The Workshop model - How to get started....
Year 1 focused on the use of Small Group Instruction and has now transitioning to implementation of the Workshop Model of Instruction. Angela Maiers calls it "The Clubhouse"
What is Small Group Instruction and how do you begin? Small Group Instruction: A small-group arrangement usually consisting of three to five students who are grouped based on similar instructional needs in a specific academic area. Small Group Instruction (SGI) is also known as "guided reading". Small Group Instruction is only one of the elements of a Workshop Model of Teaching. The following information below will help you understand the Workshop Model and how to get started in your classroom. Advantages
Working independently over sustained periods on significant reading and writing tasks (not busywork)
Sources: 1. Teaching Students with Learning Problems by Cecil D. Mercer and Ann R. Mercer 2. Small Group Reading Instuction: Voyage to Excellence (Swego City School District) 3. You Tube videos on the Workshop Method of Instruction - including Lucy Caulkins. |
PLC's Quick and extended shares produce Ideas to get you Started....
Reader's Workshop
1. Source: Readers’ Workshop – Dinner/Dessert Name: Amy Blythe, Kindergarten Grade Level: K-2 Description: After beginning Readers’ Workshop with a mini lesson, the students are sent off to read independently. We read for approximately 15 minutes each day. The first 10 minutes are spent reading “good fit books”. The last 5 minutes the students can continue reading their “good fit books” or they may choose a book that they really want to read, but it is not at their reading level. This gives the opportunity for students to practice the reading skills that were introduced during the mini lesson, but it also provides them time to look through other books that are of interest to them (Clifford, Froggy, Strawberry Shortcake, Legos, etc.) This works really nicely for kindergarten, since many of the books that they are interested in are not at their reading level. This gives them an opportunity to also look at books that I have used as read-a-louds. We begin with “dinner” (good fit books) and then I whisper “dessert” (any book they are interested in). Additional Resources: Flip Chart Presentation was used to present this idea 2. Description: Book recommendation wall Name: Marty Stowell Source: Pinterest Grade Level: Any grade Additional Resources: There is a photo available to see 3. Name: Kendra Roquet Source: 2 Sisters Weekly Daily 5 Newsletter Grade Level: K-5 Description: Conferring bag. This is a tool to help you get organized and save time while conferencing with students. Items in my conferring bag: White Board Dry Erase Markers/Eraser Sticky Notes Fundations Alphabet Chart Fundations Board Sight Words Slinky (for stretching out words) Pencils File Folders with a half dozen aa, A, B, C & D Books Conferring Notebook Additional Resources: Comprehension Ideas 1. Name: Somebody/Wanted/But/So/Then Source: Amanda and Mindy – 5th Grade (graphic organizer), Kristy – 4th Grade (hula hoop idea) Grade Level: K-5 Description: This is a summarizing strategy. Place 5 hula hoops on the floor and label with each heading (somebody, wanted, but, so, then). Students step into each hula hoop as they summarize the story. One student could do all the hula hoops or each hula hoop could be summarized by a different student. A graphic organizer could be used either before this activity or after. Students could also use their hand to remember each heading. For example using your right hand: thumb – somebody, pointer finger – wanted, middle finger – but, etc. 2. Name: Author’s Purpose-Candy Boxes Source: Kristy Jahraus Grade Level: K-5 Description: To teach author’s purpose, teacher gives students a box of candy. Students have to decide what elements of the candy box were used to persuade, what elements were used to inform, and what elements were used to entertain. Students then connected this back to an author’s purpose when writing. Additional Resources: See attached graphic organizer 3. Name: Taeko Cochran Source: Between Worlds (1999) by David E. Freeman and Yvonne S. Freeman) Grade Level: ELL Grade K Small Group Instruction for Kindergarten ELLs English Language Learners (ELLs) need to meet two sets of standards and benchmarks. -Meet the ELL standards and benchmarks (speaking, listening, reading, writing) -Meet the grade level standards and benchmarks (ex. Reading: alphabet, letter sounds, beginning and ending sounds, rhyming words, sight words, CVC blending) ELLs are a diverse group of students. Each student has learning goals. English as a Second Language (ESL) provides student-centered support. Collaboration with a classroom teacher and parents