Reader/Writer Workshop
The Reader/Writer Workshop model is a framework for direct instruction, guided practice, and independent practice to scaffold student learning and differentiate instruction for varying needs and abilities. The structure in a workshop model includes direct instruction (mini-lesson), modeling, active engagement (guided practice), independent practice, and frequent sharing and feedback from peers and the teacher. This model enables teachers to tailor instruction for individual students and for students to work within their own zone of proximal development. This framework creates a community of literacy learners where all can participate and feel successful.
My first artifact is Katie Wood Ray's book, About the Authors: Writing with Our Youngest Writers (2004). This book is a wonderful resource for any teacher who desires to implement the writing workshop model. The author describes building a foundation for the workshop, organizing the mini-lessons, assessments, writing conferences, and provides ideas for units of study. My second artifact is my Lucy Calkins teacher kit for Kindergarten. This follows the Writing Workshop framework, and is what my school uses as our writing curriculum. My third artifact is Dudley-Marling & Paugh's book, A Classroom Teacher's Guide to Struggling Readers (2004). This book explains what the Reading Workshop is, how to set it up, and how to support all readers in the classroom. The fourth artifact is my daily schedule. This exemplifies how I follow the Reader/Writer Workshop model. Every morning we have Fundations (a phonological/phonemic awareness, phonics, and spelling program), Writing Workshop (Lovely Writers), and Reading Workshop (Shared Reading followed by Daily 5). During Daily 5, I pull small groups for guided instruction while the rest of the class is working independently on either silent reading, listening to reading, writing (a continuation of Writing Workshop or a writing activity directly related to a learned reading strategy (i.e. predictions, connections, inferences, etc.) or a word work activity directly related to what has been learned during Fundations. These artifacts demonstrate my knowledge of Reader/Writer Workshop and my ability to implement them in the classroom.
The Reader/Writer Workshop model is a framework for direct instruction, guided practice, and independent practice to scaffold student learning and differentiate instruction for varying needs and abilities. The structure in a workshop model includes direct instruction (mini-lesson), modeling, active engagement (guided practice), independent practice, and frequent sharing and feedback from peers and the teacher. This model enables teachers to tailor instruction for individual students and for students to work within their own zone of proximal development. This framework creates a community of literacy learners where all can participate and feel successful.
My first artifact is Katie Wood Ray's book, About the Authors: Writing with Our Youngest Writers (2004). This book is a wonderful resource for any teacher who desires to implement the writing workshop model. The author describes building a foundation for the workshop, organizing the mini-lessons, assessments, writing conferences, and provides ideas for units of study. My second artifact is my Lucy Calkins teacher kit for Kindergarten. This follows the Writing Workshop framework, and is what my school uses as our writing curriculum. My third artifact is Dudley-Marling & Paugh's book, A Classroom Teacher's Guide to Struggling Readers (2004). This book explains what the Reading Workshop is, how to set it up, and how to support all readers in the classroom. The fourth artifact is my daily schedule. This exemplifies how I follow the Reader/Writer Workshop model. Every morning we have Fundations (a phonological/phonemic awareness, phonics, and spelling program), Writing Workshop (Lovely Writers), and Reading Workshop (Shared Reading followed by Daily 5). During Daily 5, I pull small groups for guided instruction while the rest of the class is working independently on either silent reading, listening to reading, writing (a continuation of Writing Workshop or a writing activity directly related to a learned reading strategy (i.e. predictions, connections, inferences, etc.) or a word work activity directly related to what has been learned during Fundations. These artifacts demonstrate my knowledge of Reader/Writer Workshop and my ability to implement them in the classroom.