2. Learning Intentions
• Provide a glimpse of a typical day in a Reading,
Writing, Research classroom.
• Explore the integration of an ELA/Social
Studies Unit.
• Provide instructional strategies for explicit
teaching.
• Discuss the use of formative assessment to
guide instruction.
• A plan for daily predictable structures.
3. Essential Question
• How do we take readers and writers who are
struggling and develop confident, competent,
and independent readers and writers in six
weeks?
4. Engaging Readers
• How do we teach students to engage in
reading, writing, and researching?
• Why is this important?
5. High-Progress Literacy Classrooms
Pressley et al., (1996, 1998, 2001)
• Many, many books to read at students’ instructional and
independent reading levels, fiction and nonfiction, of interest to
readers
• “Extensive and diverse” reading and writing with kids fully
engaged in reading and writing during most of the time devoted to
reading and writing instruction—descriptions of kids “getting lost”
in their work
• Much small group and individualized instruction
• More instruction and support for struggling readers
• Extremely positive environments
• Teaching of self-regulation and decision-making
• Engaging instruction: positive, low-risk, encouraging, accepting,
conveying goals, self-selection, ownership of reading and writing
topics
6. Significant Time Devoted to
Actual Reading
(Allington & Johnston, 2000)
For each hour of reading instruction
• Teachers spent 5-10 minutes preparing
students to read
• Students read 40-45 minutes
• Teachers spent 5-10 minutes engaging
students following the reading
• While the students were reading, the teacher
worked with students in small groups or
individually side by side at their seats
7. Engagement
• How do we teach students to engage in
reading, writing, and researching?
– Predictable structures
– Just right books that are high interest
– Build stamina
– Involving students in the meaning making
8. Focusing Attention on the Problem
• How do we make engaged reading, writing,
and researching everyone's concern?
• Jennifer Serravallo, Teaching Reading in Small
Groups:
– The Serravallo Engagement Inventory
From Core to Curriculum 3-5
SCDE Literacy Initiatives, Summer 2013
9. Chris Lehman: Engaging Readers
• “Think of anything young children love to do -
running through a playground, dressing up in
costumes, scribbling art projects. All of these
involve tremendous joy, access to materials, lots
of choice, time for practice, and modeling
(whether from adults in their lives or friends or
television). The same conditions are needed to
support young children's (though frankly
anyone's) development into a thoughtful,
engaged reader. What we can do as educators is
provide the same conditions.”
10. Life in a Reading-Writing-Research
Classroom
Research
Workshop
Writing
Workshop
Reading
Workshop
11. Reading Workshop
• 1 hour and 15 minutes (Reading Workshop)
• Mini lesson and Setting Purpose – 10 -
15minutes
• Teacher is working with small groups (3- 5
students) and conferencing with individual
students while the rest of the class is reading
independently– 60 minutes
• Share Time – 5-10 minutes (Strategies used
during reading or book recommendations)
12. Writing Workshop
• 1 hour and 15 minutes
• Mini-lesson – 10-15 minutes
• teacher is conferring with individuals and/ or
small groups while students are writing
independently
• Share Time – 5 – 10 minutes
13. Inquiry/Research
• 1 hour and 15 minutes for Inquiry/Research –
Units of Study based on 4th Grade standards
for Social Studies
• Students are in small collaborative groups
• Mini-Lesson and Setting Purpose – 10-15
minutes
• Teacher is conferring and working with the
small collaborative groups
14. Predictable Structures Expected in ELA Instruction
(Components of Reading and Writing Workshops)
• Explicit Reading Strategy
/Process Instruction Mini-lessons
(10-15 min.)
– Read-Aloud / Think-Aloud
– Interactive Read-Aloud
– Shared Reading
• Independent Reading (45-50 min.)
– Teacher Conferring
– Small Group Instruction
– Literature Discussion Groups
• Strategy Share (5-10 min.)
• Explicit Writing Strategy /Process
Instruction Mini-lessons (10-15min.)
