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Making Workshop Work. Readers’ and Writers’ Workshop for Multi-lingual Learners. Introductions. Asa Mercer Middle School, Seattle Public School District Priscilla Allen: 6 th , 7 th , and 8 th grade ELL Math and Social Studies - PowerPoint PPT Presentation
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Making Workshop WorkReaders’ and Writers’ Workshop for Multi-lingual Learners
IntroductionsAsa Mercer Middle School, Seattle Public School District
Priscilla Allen: 6th, 7th, and 8th grade ELL Math and Social Studies
Adrienne Wicklund: 6th grade ELL Reading and Writing; General Education History
Linea Lebehn: 7th grade ELL Reading and Writing; General Education History
Turn and Talk1. Introduce yourself. 2. What is your experience with Readers and Writers Workshop and ELLs?
Overview 1. TC Framework2. Overview of Strengths and
Challenges3. Issues and Possible Solutions
from our experiences
TC FrameworkTeachers College, Columbia
UniversityGoal = Life-long readers and
writers
Workshop Structure1) Mini-Lesson2) Model/Guided3) Independent Practice4) Small Group5) Conferences6) Mid-workshop Interruption7) Share out
Things we like:Independent reading choicesDedicated reading timeSmall group reading 1:1 structured conferencingTC Quick Assessments
Things we don’t likeLack of vocabulary and grammar
instructionLittle informational text, no content
instruction, no themesNeed to track of multiple texts Vague, overwhelming learning objectivesInsufficient targeted skills practice and
demotivating “post-it-ing”Monitoring progress/proficiency:
challenging
Issue 1: VocabularyIssues:No explicit vocab instruction
Solutions:Tier 2 words from mentor textDo Nows
Issue 2: GrammarIssue:No grammar instruction
Grammar Solutions:Sentence Correction “Do Now”Small group targeted grammar
Issue 3: Adding THEME to units
Issue:TC Units often lack the sort of unified theme and supports that that ELL students need in order to access the material
HISTORICAL FICTION UNITAdapted ELL Unit: The Colonial Era
Background Knowledge: Overview of key events leading to
the colonial era◦ Historical documentary with
comprehension supplements “America the Story of Us”
◦ Period film, “April Morning”◦ Non-fiction texts◦ Charts◦ MapsBook Clubs:◦ Shared Text◦ Vocabulary supports◦ Graphic Organizers/Tracking
sheets
Original TC Unit: The Colonial Era
Mentor text, read aloudSeveral, leveled book clubs
• Teaching points• Book club discussion
points
Issue 4: Vague/Wordy Learning ObjectivesIssue: Difficulty in defining
learning objectives, skills, and strategies.
Please come to the front with your notebook and a pencil.
Example of TC Learning Objective
Character Unit:“To read people-in life and in stories-it is important to remember that actions can be windows to the person. In life and as we read, we can pause after a character has done something and say, Let me use what just happened as a window to help me understand this person.” -Lucy Calkins
Example of Adapted Learning Objective
Character Unit:Readers identify character traits based on what characters do, say, and think.
Group WorkTC Learning Objective:
“Expert readers believe that when thinking about stories, it can especially pay off to pay attention to characters in general and to their motivations and struggles in particular.” –Lucy Calkins
1) Break it into learning targets2) Brainstorm ideas for skill and
strategies
Issue 5: Learning Objective not found in independent book
Issue: Teaching point can’t always be applied to independent reading level book of ELL students◦ie. Magic Tree House
Solutions:Common TextLeveled small groups
Issue 6: Lack of Non-fictionNon-fiction is often treated an individual
unit of studyIncorporate non-fiction throughout the
year “Non-fiction Fridays” Topical magazines Non-fiction texts available in classroom library for
students all year Showing of topical videos, maps, photos and
other visuals to supplement lessons*Outstanding Resource:
◦Newsela (topical current affairs; lexile-leveled)
Issue 7: Post-itsIssue:Can be difficult to assess if students achieved the learning/skill target.
Adaptation:Structured Exit tickets
Structured Post-itNoticing Characters: Empathy
(Character name) feels ________________________________________________________.
I know this because in the text it says ______________________________________. (pg. #)
ConclusionHow can you make workshop
work?