Workshop Open Court Reading. prepared by Marsha L. Roit Welcome, I am Glad You Are Here! My Name is Shayla Brown [email protected].

WorkshopOpen Court Reading

prepared by Marsha L. Roit

Welcome, I am Glad You Are Here!

My Name is

Shayla Brown

[email protected]


What is Workshop?

Workshop is flexible grouping! Students work on purposeful activities that

reinforce and extend the instruction in Open Court.

Teachers work with small groups, conference with students, and/or do informal assessment.


Think about Workshop and your Students?

In Workshop, the goal is for children to work productively on their own or in small groups (collaboratively) with classmates to practice and review content that has been taught in the lessons or to complete writing and investigation activities.

At this point in the year, what are your students doing in Workshop? Share with others.


Think about Workshop and Yourself?

In Workshop, the goal is for you to have time to work with small groups of students or individual children each day.

At this point in the year, what are you doing during Workshop time? Share with others.


Taking a Closer LookTaking a Closer Look

In small groups or with a partner, read the section on Workshop, pages 40-41 in the Appendix of your Teacher Edition.

Think about the following: What have you done to set up Workshop areas? What classroom rules for Workshop have you

established? How did you introduce Workshop?

Share with the whole group.


How to begin

Set up your class with areas that can be used for workshop.

Establish class rules. Explain workshop to the children. Let them know that as the year goes on, they will

be able to use different areas and make the choices but for right now, the class will work together in Workshop.


Organizing Materials

Think about your room. Use areas, bookcases, or containers for materials

Label the materials, Reading, Writing, etc. Color-code game pieces so children know where the pieces

go. Code individual Sound/Spelling Cards and keep them in

baggies or on rings.

prepared by Marsha L. RoitOpen Court Reading 2002Open Court Reading 2002

Organizing Materials for Workshop

Option 1: Color Code the Activities and the Area in which they belong.

Writing—blue Listening—green Reading—red

Computers—purple Research—pink

Writing

Lis

teni

ng

Fluency

Com

puters


Organizing Materials for WorkshopOption 2: A bookcase or shelf where materials are accessible

and color coded.

Reading

Writing Listening Station: tapes and books

Materials in the programIndividual S/S Cards Game Mats, etc.

Research Technology

missing pieces


Organizing Materials for Workshop

Option 3: Bins, tubs, or boxes stocked with a variety of materials for use during workshop. Writing Supplies Activities Theme related books Cross curricular activities xeroxed and mounted

These may be stored anywhere and taken to each Group for Workshop.

Group AGroup B

Group C

Group D


Class Rules

In the Appendix on page 40, there are five suggested rules. Be Polite Share Whisper Take only the materials needed Return materials

Why are rules important? How are yours the same or different? Are there any other rules you think are important?


Class Rules

Work in small groups and discuss the following questions, then share them with the larger group.

Why are rules important? Why is it important to keep rules short and to the

point? How are yours the same or different? Are there any other rules you think are important? Why is it important to review rules regularly?


Ready!

Introduce rules Explain Workshop Give class Workshop activity: rereading a decodable,

rereading an anthology selection, working on writing, and the like.

Monitor children: observe, make positive comments. Set time. After 10 or 15 minutes, have several children

share what they learned and liked about Workshop. Over several weeks, introduce several different workshop

activities, for example, working on writing, reading books, and the like that can become choices later.


Why take time to share after Workshop?

Sharing lets children know that Workshop is an important time of the day. They are expected to learn something

during Workshop.


Why take time to share after Workshop?

Sharing gives the teacher the opportunity To find which activities are interesting to

the children or which activities need to be adjusted.

To find out if there were problems, to discuss them, and to make changes for the next day.


Ready!GroupOne activity Whole Teacher AssignedTeacher monitored



Watch the video on Setting up Workshop. Notice how the teacher sets up Workshop.

How does the teacher set up the rules? What are the children doing at this point? What materials and options are available to the

children? What is the teacher doing?


Where Are You and Workshop?

Discuss in small groups and share. What is going on for Workshop in your

classroom? What can you do differently or what can you add

to what you are doing for Workshop?


Set! After several weeks or when you think the students are

ready, you’re “SET!” to move on. Introduce a Menu. Discuss the activities the students have

been doing and explain a couple of new activities that can be done during Workshop. If it is a game, demonstrate it.

Introduce the idea of “Must Do’s” and “Can Do’s”. Let the students know that once they have completed any ‘must’ do’s, they can choose one of the Workshop activities.

If you feel students need additional practice or review, you can assign them to specific Workshop areas at this point in the year.


Set! (Cont.)

Be sure the class understands how Workshop is changing. During the first few days of “Set!” you may have to

remind children to use “whisper voices.” If the class gets too noisy, end Workshop early and let the children know why.

Continue to have several children share at the end of Workshop. This is important now since children are working on different activities. Encourage them to talk about why they liked this area and what they learned.


Possible Must Do’s

Complete writing from Part 3 of the lesson. Add vocabulary to Writer’s Notebook (grade 2 on) Reread anthology selection or decodables for

fluency. Complete Journal entry into Writer’s Notebook

(grade 2 on).