– Modeling own process
– Studying the process of mentor
writers
– Studying craft of mentor writers
• Independent Writing (45-50 min.)
– Teacher Conferring
– Small Group Instruction
• Strategy Share (5-10 min.)
15. Predictable Structures Expected Research/Inquiry
• Explicit Informational Reading
Strategy /Process Instruction
Mini-lessons Read-Aloud / Think-
Aloud
– Interactive Read-Aloud
– Shared Reading
• Independent Reading Teacher
Conferring
– Small Group Instruction
– Discussion Groups
• Strategy Share
• Explicit Informational Writing
Strategy /Process Instruction
Mini-lessons Modeling own process
– Studying the process of mentor
writers
– Notebooking strategies
– Studying craft of mentor writers
• Independent Writing
– Teacher Conferring
– Small Group Instruction
• Strategy Share
16. Explicit Instruction
• Instruction that is intentional, based on
assessed student needs, carried out in an
organized manner, and clearly communicated
to students.
19. What Do You Think Readers Need To
Be Successful?
• Create a Graffiti Chart at each table
20. The What To Teach Readers
• CCSS
• Cognitive Skills
– Monitoring for
Comprehension
– The Kinds of Thinking We Do
as Readers
• Text Structures &
Features
– Narrative
– Informational
Procedures
• How it Looks and
Sounds in
Reading/Writing
Workshop
• Ways to Hold Thinking
• How to Choose Books
26. Architecture of a Mini-lesson
Explicit Instruction:
The teacher shows students how
readers/writers go about doing whatever is
being taught. Usually this involves a
demonstration, which the teacher sets up and
explains.
27. Shared Reading Experiences:
a History
• Developed by Don Holdaway for use with early readers
• Developed to emulate story-book reading or bedtime
reading for students who entered school without having
had these experiences as preschoolers
• The teacher reads naturally from an enlarged text, and
students join in the reading as they become familiar
with the piece
• Reading is fluent, phrased, and expressive
• Has been successfully used with students of all ages
Literacy Leaders March 2014 38
28. Shared Reading Experiences and
Holdaway’s Natural Learning Model
• Demonstration (by a more expert other)
• Guided participation
• Independent practice
• Performance: sharing and celebration
Literacy Leaders March 2014 39
29. Shared Reading Experiences
describe a process
• Harder texts than readers can handle
independently
• High support (teacher-directed) gives way to
lower support (teacher-led) gives way to
little/no support (student practice and
performance)
• Repeated readings
Literacy Leaders March 2014 40
30. Literacy Leaders March 2014
Shared Reading Experiences: Predictable
Format
• An Enlarged Text that everyone can see
• First Reading usually resembles a read aloud but kids follow along with their
eyes
• Subsequent Shared Readings teacher and students read aloud together. The
teacher not only leads with his/her voice, but stops to work on developing ideas
and/or phrasing as needed, and stopping to develop concepts. This work is done
to build understandings necessary to express the meaning of the text as it is
read.
• Subsequent Choral Reading Practice: After students are comfortable with a
piece or with a portion of a longer text, the teacher may provide a copy of the
text (or a portion of it) for choral reading. Choral reading means that students
have their own copies rather than reading along in an enlarged version of the
text.
• Independent Practice: After students are comfortable with a piece or with a
portion of a longer text, the teacher provides a copy of the text to every student
and sets up protocols for practice. This practice might be with students in pairs
or with students reading independently.
• Performance Reading and Celebration: students are afforded opportunities to
perform pieces or excerpts for an audience.
41
34. Guided Reading
• Teacher supports children’s reading of a new text
– Might provide an overview of the book
– Allows children to look through the book prior to reading
to gather information
– May include an orientation to the text, including
illustrations
– Teacher guides and prompts children to take strategic
action to problem-solve at difficulty and to monitor their
reading and their understanding.
– Focus is on strategic action
45
38. Independent Reading
• Students should have a good assortment of
books they can and want to read.
