Workshop Model

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• Workshop Model

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• Students need to write every day.
• Writers need to be regularly engaged in the
  writing process.
• Writing is more than the correct use of
  conventions.
• Students (and teachers) need to explore a wide
  range of genre and forms as readers and writers.
• Students need to be immersed in a form of writing
  before they can be expected to write in that
  form.
• Technology supports all facets of the writing
  process.
• Talk is an essential part of the writing process.
• Explicit instruction in writing is based on
  curriculum outcomes and on students stages of
  development, strengths, and needs.
• Assessment of writing is ongoing and informs
  instruction.

Writers in Action /DOE
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Fountas
Fountas Pinnell, 2001
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What Research Shows About Reading

• Research shows that reading itself lots of it
  is perhaps the most vital and worthy activity for
  students to engage in to improve their reading
  ability and test scores.
• Building language instruction around lots of
  reading and dialogue about reading (but not
  excluding phonics and skills instruction) is the
  best approach
• Schmoker, M Results, ASCD,1999,pp71-74

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Fountas Pinnell, 2001
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Minilesson

• Minilessons are the ritual that brings us
  together as a community of readers and writers at
  the start of each workshop
  Nancie Atwell
• Types of Minilessons
• Management
• Strategy and Skill Building
• Literary Analysis

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Independent Reading /Writing

• The students engage in the reading or writing
  process.
• Students develop an understanding of what
  readers or writers do.
• Teachers confer with
• individuals to support or
• address needs .

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Guided Practice

• Teacher works with a small group of students to
  provide explicit instruction through
• Lessons focus on
  specific needs of individuals
• Conferring with
  individuals within a small group
• Teacher explicitly and effectively works with
  students to teach the readers /writers craft,
  strategies, and skills.

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Investigations

• Use of reading, writing and
• media to explore topics in depth.
• Students use research skills to prepare for a
  presentation/display/ performance.

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Conferencing

• Conversations between the teacher and student or
  between students
• Types of Conferences
• Content
• Process
• Revision
• Editing
• Evaluation
• ELA Guide

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• Self Assessment of Writing Practice