Instruction in a Literacy Workshop

Summer Academy~2013Tera Ellison

Daily 5 & Literacy Workshop

• Teaches for independence.• Manages the entire literacy block.• Allows for 2-4 focus lessons.• Provides students with substantial time to read

and write.• Incorporates a variety of clearly defined

instructional routines that accelerate learning.• Builds stamina for longer periods of reading and

writing.• Teaches students to understand and monitor

their literacy goals.

Format• Mini-lesson• Authentic reading and writing

engagement• Teachers conference

• One-on-one • Small groups (Strategy Groups or

Guided Reading Groups)

• Sharing

Grouping• Guided Reading Groups• Strategy Groups

Optimal Learning Model

• I DO IT (Teacher Models Aloud)• WE DO IT (Shared Demonstration)• YOU DO IT (Independent Practice)

CCSS• Sets a higher bar (States were lowering

standards to avoid NCLB-AYP)• Cautions:

• Checklist• Commercial Programs• Test more, teach less

CCSS• A few broad and significant areas we

can focus on from the CCSS

1. Critical thinking2. Close and deep reading of texts,

including more nonfiction3. Extensive writing across the

curriculumRegie Routman, 2013

1. Critical Thinking• In depth learning infused throughout

the day• Real-world problem solving

• http://wonderopolis.org/

• Independent thinking

• Excerpt Lucy Calkins, page 9

Coverage vs. Inquiry• A teacher’s job in an inquiry learning

environment is not to provide knowledge, but instead to help students along the process of discovering knowledge themselves.• Problem or question driven• Collaborative• Kids are explorers and discoverers• Kids need to think• Teachers are in nonconventional roles

~Stephanie Harvey and Harvey Daniels• http://2teacherfeature.blogspot.com/

2011/06/fostering-and-embracing-curiosity.html

2. Close Reading• Definition: Meaning is created not

purely and simply from the words on the page, but from the transaction with those words that takes place in the reader’s mind. ~Kylene Beers• Read fiction and nonfiction more closely• Go back to cite evidence • Think and ask questions• Thoughtful, reflective engagement

Each Kindness by Jacqueline Woodson

• Sometimes you don’t get second chances• Regrets• Actions have consequences• Prejudice• Choices and what-ifs• Kindness• Leaving kids out

Rigor• Rigor resides in the energy and attention

given to the text, not in the text itself.• When the text is too tough, then the task

is simply hard, not rigorous• Essence of rigor is engagement and

commitment.• Develop rigor by making learning more

relevant.

3. Extensive Writing• Emphasis of Writing in the CCSS is equal to Reading• Writing across all content areas for real purposes• Reading will be assessed through writing• Three types of Writing

• Narrative (personal, fiction, fantasy, memoir, narrative nonfiction, historical fiction, biography)

• Persuasive/Opinion (letters, reviews, petition, editorial, persuasive essay, op-ed column)

• Informational (news article, feature article, blog, website, report, how-to book, directions, recipe, lab report)

Pathways for Implementing~Readi

ng• Use mentor texts for mini-lessons (deep

thinking) • Use poems or short passages to model

strategies• Guide students to choose books they can and

want to read and then give them time to read• Give useful feedback and set goals together• Harcourt…

Pathways for Implementing~Writin

g• Use mentor texts/stacks for mini-lessons• Have students try out craft that real

authors and peers use• Guide students to choose topics (within

structure)• Make time~30 min every day• http://www.tisforteaching.com/2012/07/

daily-5-work-on-writing.html?m=1

Connect

http://www.teachingbooks.net/tb.cgi?tid=31660&a=1Book reviews~http://www.spaghettibookclub.org/Plug for nonfiction~http://www.seymoursimon.com/index.phphttp://www.dogonews.com/

With real authors~

Thanks for coming!

Notice and Noteby Kylene Beers

• Contrasts and Contradictions• When a character does something that contrasts with what you’d expect. Why

would the character act or feel this way?

• Aha Moment• When a character realizes, understands or figures out something. How might this

change things?

• Tough Questions• When a character asks herself a very difficult question. What does this question

make me wonder about?

• Words of the Wiser• When a character (older or wiser?) gives serious advice. What’s the life lesson here?

• Again and Again• When you notice a word, phrase, or situation mentioned over and over. Why does

this keep happening again and again?

• Memory Moment• When the author interrupts the action to tell you about a memory. Why might this

memory be important?