• Students need to be involved in the process of
choosing their own books.
• Students need a balance of fiction and non-
fiction.
• Teachers will conference with individual
students during this time.
40. The Key Point in All of This
We are teaching readers about what
readers do and how readers think.
41. Revisit Chart
• What are we doing to engage readers and
writers during Reading Workshop?
42. Life in a Reading-Writing-Research
Classroom
Literacy Matters Research Team January
2013
Research
Workshop
Writing
Workshop
Reading
Workshop
43. Grade 3 students: Grade 4 students: Grade 5 students:
Research to Build and
Present Knowledge
Research to Build and
Present Knowledge
Research to Build and
Present Knowledge
7. Conduct short
research projects that
build knowledge about a
topic.
7. Conduct short
research projects that
build knowledge
through investigation of
different aspects of a
topic.
7. Conduct short
research projects that
use several sources to
build knowledge
through investigation of
different aspects of a
topic.
54
CCR Anchor Standard 7- Writing - Conduct short as well as more sustained
research projects based on focused questions, demonstrating understanding of
the subject under investigation.
44. Grade 3 students: Grade 4 students: Grade 5 students:
Research to Build and
Present Knowledge
Research to Build and
Present Knowledge
Research to Build and
Present Knowledge
8. Recall information from
experiences or gather
information from print and
digital sources; take brief
notes on sources and sort
evidence into provided
categories.
8. Recall relevant
information from
experiences or gather
relevant information from
print and digital sources;
take notes and categorize
information, and provide a
list of sources.
8. Recall relevant
information from
experiences or gather
relevant information from
print and digital sources;
summarize or paraphrase
information in notes and
finished work, and provide
a list of sources.
55
CCR Anchor Standard 8- Writing – Gather relevant information from multiple
print and digital sources, assess the credibility and accuracy of each source,
and integrate the information while avoiding plagiarism.
45. What is Research?
Content:
Cool Stuff
we Want to
Learn
About
ELA Processes:
Reading,
Writing,
Speaking &
Listening (how
we learn stuff)
46. Getting Started
• Foster Passion, Curiosity, and Fun
-----” I have no special talent, I am only
passionately curious.” - Einstein
57
47. Stages of Inquiry
• Immerse
• Investigate
• Coalesce
• Go Public
• Inquiry Circles in Action by Stephanie Harvey and Harvey Daniels
58
50. RAN CHART
What do you know about the contributions of women
and African Americans during the westward expansion?
• What do you think you know?
• Confirmation
• Misconceptions
• New Learnings
• Wonderings
53. CHAMPION ROPER OF THE WESTERN
CATTLE COUNTRY
Among cowboys, Nat Love was one of the best.
He rode hard, shot straight, could rope the
toughest bull, and tame the roughest bronco.
Love was born a slave in 1854. His family was set
free after the Civil War. When Nat was 15, he
left home and followed his dreams westward to
where he had heard a man could ride free. He
got a job herding cattle and worked hard to
perfect his cowboy skills. It didn't take him long.
54. When Love was 22, he took part in a Fourth of
July rodeo in the town of Deadwood, in Dakota
Territory. He outroped and outshot other
cowboys to become the "hero of Deadwood."
"The assembled crowd," Love wrote, "named
me 'Deadwood Dick' and proclaimed me
champion roper of the Western cattle country."
Love was proud of the nickname, and used it till
the end of his life. (The original "Deadwood
Dick" was the hero of a popular series of novels
about the Old West.)
55. Love later wrote a book called "The Life and
Adventures of Nat Love, Better Known in the
Cattle Country as Deadwood Dick." The book is
full of both tall tales and true adventures;
sometimes, it is hard to tell which is which. But
there is no doubt that Love lived a full life during
the heyday of the Western frontier. He herded
cattle, survived stampedes, had his share of card
games and gunfights, encountered Indians as
both friend and foe, and weathered the rain,
snow, sleet, dust storms, and merciless sun of
the open prairie.
