Writers Workshop Objectives

1
Todays Agenda

• Writers Workshop Objectives
• Curriculum Maps
• Readers Workshop Training Rollout 07/08
• Literacy Interventions
• Training Delivery 07/08

2
Writers Workshop Writing every day with
mini-lesson and authors chair MODELING your
writing Following the grade level genre study
map of the year Conferencing Notebook/Sticky
Notes Developing the sourcebook/Writers
Notebook Student mini-lesson notes in a
standards notebook (3-5)
3
Authors Chair NOT about reading your story
aloud GOAL Develop stronger writers NOT
better writing Students share what they are
doing as writers Teachers highlight strategies
and elements used Model and practice the use of
writerly language
4
Source Book Seed Book Writers Notebook
When you come right down to it, a writers
notebook is nothing more than a blank book, but
within those pages youve got a powerful tool for
writing and living. Ralph Fletcher
Not a diary Not a journal of assignments
An individual memory box to fill with ideas,
images, reactions, sensations, feelings, and
thoughts tiny sparks to ignite writing.
5
Tips for the Writers Notebook Write small
jot little details, lines, ideas Be Aware! Turn
on your senses Listen for powerful language You
have to get the idea down while its hot The
Appendage Take mental photographs Writing that
scrapes the heart
6
(No Transcript)
7

• Professional Development Training Delivery 07/08
• Mondays w/ Coaches Art or Christa K-2 3-5
  3-4 PM
• Study Groups / Training will focus on rollout
  objectives
• Teacher share times/presentations

8
Readers Workshop 60 min block Minilesson
Focused on strategies/concepts
10-15 min Teacher gives
examples to model thinking Students
generate additional examples Connect
with prior learning Remind students
to use strategies as they read Work
Time Independent Reading just right
books 30-45 min Teacher
Conferencing and Guided Reading Groups
Students Respond in Readers Response
Journal QUIET FOR CONCENTRATION Sha
re Time Group Share Evaluation 5-10 min
Talk about their reactions to their
reading Read parts of a book
Share notebook responses

9
What are interventions? Research-based and
proven actions Prescriptions for a
diagnosis Explicit direct instruction in small
group or 11 The earlier the better! Only work
when used consistently Quick exercises that are
engaging Rewarded with encouragement and praise
10

• Interventions Strategic actions to catch kids
  up
• Intervention required when student is not
  securely on grade level.
• YOU are the frontline interventionist but take
  the time to enlist the parents!!!
• Monitor frequently and chart progress.
• Better to use fewer interventions more often.
• Repetition gets boring so hang in there! It will
  pay off.

11
Interventions How do we know who needs it?
Diagnostic Data DIBELS, DRA, CRCT,
Observational Notes How do we know what to
do? Interventions Folder, Coaches,
Colleagues When do we do this? 15 minutes is
all you need
12
07/08 Priority Areas of Intervention
Reading Comprehension recall/understanding
I read it but I dont get it! Fluency
reading speed and accuracy I read so slowly
that I cant focus on the story. Decoding
phonics skills/chunking/spelling skills I
cant figure out the words.
13
Teaching Students to Use Strategies Gradual
Release of Responsibility
1. Explicitly show students how to use the
skill/strategy, 2. Students practice the skill
under your supervision--and you give
frequent corrective feedback and praise, 3.
Students use the skill independently in real
academic situations 4. Students use the skill
in a variety of other settings or situations
(generalization)
14
Reading Comprehension I read it but I dont
get it. Explicit teaching of comprehension
strategies Model story maps frequently
Students have to support their answers with
text Graphic organizers Use fewer more
frequently Model strategies in your thinking
and read-alouds Use picture books with older
students Strategy charts stay up all year and
are reviewed often Weekly vocabulary work
enhances language banks
15

• 7 Key Comprehension Strategies
• Visualizing Make a movie in your head
• Making Connections Text--gtSelf, T--gtT, T--gtW
• Questioning Engaging your thinking about the
  story
• Inferring Reading between the lines Forming
  sense
• Determining Importance
• Synthesizing
• Cultivating Awareness Fix-Up Strategies

16
Fix Up Strategies What to do when you are stuck
17
Example of Basic Story Map
18
FLUENCY INTERVENTIONS Weekly fluency probes
for all students K-2 Weekly fluency probes for
3-5 at-risk students Choral reading daily (3-5
minutes) Weekly sight word checks K-2 Grades
will be taken weekly on fluency and sight
words. Parents need to sign and return probes
and sight word checks.
19

• Reading fluency refers to efficient, effective
  word recognition skills that permit a reader to
  construct the meaning of a text. Fluency is
  manifested in accurate, rapid, expressive oral
  reading and is applied during, and makes
  possible, silent reading comprehension.
• (Pikulski Chard, 2005)

20
DECODING Phonics K-2 DAILY PHONICS/WORD
STUDY Daily Word Study/Vocabulary Lessons
3-5 Daily Phonemic Awareness K-1 (5-10
minutes) Flash cards with word chunks/spelling
patterns Weekly sight word checks Explicit
teaching of word chunking
21
After a short break, The Phemister will resume
with math!