I don't know if this will help, but this description is being added to our district literacy plan. The formatting won't cut and paste tidily, but it should give you the gist.
READING WORKSHOP ALTERNATIVE: WHAT IT LOOKS LIKE Literacy Workshops are centered around a common study (ex. comprehension strategy, genre or author study, textual elements, etc.). Whole group mini lessons are connected across time to an in-depth, purposeful study and used to model strategies and skills using the Gradual Release of Control Model. Students are involved daily in shared, independent reading and small group reading of authentic texts that allow them to practice strategies in a supportive environment. Classroom organization provides an area for whole group and small group discussion, areas for independent and paired reading and the environment clearly reflects the study currently undertaken (supportive artifacts, anchor charts, etc.). There are daily opportunities for students to share and demonstrate their understanding of strategies, concepts and skills under study. Students engaged in workshop study may be involved in some of the following activities: * Independent ReadingStudents read a variety self-selected reading material or teacher provided material while exploring strategies or skills modeled during mini-lessons. * Paired Reading--Students read in pairs with shared texts or duplicate copies while exploring strategies or skills modeled during mini-lessons. * Guided Reading Groups, Strategic Reading Groups, Book Clubs and Literature Circles*Students have regular opportunities to read in supported small groups which recognize and foster the social aspects of literacy. * Written Response to LiteratureStudents engage regularly in written response to literature by keeping book logs, reading logs or journals / response diaries. There is an expectation that responses go beyond summary to include student thinking and reflection. * Share TimeStudents gather to reflect on learning undertaken during workshop study. An emphasis on oral communication skills is clearly evident. * ConferringStudents will have opportunities to confer individually and in small groups with their teacher. Conferring provides additional time to assess individual students, recognize growth and identify areas of need. *Guided Reading GroupsTeacher reinforces skills, engages groups in questioning and discussion while guide children who practice and apply strategies when reading common texts independently. Strategic Reading GroupsTeacher gathers students together for more focused exploration of strategy or skill while allowing children to practice and apply strategies using self-selected texts independently. Book Clubs/Literature Circles--Students gather to read and discuss shared texts. Teacher may provide modeling or support as children become familiar with established procedures and expectations for book study, but students are expected to become increasingly independent and self-directed in their exploration of titles and subjects under study. The Role of the Teacher is: * create a climate of respect and civility using rituals, a predictable schedule and well-directed procedures for meeting routine needs, supporting children as they become increasingly independent and self-directed learners * to design and orchestrate mini lessons that are tied to relevant units of study * to establish and model routines which foster independence * to work with students in a variety of settings which include whole group (mini-lessons), guided reading, strategic reading groups, book clubs and literacy circles * to conference with individuals and small groups and to document student growth and needs (the role of conferring is in addition to guided reading and strategic reading groups and is not intended to replace the roles these groups play) * to support students in setting reading goals which are meaningful and personally relevant to the student * to create a culture of rigor , inquiry and intimacy by continually expecting more, probing ideas further and pressing children to explore their intellect The Role of the Student is: * to make appropriate independent choices and to use time wisely * to apply modeled strategies when reading independently, in pairs or small groups * to demonstrate an ability to work within established routines * to treat materials and supplies respectively The Administrator will see: * students engaged primarily in reading and responding to literature * students demonstrating an awareness of routines and expectations * students engaged in in-depth conversations about books, writers, and ideas in groups of varying sizes The Role of the Parent/Family is: * to encourage children to complete appropriate tasks independently > > > > > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute "Literate Lives: A Human Right" July 12-15, 2007 Louisville, Kentucky http://www.ncte.org/profdev/conv/wlu _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