56. In 1889, Love hung up his spurs. In 1890, he
went to work on the "Iron Horse" instead as a
Pullman porter on the railroads that were
spreading across the West and pushing "the
frontier" to the Pacific. By the time Nat Love
died in 1921, the "Wild West" was no more.
57. MINI-LESSON : BUILDING
BACKGROUND BY SCANNING
ARTIFACTS
What are some of the ways individuals build background about a new
topic?
Building Background
From Core to Curriculum 3-5
SCDE Literacy Initiatives, Summer 2013
59. MINI-LESSON : BUILDING
BACKGROUND BY CLOSELY READING
ARTIFACTS AND ANNOTATING THESE
TEXTS
What are some of the ways individuals build background about a new
topic?
Building Background
From Core to Curriculum 3-5
SCDE Literacy Initiatives, Summer 2013
63. Note Taking
Jot down notes in the corresponding square.
• What do you notice about the setting?
• What do you notice about the people?
• What do you notice about actions or
activities?
• What questions do you have as you look at
this part of the image?
Office of Instructional Practices and
Evaluations
64. Reading a Visual
• What are the three most important details
you and your partner noticed?
• What conclusions about the image can you
draw from these details?
• If you were to give this image a title, what
would it be?
Office of Instructional Practices and
Evaluations
67. Research Notebook
• Our research notebook will have four sections:
• · Table of Contents
• · Goals
• · Units of Study
• · Wonders and Ideas
•
• Here is how to mark your sections:
• 1. Go 3 pages in and put a marker at the top right. The first 3 pages will be our
• Table of Contents.
•
• 2. The next five pages, beginning with this first marker, will be our Goals section. This is where we will write the
goals during individual conferences.
•
• 3. At the end of these 5 pages, we will put in another marker. The big section
• we just marked off is going to be the beginning of our Units of Study. Each
• time we begin a new unit of study, we’ll add a marker.
•
• 4. Now go all the way to the back of the notebook and count 5 pages backward
• and put in another marker at the very bottom. This section is where we will
• keep track of our Wonders and Ideas about other things we may want to investigate…just a place to gather ideas
as they come up so we can save them for later.
83
68. Why take Notes?
We are becoming Experts
and Experts need Facts
• How do we become experts?
– Read carefully
– Stop to think
– Ask questions
– Notice patterns and themes
– Organize information (and reorganize it)
– Actively search for new information and determine
how it relates to what they already know
84
69. Characteristics of notes
• Short
• Not usually complete sentences
• Not copied
• Important information, important details
• Relevant
• Organized, revised, and reorganized
85
70. Notetaking: Combination
Have students take a piece of paper
and fold over the right third to make a
crease (about 4 kid fingers with the
thumb tucked in). Then fold up the
bottom about the length of one thumb
and crease the page. Label each of
the sections.
86
71. Dash Notes
• In your research notebook, write the topic you are researching.
– Ex. Pandas
• Each time you read in a new book , write the title and author.
– Ex. Giant Pandas by Gail Gibbons
• When you find an interesting fact as you are reading, one that will add to your
research, look away from the book.
• Write just a few words to hold the facts. Put a dash in front of your “dash
notes.”
– Ex. –live in mountains of China
• Add the page number.
– Ex. –live in mountains of China p. 3
– Ex. –member of the bear family p. 7
– Ex. – thick, coarse, oily fur p. 9
– When you are done reading the section or when you are ready to begin
drafting that part, turn each dash note into a complete sentence. You
may want to combine dash notes into a longer sentence.
– Ex. . Pandas, a member of the bear family, are found in the mountains of
China. Their fur is very thick and oily.
87
73. Read, Cover, Jot, Reread
• Read a small section.
• Pause a moment to think about what you
read.
• Jot notes about your learning.
• Reread the same section looking for details or
technical vocabulary missed.
