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Literacy is a basic human right, achievable by all students. Today's learners need to know how to read, write, speak and communicate effectively in order to survive in an ever-changing and challenging global society. English Language Arts/Literacy is the foundation for learning in all content areas.
In literacy, it is important to use a balanced approach that emphasizes reader’s workshop, writer’s workshop, and word study. These three domains allow teachers to differentiate and assess students within their zone of proximal development.
What follows is a description of a reader’s workshop, as developed by Irene C. Fountas and Gay Su Pinnell (2001). Reader’s workshop is an extended period of time each day where students participate in authentic reading experiences, which target skills and strategies students need to develop as readers.
The workshop is divided into a mini lesson (10-15 minutes), workshop time (30-40 minutes), and share time (five-10 minutes).
Mini lesson
During a mini lesson, the teacher introduces a skill or strategy students need to become more effective readers. The teacher uses formative assessments as well as the school’s language scope and sequence to decide what to teach.
For example, the teacher might focus on inference. To model this strategy, the teacher uses an interactive read-aloud where she shares her thinking, aloud to students, as she reads. By doing this, students can see how the teacher becomes aware of her thinking. After modeling this strategy, the teacher then asks her students to practice it in their independent reading book during workshop time.
Workshop time
During workshop time, students engage in independent reading or guided reading sessions. Independent reading is a time where students self-select a “just-right” book that is at their independent reading level. Students use this book to practice the skill or strategy that was introduced during the mini lesson. To keep students accountable and to monitor their progress, each student records their thinking on sticky notes or a graphic organizer, which they will later place in their reading response journal.
While some students are independently reading, the teacher calls guided reading groups. Guided reading is differentiated time in which the teacher selects a book just above the group’s independent reading level. The teacher then works on the skills these students need to develop to their next reading level.
The teacher determines what these skills should be from student running records or other conclusions made during developmental reading assessments.
By the end of workshop time, students have either met with the teacher in a guided reading group or have practiced the skill or strategy that was modeled during the mini lesson.
Share time
At the conclusion of reader’s workshop, the teacher leaves time for a group share. Students then have a chance to explain how they applied the mini lesson strategy while reading, or any other thinking they have done while reading. The share time gives the teacher an opportunity to assess how students applied the mini lesson strategy as well as other thinking students are doing as readers.
In conclusion, using a reader’s workshop model for reading instruction allows teachers to differentiate instruction in order to reach all students where they are at. It also encourages students to see themselves as readers, and builds a community that values good literature and thinking.
Resources
Written by Ms. Fowle is a Grade 5 teacher at the International School of Ulaanbaatar.
Fountas, I. C. & Pinnell, G. S. (2001) Guiding Readers and Writers (Grades 3-6): Teaching, Comprehension, Genre and Content Literacy. Portsmouth, NH: Heinemann.
The Reading and Writing Project’s approach to instruction recognizes that “one size fits all” does not match the realities of the classrooms and schools in which they work. When you walk into a workshop classroom at any given moment, you’ll see instruction that is designed to:
help teachers address each child’s individual learning,
explicitly teach strategies students will use not only the day they are taught, but whenever they need them,
support small-group work and conferring, with multiple opportunities for personalizing instruction,
tap into the power of a learning community as a way to bring all learners along,
build choice and assessment-based learning into the very design of the curriculum,
help students work with engagement so that teachers are able to coach individuals and lead small groups.
The routines and structures of reading and writing workshop are kept simple and predictable so that the teacher can focus on the complex work of teaching in a responsive manner to accelerate achievement for all learners.
Resources
From the Lucy Calkins & TCRWP Colleagues Website: https://www.unitsofstudy.com/introduction
Writing Workshop
In literacy, it is important to use a balanced approach that emphasizes reader’s workshop, writer’s workshop, and word study. These three domains allow teachers to differentiate and assess students within their zone of proximal development.
The workshop is divided into a mini lesson (10-15 minutes), workshop time (30-40 minutes), and share time (five-10 minutes).
Mini lesson
During a mini-lesson-states the teacher states the purpose for the day. A mini-lesson could include mentor text, modeling, shared writing activity, anchor chart, or turn and share.
For example, the teacher might focus on bringing characters to life with dialogue. To model this strategy, the teacher uses an interactive writing where she shares her thinking, aloud to students, as she reads. After modeling this strategy, the teacher then asks her students to practice it in their independent writing during workshop time.
Workshop time
During workshop time, students engage in independent writing or teacher supported writing sessions. Independent writing is a time where students practice the skill or strategy that was introduced during the mini lesson. To keep students accountable and to monitor their progress, the teacher checks in with students.
While some students are independently writing, the teacher visits individual students or calls groups of students to a work table to conference (set goals or review goals). The teacher determines the goals with the student using writing products or other conclusions made during developmental writing assessments.
Mid-workshop the teacher pauses the whole class to share a teaching point. Sometimes the teacher will share an example of student work, reshare mentor text, or remodel a teaching point. This helps keep the momentum going.
Share time
At the conclusion of writer’s workshop, the teacher leaves time for a group share. Students then have a chance to explain how they applied the mini lesson strategy while writing, or any other learning they have done while writing. With the whole group back together, the teacher may revisit the goal or purpose for the day, offer time for students to share examples of student writing, or group writers with a partner for sharing. The share time gives the teacher an opportunity to assess how students applied the mini lesson strategy. It also offers the students an audience for their work.
In conclusion, using a writer’s workshop model for writing instruction allows teachers to differentiate instruction in order to reach all students where they are at. It also encourages students to see themselves as writers, and builds a community that values the craft of writing.
Three major genres - narrative, information, and persuasive/opinion are woven throughout writing instruction because many types of writing fall under the above genres, like: realistic fiction, writing about reading, biographies, writing lab reports and science books, and writing reviews.
Resources
TCRWP-Teacher’s College Reading and Writing Project https://readingandwritingproject.org/
Lucy Calkins Units of Study https://www.unitsofstudy.com/k5writing/
https://www.unitsofstudy.com/middleschoolwriting/
-Go to Frequently Asked Questions
Jennifer Serravallo's The Writing Strategies Book (eBook)
- Your Everything Guide to Developing Skilled Writers
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