagement during the Mini-Lesson Small
Group and Individual Instruction
Student Responsibility
Explicit Teaching
I Do We Do
You Do
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Unit 1

• Launches the Units of Study for Reading and
  Writing Workshops
• Develops the rituals and routines for Reading and
  Writing Workshops at every grade level
• Establishes effective reading and writing habits
• Provides lessons demonstrating strategies used by
  good readers and writers

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Unit 1Primary Grade Levels

• Unit 1 uses the following resources
• The First 30 DaysReaders Workshop by Americas
  Choice
• Making Meaning
• Lucy Calkins Launching Writing Workshop Unit
• DPS Writers Life Unit
• Many lessons include specific suggestions to
  support English language learners
• ELA-S classrooms follow same lesson plans with
  Spanish materials

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Unit 1Grades 35

• Unit 1 relies on lessons in The First 30
  DaysReading and Writing Workshop. Additional
  daily lessons have not been written.
• An extended Unit at a Glance was created to
  provide support for teachers using The First 30
  DaysReading and Writing Workshop.

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Extended Unit at a Glance Unit 1Grades 35

• Unit at a Glance
• Tech Notes
• Companion Overview

Supporting ELLs and Culturally, Linguistically
Diverse Learners
Introduction to Purposes The lessons in Unit 1,
Launching Reading and Writing Workshop The
First 30 Days, are intended to guide teachers
through the initiation of Reading and Writing
Workshops. This companion guide, Supporting
English Language Learners (ELLs) and Culturally,
Linguistically Diverse Learners serves multifold
purposes. The main purpose is to intentionally
establish a culturally responsive foundation for
instruction for all teachers who work
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Calendar with ELL Suggestions
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Activity for Calendar with ELL Suggestions

• Look through the Launching Reading and Writing
  Workshop The First 30 Days with ELL Suggestions
• Turn and talk with a partner about
• Which strategies are familiar to you?
• Which strategies are you interested in learning
  more about?
• How will you share Unit 1 with your teachers?

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DifferentiatingLiteracy Instruction for ELLs

• Teachers must help text become usable input not
  only by helping children make sense of the text,
  but by drawing attention to how language is
  used. Lily Wong Filmore
• Meaning of vocabulary, sentences
• Figurative language

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Differentiating for All Learners

• There is more than one way to walk, talk, paint,
  read, and write. Assuming otherwise is the root
  of fundamental inequities.
• Thomas
  Hehir

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Unit 2 and Beyond

• Units 2 and beyond will be posted online when
  finished at http//curriculum.dpsk12.org/.
• Hard copies of these units will be sent to
  schools when completed for teachers to add to
  their three-ring binders.
• Supporting materials will be sent to schools as
  soon as possible.
• Teachers should use the resources available in
  the school until materials arrive.

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Effective Implementation of Planning Guides
Effective Implementation of Planning Guides
Cause
Effect
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Effective Implementation of Planning Guides
Multiple Flow Map

• At tables, brainstorm what you think effective
  implementation of the Instructional Planning
  Guides should look like (boxes on the right side
  of the Multiple Flow Map).

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Effective implementation of Planning Guides
Students actively engaged in reading and writing
Effective Implementation of Planning Guides
Teacher modeling own writing
Print-rich, language-rich classroom environment
Cause
Effect
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Effective Implementation of Planning Guides
Multiple Flow Map

• At tables, brainstorm the kinds of support
  teachers might need to ensure effective use of
  the Instructional Planning Guides (boxes on the
  left side of the Multiple Flow Map).

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Effective Implementation of Planning Guides
Getting started
Students actively engaged in reading and writing
Effective Implementation of Planning Guides
Ongoing support
Teacher modeling own writing
After completing a unit of study
Print-rich, language-rich classroom environment
Cause
Effect
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Getting Started Some Ideas

• Work with your principal to select slides from
  this presentation to share with your staff
• Study Year at a Glance in vertical teams
• Study Units at a Glance in grade-level teams

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Providing Ongoing SupportSome Ideas

• Have grade-level teams work together to pre-plan
  units and lessons
• Demonstrate lessons or arrange for some teachers
  to demonstrate
• Study a professional book or a unit resource
• Have teachers do lesson studies and observe each
  other

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After Completing the Unit

• Debrief units at grade-level meetings to examine
  and calibrate student work
• Select benchmark papers of student writing
• Reflect on the unit with grade-level team members
  and discuss adaptations for teaching it in the
  future
• Revise units of study to better meet students
  needs at your school (work together to earn PDU
  or DPS inservice credit)

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Considerations

• Work with your principal to determine
• What does the first week of school look like?
• When do teachers start the lessons?
• How will the school handle the logistics of
  materials? (unpacking, inventorying, and
  distributing materials)

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Learning is like rowing upstream not to advance
is to drop back. Chinese saying