75. Revisit Chart
• What did we do during Research Workshop to
engage readers and writers?
76. Life in a Reading-Writing-Research
Classroom
Research
Workshop
Writing
Workshop
Reading
Workshop
77. Grade 3 students: Grade 4 students: Grade 5 students:
Types and Purposes Types and Purposes Types and Purposes
2. Write
informative/explanatory
texts to examine a topic
and convey ideas and
information clearly.
a. Introduce a topic and
group related information
together; include
illustrations when useful to
aiding comprehension.
2. Write
informative/explanatory
texts to examine a topic
and convey ideas and
information clearly.
a. Introduce a topic clearly
and group related
information in paragraphs
and sections; include
formatting (e.g. headings),
illustrations, and
multimedia when useful to
aiding comprehension.
2. Write
informative/explanatory
texts to examine a topic
and convey ideas and
information clearly.
a. Introduce a topic clearly;
provide a general
observation and focus, and
group related information
logically; include
formatting (e.g., headings),
illustrations, and
multimedia when useful to
aiding comprehension.
93
CCR Anchor Standard 2- Writing – Write informative/explanatory texts to examine
and convey complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
78. Grade 3 students: Grade 4 students: Grade 5 students:
Types and Purposes Types and Purposes Types and Purposes
b. Develop the topic with facts,
definitions, and details.
c. Use linking words and
phrases (e.g., also, another,
and, more, but) to connect
ideas within categories of
information.
d. Provide a concluding
statement or section.
b. Develop the topic with facts,
definitions, concrete details,
quotations, or other
information and examples
related to the topic.
c. Link ideas within categories
of information using words and
phrases (e.g.., another, for
example, also, because).
d. Use precise language and
domain-specific vocabulary to
inform about or explain the
topic.
e. Provide a concluding
statement or section related to
the information or explanation
presented.
b. Develop the topic with facts,
definitions, concrete details,
quotations, or other
information and examples
related to the topic.
c. Link ideas within and across
categories of information using
words, phrases, and clauses
(e.g., in contrast, especially).
d. Use precise language and
domain-specific vocabulary to
inform about or explain the
topic.
e. Provide a concluding
statement or section related to
the information or explanation
presented.
94
CCR Anchor Standard 2- Writing – Write informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately through the effective selection, organization, and analysis of
content.
79. Focusing on Writing Workshop
• Explicit Strategy Instruction Mini-lessons (10-15 minutes)
– Procedures
– Process
– Genre
• Independent Writing (45-50 minutes)
– Teacher Conferring
– Small Group Instruction
• Strategy Share (5-10 minutes)
80. The What To Teach Writers
• Procedures
– What does writing workshop look like/sound like
• Process/Genre
– Generating Ideas
– Planning and Drafting
– Revising and Editing
– Publishing
• Genre
– Structure of the Genre
– Characteristics of the Genre
81. Writing Workshop
• Teach them how to turn those observations,
notes, and sketches into sentences and
paragraphs about the topic.
– Study the characteristics of informational texts.
– Provide craft lessons on the type of informational
writing they will be doing.
97
82. • Pathways Video Clip…..Informational Writing<iframe
src="//player.vimeo.com/video/55951746"
width="500" height="281" frameborder="0"
webkitallowfullscreen mozallowfullscreen
allowfullscreen></iframe> <p><a
href="http://vimeo.com/55951746">Using a
Learning Progression to Help Students Work
Towards Clear Goals as they Lift the Level of
Their Information Writing (K-2)</a> from <a
href="http://vimeo.com/tcrwp">TC Reading
and Writing Project</a> on <a
href="https://vimeo.com">Vimeo</a>.</p>
83. Overview of Planning a Unit of Study
• Gather a stack of texts that are good examples of what
we want to study. (Look for short texts found in picture
books, magazines, newspapers, collections of writing,
internet websites, and excerpts from chapter books.)
• Make sure students know what it is they are studying
and that they’ll be expected to write in this particular
genre.