is a key to student success. Literature-based Learning Objectives: Vocabulary building in the context Develop higher order thinking skills in English Many ELLs pick up basic decoding skills at the same rate as native speakers, but when it comes to comprehension, they lag behind due to a lack of vocabulary and higher thinking skills in English. (Especially in the 2nd grade and up when they start to read chapter books, they can pronounce words but do not comprehend what they read.) Reading aloud fiction and non-fiction of their grade level to students and monitoring their engagement in the story are effective in teaching the language and vocabulary (ex. ask questions (QAR), paraphrase, use visuals to teach new words, have discussions to make connections to their prior knowledge, and have them write about the story). Teach reading as a process of meaning construction. Demonstration materials: Dragon’s Fat Cat by Dav Pilkey It’s Thanksgiving Day! By Mary Pcklard Let’s Find Out (Non Fiction) Your Big Backyard (Non Fiction) Non-Fiction - Text Features, , Author's Purpose 1. Name: Text Feature Scavenger Hunt Source: Amanda Doud. Grade Level: 2-5 Description: This can be used when teaching nonfiction text features. Teacher needs to print out text features names on sticky notes. (chart, heading, keywords, captions) Students then look through nonfiction books or magazines to locate text features. Students place their sticky notes onto correct text features. This could be used during small group instruction or whole group mini lesson Additional Resources: A picture is available to see 2. Name: Author’s Purpose with Nonfiction Source: Maggie Van Zee, 2nd Grade Grade Level: K-5 Description: During small group instruction, bring a stack of books all focused on the same topic. For example, a book about how to grow plants, a book about desert plants, a book about plants in the rainforest, a book about how people use plants, a book about the parts of the plant, etc. Discuss with students that all of these books are about the same topic, plants, but the author’s purpose for each one of these books is different. Additional Resources: Stack of books all about one topic but with different purposes. Other topic ideas may include machines or George Washington. Accuracy/Decoding Ideas 1. Name: Roll and Spell Source: Kathi, 5th Grade SPED Grade Level: K-5 Description: Students roll a die and depending on the number they roll, they practice writing their words a special way. Teachers can determine what each number stands for. For example, roll a 1 – write the word backwards; roll a 2 – write the word with your opposite hand; roll a 3 – write with your eyes closed; roll a 4 – write as big as you can; roll a 5 – write as little as you can; roll a 6 – write as fast as you can. Other ideas are writing vertical, diagonal, big letter then little letter, or upside down. 2. Name: Mix-and-Fix Source: Kendra Roquet Grade Level: K-2 Description: This is a strategy that can help build sight word fluency. Provide students with sight words or words that you would like them to practice making. Have them cut up the word into the separate letters. Then, have them mix it up and put it back together as fast as they can. This can also be used with words from a guided reading book that students have read multiple times. Sight Words 1. Name: Sight Word Board Game Source: Ashley Westhoff; 1st Grade Grade Level: K-2 Description: This is an independent literacy center activity. Using the sight words students need to know, make different game boards. Students roll a dice and move to that space. If they get the word correct they stay on that spot if not they move back 1. Color-code the paper you glue the game board onto so students know which game boards they should be playing on. Students can play in groups of 2-4. Additional Resources: None (some extended shares may include a graphic organizer, website, etc.) 2. Name: Mary Hersom - Kindergarten Source: Words Their Way Grade Level: K Description: I gave an overview of the resources we have available to us. Words Their Way can be an independent, small group or large group activity. Students are tested to see what level they would be working in. The activities work on skills and strategies to enhance phonics, spelling, rhyming, sounds, word patterns, and many more word work skills. Additional Resources: We have the following manuals: Word Sorts for Letter Name – Alphabetic Spellers, Letter and Picture Sorts for Emergent Spellers, Word Sorts for Syllables and Affixes Spellers, Word Sorts for Within Word Pattern Spellers. Jen G has a manual that is an overview of the program and she has many electronic files of activities to go along with WTW. 3. Name: Locating/Building/Making words