Workshop ActivitiesIn time, introduce different activities. Using individual Sound/Spelling Cards Phonics practice (software) Work on writing in progress Reading alone or to each other Work on Investigation and Inquiry Cross-curricular activities Listening to selection on tape Scrambled sentences using sentences from Blending or Word

Knowledge. Fluency practice with Decodables, Anthologies, and Intervention

Selections


Workshop

Possible Teacher Activities . . . Pre-teach Use Challenge materials Reteach concepts Listen to students read Check fluency Hold conferences to work on writing


Making “Set” Work: Think About It!

Discuss the following: Why might you want to assign students to different

Workshop activities? Why might it be important to limit the number of children

who can work on a particular Workshop activity? Why is it critical that students take responsibility for

carefully putting away materials? Why is it important that students not interrupt you when

you are working with a group?


Deciding which Children Need to Work with the Teacher

All children should have time during the week with the teacher.

Teacher observes children during instructional time, for example, during Dictation or Strategic Reading and notes children who need help.

Groups are made up of children with common instructional needs.

Groups are flexible. They should change over time.


Taking a Closer Look

Working with a partner or small group, go through several lessons in your Teacher Edition and identify instructional opportunities for observing your students. What help is in the Teacher Editions to support your observing in the classroom?

Share with the whole group.


Taking a Closer Look

Opportunities and support in Open Court of observing in the classroom.

Informal checklists Informal Comprehension and Research Rubrics Informal Assessment (in gold) found throughout

the lessons Others?


Set!Suggestions for Minimizing

Interruptions Help Chart- students can go and put their names on the

chart. Names could be on clothespins, Velcro backed name tags, etc.

Help Basket- students have names on cards and can put them in the basket.

“See Three Before Me” sign- students need to see three other students to see if they can help solve the problem before going to the teacher.

“Resident Expert” - select one student who is skillful at the assigned activity to assist students having difficulty.

“If You’re Stuck” Must Do



Set!StudentsOne assigned activityOne choiceTeacherMonitors workshopWorks with groups



Watch the rest of the video on Workshop. What is different now from the beginning of the

school year? What are the children doing? How are they taking responsibility? What did you notice about the activities and the

room? What will you try to use in your classroom?



What was the teacher doing in the video? Why do you think the children who were not with

the teacher were able to stay on task? What management techniques did the teacher use?


Go!

Students are making choices from a menu. Students are working independently alone or in

small groups. Workshop may take a longer block of time. The teacher is working with multiple groups of

children.



Go! StudentsMake choicesMay do more than one activityMultiple groups of students working on different activities TeacherWorks with groupsAssessment

Set!StudentsOne assigned activityOne choiceTeacherMonitors workshopWorks with groups


Ready, Set, Go!

What is the difference between

“Set” and “Go” ?


Workshop

Time everyday when all students are assured equal access to the curriculum.

Students work in groups or Independently. Teachers meet individual student needs – provide

differentiated instruction, hold student conferences, or assess student needs.


Flexible Grouping, Flexible Time

Groups working with the teacher are not static. They change as the needs of the students change.

Workshop time is not static. It can be a single block of time or several smaller blocks throughout the language arts block of time.


Workshop Does Not Have to Be a Single Block of Time


Workshop Does Not Have to Be a Single Block of Time


Keeping Track

If there are certain activities you want every student to complete in Workshop during a week, keep a chart at that Workshop area for students to check off their names once the activity is completed.

Keep a chart with the names of the different Workshop activities down the side and the date for a two week period of time across the top. Give one to each student to keep track of what they did. Conference with students periodically to discuss their choices.

What other ways can you think of?


Keeping Track, K-6

Pie Graph and Clothespins Circle divided into sections and label

and color to correspond to Area. Dots or stickers at edge of circle

refers to number of students who can work in the Area.

Clothespins with student’s names on them.

Teacher attaches clothes pins toassigned areas.


Keeping a Record

Mon Tue Wed Thu Fri Mon Tue Wed Thu Fri

Fluency

Listening

Writing

Inquiry

Etc.


Remember

Setting up Workshop takes time. Start by doing whole-class workshops and gradually move

into groups. Review the rules regularly. Make the children responsible.

If necessary stop Workshop time if rules are not being respected.

Have a way to keep track of the children and what they are doing. Some children may do the same thing every day and may need some encouragement to try something new or needed.


Think about it!

Work with a partner or small group.

Using the following chart and your Teacher Edition, identify program resources you have that will support Workshop, which areas you will put those resources in, and the purpose for the children using those

materials.


Workshop ResourcesWorkshop ResourcesProgram Resource

Workshop Area Purpose


Other Resources

Using the following chart, what other resources do you have in your classroom

that you could use for Workshop?

Remember Workshop activities should be connected to language arts and support

what the children are learning.


Workshop ResourcesWorkshop ResourcesOther Resources Workshop Area Purpose


Workshop: Ready, Set, Go!It Works!

Ready

Set

Go

Whole Group• One activity• Teacher assigned• Teacher monitored

Students• One assigned activity• One choice

Teacher• Monitors workshop• Works with groups

Students• Make choices• May do more than one activity• Multiple groups of students working on different activities

Teacher• Works with groups• Assessment

Workshop Open Court Reading. prepared by Marsha L. Roit Welcome, I am Glad You Are Here! My Name is Shayla Brown [email protected].

Documents

workshop time

roit slide

different workshop activities

class workshop activity

specific workshop areas

roit set

roit class rules work

roit ready