• Immerse students in reading and talking about the
texts and what they notice about how they are written.
• Study a few of them closely until students become
articulate about how people write this kind of text.
99
84. Planning: Step 1
Look through the texts you have selected to use in your
writing workshop. Think about:
– Length
– Topic
– Attention to Craft
– Real World
– Relevance
– Variety of Authors
These will be the books students will be immersed in reading
during this study.
85. Make Notes…
• What kinds of topics do writers address with this genre?
• What different approaches do people take writing this
kind of thing?
• What kinds of work(research, gathering, reflecting,
observing, etc.) does it seem like writers of this genre
must do in order to produce this kind of writing?
• What do you notice about how these kinds of text are
written?
These are the same questions that your students will think
about as they are immersed in the texts.
86. Planning: Step 2
Choose Mentor Texts
• Gather three to five good examples of the genre that
will anchor your study.
• Understand the characteristics of this genre.
– Content, navigational, structural, language, and graphical
• Go through each of the three to five texts and study
them closely, identifying all the possible craft lessons
you might teach.
• From your study, decide if there is some quality of
writing that is especially important to this genre that
you should emphasize.
• Go through the process of writing a piece yourself.
102
87.
88. Found Poems
• Found poems take existing texts and refashion them,
reorder them, and present them as poems. The literary
equivalent of a collage, found poetry is often made from
newspaper articles, street signs, graffiti, speeches, letters,
or even other poems.
• A pure found poem consists exclusively of outside texts: the
words of the poem remain as they were found, with few
additions or omissions. Decisions of form, such as where to
break a line, are left to the poet.
• - See more at:
http://www.poets.org/viewmedia.php/prmMID/5780#stha
sh.u05GarKu.dpuf
From Core to Curriculum 3-5
SCDE Literacy Initiatives, Summer 2013
89. From Core to Curriculum 3-5
SCDE Literacy Initiatives, Summer 2013
90. Our Definition of Found Poems
• Individual words drawn from a larger text,
rearranged to create an entirely new work.
• There are no precise rules about lines,
syllable, or format on the page.
From Core to Curriculum 3-5
SCDE Literacy Initiatives, Summer 2013
91. Finding words and phrases
• Mine your dash notes, annotations, and the
text
• Underline or highlight key words, interesting
words, and phrases
• We will use these to create a found poem
From Core to Curriculum 3-5
SCDE Literacy Initiatives, Summer 2013
92.
93.
94. See what you have as a group
• As a table, choose words or phrases that teach
about and describe the role of women and
African Americans in Western Expansion.
• Create a found poem.
From Core to Curriculum 3-5
SCDE Literacy Initiatives, Summer 2013
96. Towards a Product
• Other final products will require different
process lessons and different craft lessons.
• You will need to think about the product
before planning for the process.
• Students will study texts like the product you
want them to produce.
97. Stages of Inquiry
• Immerse
• Investigate
• Coalesce
• Go Public
• Inquiry Circles in Action by Stephanie Harvey and Harvey Daniels
113
98. Immerse
• Invite curiosity
• Build background
• Find topics
• Wonder
Inquiry Circles in Action by Stephanie Harvey and Harvey Daniels
114
99. Investigate
• Develop Questions
• Search for Information
• Discover Answers
Inquiry Circles in Action by Stephanie Harvey and Harvey Daniels
115
100. Coalesce
• Intensity Research
• Synthesize Information
• Build Knowledge
Inquiry Circles in Action by Stephanie Harvey and Harvey Daniels
116
101. Go Public
• Share Learning
• Demonstrate Understanding
• Take Action
Inquiry Circles in Action by Stephanie Harvey and Harvey Daniels
117
102. The Key Point in All of This
We are teaching writers about what
writers do and how writers think.
103. Revisit Chart
• What did we do to engage readers and writers
during writing workshop?
104. Thinking Forward…
• What is your plan for getting these students
highly engaged in reading, writing, and
researching?