Source: Megan Vande Voort, 1st grade Grade Level: K-5 Description: I use these strategies to locate/build words during guided reading groups. I use words that are high frequency words/sight words and these words vary by groups. Monday we locate words in our guided reading books with bendaroos (wikki stix). On Tuesday we use magnetic letters to make the words together (this can be altered for groups a couple different ways: 1) by only giving them the letters they need to make the word; 2) by giving them the letters they need plus a couple extra; 3) buy giving them all letters to choose from.) On Wednesday we write on the tables with dry erase markers, do rainbow writing, or write as big as we can on the classroom whiteboard. On Thursday we play hangman (typically with one or two of the more difficult words) or a game where each student gets a letter or two and they have to stand in order to make the word. We also do cut-up sentences from the story that include our words (cut-up sentences are sentences from the story that I have written on paper in different colors—each sentence gets a different color—then these sentences are cut up. This can be varied as well, by keeping phrases together, separating all words, cutting punctuation apart, etc.) Friday we do a word ladder (these can be altered as there is a grade K-1, 1-2, and a 2-3) but the clues can be read aloud or they can read the clues if able. Additional Resources: Word Ladders from Scholastic 4. Name: Sticks Word Work -- This is a way to practice our grade level words. It would also work with spelling words, phonics word patterns, and word families. Source: Marty Stowell 1st Grade Grade Level: K-5 Description: This is a word work station strategy. The stations include: 1. Bang (partner activity pick a stick, read the 1st grade word, if you draw the stick with bang you have to give all your sticks to your partner. 2. Stuck with Sticks (partner activity) same as bang except if you draw stuck you get all the sticks. 3. stamp the words 4. abc order words 5. sort the words (sort into 2 letter word, 3 letter word, 4 letter word, 5 letter word, 6 letter word, and 7 letter word 6) stick sentences – Pick 8 words, read them, and write a sentence with each 7)Dough Stamp Words 8) Sticks Sticks Sticks – pick 8 words, read them, and write each 3 times 9) stick frames 10) stick houses Additional Resources: I have a flip chart showing each station in the 1st grade shared folder Fluency Ideas 1. Name: Fluency Passages with Phrases or Chunked Text Source: Stacy, 2nd Grade Grade Level: 2-3 Description: Print off fluency passages from the website fcrr.org. These passages have phrases or chunked text so students can practice phrasing and pausing. Additional Resources: http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Fluency_3.pdf 2. Name: Bang Boom Source: Shannon, 2nd Grade Grade Level: All grade levels Description: Write sight words/high frequency words on note cards. Students draw a card and read the word. If they read the word correctly, they get to keep the card. If they do not read the word correctly, they do not get to keep the card. If they draw a Bang Boom card, they must turn in all their cards. Students can play in partners. 3. Name: Read-aloud Cloze activity Source: Danielle Francois Grade Level: K-2 Description: This fluency strategy is similar to the cloze method. This strategy helps students who are struggling with “feed forward”. After a couple of days of repeated reads of a guided reading book, the teacher reads through the book and then stops along the way to ask the students which word comes next. Another variation would be to have the students then find that word on the page as fast as they can. Phonemic Awareness 1. Name: Literacy Warm-up Source: Suzanne Miller Grade Level: K Description: This is a routine that practices phonemic awareness, phonics, sight words, fluency, and reading. This routine is designed to be 10-15 minutes to start your reading block. Children go through a series of slides on the smartboard that help practice the skills we are currently working on. For example: letters of the week, sight words of the week, nursery rhyme of the week, book of the week, skill for the month (rhyming, beginning sounds, ending sounds, blending sounds) The purpose of this activity is to develop automaticity with letter sounds, and sight words, and to develop fluency while reading nursery rhymes and to develop reading skills (pointing to the words, beanie baby strategies, where to start reading, return sweep etc…) strategies by reading an easy reader. Additional Resources: Literacy Warm-up flipchart for the smartboard Vocabulary Ideas 1. Name: Vocabulary Post-Its Source: Shannon, 2nd Grade Grade Level: 1-5 Description: When students are reading, have them write down a word on a post-it note that they do not know. In small group, share how they figured out the word or have other students help figure out the word and discuss the meaning of the word. Writing Ideas 1. Name: Story Cubes Source: Jane, 2nd Grade Grade Level: 2-5 Description: Students roll Story Cubes to help write complete sentences, brainstorm ideas to write about, or create a story. Additional Resources: http://www.amazon.com/Gamewright-318-Rorys-Story-Cubes/dp/B003EIK136; http://www.storycubes.com/ 2. Name: Overview of the Portland Public School Writing Program (can be found on-line) Source: Bonnie James, Kindergarten Grade Level: Kindergarten Date: Jan. 29, 2014 Description: The Portland Public Schools have developed their own writing program. Kendra first found this site and shared it with us. I have since spent more time looking at the lessons and using them in my room. The program is as follows: A Launching unit which helps to set up the Writer’s Workshop time and format. Three units: Fall, Winter, Spring. Each unit has a Personal Narrative writing and an Informational writing. All lessons/units are tied to the core. The beginning of each unit lists goals and writing levels (ie: early, emergent, fluent writer), each unit also has a check list at the end of the unit to help with evaluation. The lessons are set up very similar to the Kim Adsit Reading Workshop format (which kindergarten is using). Some of the same language is used. Mentor texts are suggested and the GREAT thing about these texts is that the majority of them can be found in personal book collections or in the library. Another plus to this program is that the Portland Schools have also developed writing programs/guidelines for the next grades so that IF we would use this, K – 5 could all potentially follow this guide. Additionally, I think a positive point to this program is that it is scripted making it VERY easy to have a substitute continue your lesson, would be much easier for a new teacher, or even to give to a Student Teacher to use. 3. Name: Paper Plate Quick Writes Source: Dawn Deffenbaugh Grade Level: K-5 Description: This is a writing strategy that could be adapted for any grade level. The teacher glues pictures onto the back of paper plates. They could be pictures of something you are studying (which would help students build in vocabulary practice as well) or they could be random pictures. Then, have the students write a short story to go along with the picture. Could be expanded upon and taken further along in the writing process as well. 4. Name: Studentreasures Published Books Source: Amy Mathewson Grade Level: 3-5 Description: I showed samples of published student books. Then, I passed out the materials we have received for our free published book project. I explained that there are notes and envelopes to send with parents closer to our publishing date, March 26th. I have experience with this program, making my own book and making them with a class while student teaching. I explained that each student will get a packet to print or write and illustrate their final copies on. We previously decided to make our books a collection of writing pieces throughout the year. I showed each page of the packet and explained the layout; pictures on the left, text on the right. Each student will get 1 copy of his/her book published with a hard cover for free. Parents may buy additional copies for about $20 each. The first free book will have the original pages in it. For example, if a student uses white-out, there will be white-out on the book page. The second copy will of course, be a photocopy of the original pages. Additional Resources: We ordered our packets through the company. Here is their website: http://www.studentreasures.com/ 5. Name: Writers at Work Source: Dee Dee Wills, who presented at I Teach K in Las Vegas summer 2013. Grade Level: Kindergarten Description: Steps to confer: 1. Investigate What are you working on? 2. Notice & name I notice that you are….. 3.Teach One of the things that writers do….. 4. Confirm So what do you think you might do? Is the student working on a book or single piece? Book= cover & four pages Additional Resources: Mentor texts used during writers workshop mini lesson. 