Using Reading & Writing Workshop Strategies to Reach the PA Common Core Standards Developing life-long learners Presented By: Heidi J. AbiNader M. Ed. &Jennifer L. Toney M. Ed. Sharpsville Area Elementary School
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Using Reading & Writing Workshop Strategies to Reach the PA Common Core Standards Developing life-long learners Presented By: Heidi J. AbiNader M. Ed.
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Slide 1
Slide 2
Using Reading & Writing Workshop Strategies to Reach the PA
Common Core Standards Developing life-long learners Presented By:
Heidi J. AbiNader M. Ed. &Jennifer L. Toney M. Ed. Sharpsville
Area Elementary School
Slide 3
Purpose Provides an opportunity for the teacher to meet the
needs of EVERY learner on his/her own level. Fosters a lifelong
love of reading through authentic reading of student-selected
texts. Provides students with opportunities to practice reading
strategies independently and with guidance.
Slide 4
Instruction Traditional vs. Workshop TraditionalWorkshop
Instruction: Whole class reading/Reading groups Limited/no
independent reading time Teacher teaches whole class reading skills
Lack of student participation Teacher sets the pace for reading
(some students are held back, some fall behind Application:
Students read the SAME text over a period of time The students
answer questions at the end of a story and complete worksheets to
demonstrate the skill Students not aware of teachers reading
processes and practices Primary instruction of reading skills
presented in a format based on basal Assessment: Comprehension
Multiple Choice Assessment Instruction: Whole class, small group,
and independent reading Explicit Modeling/ThinkAlouds in whole
group and targeted instruction in small group and conference. Teach
Reading Skills and Strategies All students participate (Turn and
Talk) Students read at their own pace; they can move ahead or
reread as necessary Application: Students read different books
(interest and level) Students apply and demonstrate skills and
strategies for their own books, leaving tracks of their thinking
Teacher models reading processes and shares reading practices (use
of read alouds and think alouds) Instruction emphasizes teaching
reading strategies based on standards through selected literature
Assessment: Running records, conferencing, rubrics, notebook,
selfreflection, comprehension open ended/multiple choice
assessments
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Workshop Bill of Rights 1.There is time every day for writing.
2.Kids write during writing time. 3.Kids work on authentic writing.
4.Writers publish. 5.Everyone should be engaged in their subject.
6.There will be explicit instruction.
Slide 6
Class time Components Mini Lesson Independent Reading or
Writing/Instructional Groups/ Conferring Closing
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A Year in Workshop A Year in Reading WorkshopA Year in Writing
Workshop Building a Reading Life Following Characters into Meaning
(1 &2) Navigating Nonfiction (1&2) Tackling Complex Texts
(1 & 2) Crafting True Stories The Art of Information Writing
Changing the World Once Upon a Time
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Workshop Example Reading Workshop
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Where to Begin Nonfiction Research Projects Wide reading across
a subject to develop in- depth understanding. Acquisition of
technical vocabulary Learning note-taking strategies and skills
Developing sense of whats the so what? Part of this is learning how
to read critically.
Technical Vocabulary Use the special language of the topic. PCS
call it domain language. Picture book examples
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Note Taking Explicitly teach strategies Boxes and Bullets
Vocabulary Lists Paraphrasing Active Engagement
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So What????? We dont do research just to become fact-combers
collecting facts like a beach comber might collect pretty shells.
We cup our hands around one bit of the world because we want to
become wiser about the world. - Lucy Calkins Explicitly teach
phrases that will encourage students to write to learn. We write to
think. Push Our Thinking
Slide 14
Non-fiction Unit Resources Any Questions?
Slide 15
How to continue Literary Essays Making a strong, clear claim.
Provide evidence from the text. Learning to elaborate uncited
evidence. Concluding the essay with final paragraph that leads us
to new thoughts.
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Making a Claim Explicitly teach students to take a stance on
the text. Explicitly teach students how to craft a thesis
statement. Anchor chart examples.
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Textual Evidence PCS focus heavily on text-dependent analysis.
Oftentimes the ideas are interpretations of the characters. We are
not focusing on character traits, students are working to develop
sophisticated interpretation of character.
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Unpacking Our Examples This shows that Teach students that the
examples need to hit the reader over the head because they are so
strongly connected to the main claim. Active Engagement Your Name
in Gold
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So What????? We dont just start our essays powerfully, we end
them powerfully too. We leave our readers with a strong sense of
our argument and the feeling that they have just read something
really important and heartfelt. - Lucy Calkins Explicitly teach
phrases that will encourage students to write to learn. We write to
think. Pushing Our Thinking
Slide 20
Literary Essay Unit Resources Any Questions?
Slide 21
Technology Integration Edmodo Glogster Prezi Microsoft
Office