6. What Good Writers Do Good writers: *Think about how a word looks. *Think about how many sounds they hear in a word. *Say words slowly by stretching out the sounds. *Take words to boxes in order to write the word correctly. *Write the word many times for fluency. *Find parts, or small chunks in words that are known. *Monitor their own writing. *Break words apart into sounds. *Reread their writing for feed forward. *Understand specific concepts about printed language. *Use good directional behaviors and spacing. Created by Kristi McPherren, Janyce Klyn, & Joi Stout Trained Reading Recovery Teachers Math Ideas 1. Name: Touch Points – Coins Source: Michelle, 2nd Grade SPED Grade Level: All grade levels, use for students who struggle with counting coins only Description: Students use touch points on coins (count by 5’s for each touch point) to count money amounts. Additional Resources: https://docs.google.com/file/d/0B8bTZllX7s9pMDc4OGY4YjMtNDQ0MS00MWEzLTkzMTktODM5OGQxN2ZlZjhj/edit?hl=en&authkey=CI7Wwhw (copy and paste this website in your browser to view the touch point posters) 2. Name: Tangrams Source: Megan VandeVoort Grade Level: K-3 Description: Tangrams are math tools that can be used for reinforcing geometry and spatial reasoning. They are a great way to challenge higher achieving math students during small group time. Students cover various designs with the tangram shapes, at a range of difficulty levels. They can also be used as a station activity for students to use with partners or on their own. 3. Name: Greater than, less than lesson tips, other Math center handouts/activities to use Source: Anne DeJong- special education teacher Grade Level: K-1 Description: This is a math idea to teach greater than, less than and equal to Kindergarten and 1st grade students. Packet of ideas to use hand made <, >, = manipulatives from glue sticks with teeth and buttons for eyes were given to each teacher. They will need to make the <, >,= large symbols. These activities can be adapted to meet needs of Kindergarten and 1st grade students. Symbols can be used when showing a larger set vs. a smaller set, or equal set using a variety of objects during a small group center or large group instruction. Packets of other math ideas were handed out to use during math centers. A variety of math handouts were given to each teach to help challenge students who were mastering the current math curriculum, such as story problem worksheets, number sequencing etc.. Other fun ideas to use during math centers with Kindergarten students were in the large packet. Additional Resources: Teacher will need to create some of these math ideas and reproduce copies for their students to use. 4. Name: Addition Dice Game Source: Tara Braithwaite, 2nd Grade Grade Level: 1-3 Description: This game is similar to a game called High Roller (from EveryDay Math). This game allows students to practice the following concepts- addition of 2 numbers (sums to 12), comparing 2 numbers (2-12), counting by 2 to add (up to 12 or up to 24 if they play 2 rounds before adding up the points). Player #1 rolls both dice and records both numbers. Player #1 identifies the number that is less and crosses it out. Player #1 rolls the lower number dice again and records the number. Player #1 adds the 2 numbers together and writes the sum and player #2 checks to make sure that the sum is correct. Player #2 repeats the same procedure. Players compare their sums. The player with the sum that is more gets 2 points. The player with the sum that is less gets 0 points. When 6 rounds are complete, each player adds his/her points. The person with more points wins. Additional Resources: Recording sheets, 2 dice 5. Name: Elimination Source: Tara Braithwaite, 2nd Grade Grade Level: 1-3 Description: Each student covers all 12 spots of their side of the game board with markers. Both students take turns rolling the dice. They may use any operation to get their answers. For example, if they roll 8 and 2, they could say “8-2=6” and remove the marker from the 6. The object of the game is to be the first person to remove all the markers off their side of the board. Additional Resources: 2 dice, game board, markers 6. Name: Target 20 Source: Tara Braithwaite, 2nd Grade Grade Level: 2nd Description: Roll all 4 number cubes. Make two 2-digit numbers and add or subtract the numbers to get as close to 20 as possible. The points earned are the difference between your number and 20. The low score wins. Additional Resources: 4 dice, recording sheet, pencil 7. Name: Dice games Source: Tara Braithwaite, 2nd Grade Grade Level: 1-3 Description: *More and Less- Roll one die and write the number in the middle box. Fill in the numbers for 10 more, 10 less, 1 more, and 1 less. *Fact Families- Roll the dice and write in the 2 numbers. Add to calculate the 3rd number. Write the complete fact family. *Subtraction- Roll the dice and write in the largest number first. Write the correct difference in the box. *Addition- Roll the dice and write in the 2 numbers. Write the correct sum. *Greater Than or Less Than- Roll the dice and write in the 2 numbers. Write in the correct sign in the circle. Additional Resources: 2 dice, recording sheets |