Reader's Workshop
(Brighton Area Schools has adopted the Lucy Calkins workshop model)
Here's what a daily reading lesson may look like:
MINILESSON
Minilessons have one teaching point, which is usually named explicitly and then demonstrated. Children are given a bit of guided practice with just the one strategy. This strategy is then transferred into independent and partner reading and becomes (with more practice and support) part of the child‘s ongoing repertoire.
INDEPENDENT READING TIME
In most reading workshops, teachers divide the work time between private time when students read quietly to themselves (85% of work time), and partner time (15% of work time), when students meet to talk with their reading partners. As children read privately in self-selected just right books, they draw upon the full repertoire of reading skills and strategies they have accumulated. On any given day, a teacher may also set children up to work with one new strategy. For example: "This time, be sure that when you finish a book, you look back over it and see if you can retell it in your own mind." The time students spend reading privately will increase as they year progresses, and we will provide necessary instruction along the way to support our students‘ growing stamina and focus. As children read, the teacher will go around the room and meet them for reading conferences or gather small groups for guided reading or strategy lessons.
MID-WORKSHOP TEACHING POINT
Often in the midst of a workshop, we convene children‘s attention so that we can give a quick pointer in response to a shared problem we‘re seeing or so we can share an example of what one reader has done that might help others. Sometimes these mid-workshop interventions also allow is to correct a misconception, remind students of a previous day‘s lesson, instruct students about their upcoming work, or rally readers to work harder or longer. This teaching usually takes no longer than a minute or two and students generally stay in their reading spots rather than reconvening in the meeting area.
SHARE
At the end of the workshop, the teacher brings closure to the day‘s work. Often (but not always) children will gather in the meeting area. This time is used to share ways in which students have incorporated that day‘s minilesson into their work and to share their new insights or discoveries. The teacher often asks readers to show their partners what they have done or to discuss what they have learned. The teacher sometimes retells a conference or asks a student to share his or her reading work. The share session functions almost as a separate and smaller minilesson.
Writer's Workshop
MINILESSON
Minilessons have one teaching point, which is usually named explicitly and then demonstrated. Children are given a bit of guided practice with just the one strategy. This strategy is then transferred into independent writing (with more practice and support).
INDEPENDENT WRITING
In most writing workshops children write about self-selected topics as the teacher goes around the room to confer or pull small groups of children together for strategy lessons who need the same kind of support. It is important to have a daily writing workshop. This writing work is essential especially for our youngest readers. The transfer of knowledge between writing and reading helps to strengthen our students‘ abilities to decode text, read with fluency, and problem-solve when they encounter tricky parts.
MID-WORKSHOP TEACHING POINT
Often in the midst of a workshop, we convene children‘s attention so that we can give a quick pointer in response to a shared problem we‘re seeing or so we can share an example of what one writer has done that might help others. Sometimes these mid-workshop interventions also allow is to correct a misconception, remind students of a previous day‘s lesson, instruct students about their upcoming work, or rally writers to work harder or longer. This teaching usually takes no longer than a minute or two and students generally stay in their writing spots rather than reconvening in the meeting area.
SHARE
At the end of the workshop, the teacher brings closure to the day‘s work. Often (but not always) children will gather in the meeting area. This time is used to share ways in which students have incorporated that day‘s minilesson into their work and to share their new insights or discoveries. The teacher often asks writers to show their partners what they have done or to discuss what they have learned. The teacher sometimes retells a conference or asks a student to share his or her writing work. The share session functions almost as a separate and smaller minilesson. This share time is no longer than 5 minutes.
Minilessons have one teaching point, which is usually named explicitly and then demonstrated. Children are given a bit of guided practice with just the one strategy. This strategy is then transferred into independent writing (with more practice and support).
INDEPENDENT WRITING
In most writing workshops children write about self-selected topics as the teacher goes around the room to confer or pull small groups of children together for strategy lessons who need the same kind of support. It is important to have a daily writing workshop. This writing work is essential especially for our youngest readers. The transfer of knowledge between writing and reading helps to strengthen our students‘ abilities to decode text, read with fluency, and problem-solve when they encounter tricky parts.
MID-WORKSHOP TEACHING POINT
Often in the midst of a workshop, we convene children‘s attention so that we can give a quick pointer in response to a shared problem we‘re seeing or so we can share an example of what one writer has done that might help others. Sometimes these mid-workshop interventions also allow is to correct a misconception, remind students of a previous day‘s lesson, instruct students about their upcoming work, or rally writers to work harder or longer. This teaching usually takes no longer than a minute or two and students generally stay in their writing spots rather than reconvening in the meeting area.
SHARE
At the end of the workshop, the teacher brings closure to the day‘s work. Often (but not always) children will gather in the meeting area. This time is used to share ways in which students have incorporated that day‘s minilesson into their work and to share their new insights or discoveries. The teacher often asks writers to show their partners what they have done or to discuss what they have learned. The teacher sometimes retells a conference or asks a student to share his or her writing work. The share session functions almost as a separate and smaller minilesson. This share time is no longer than 5 minutes.
Phonics, Word Study, & Oral Language
In K-4, Brighton Area Schools has adopted the CR Success First Steps and Wordsmith curriculum. This supports student learning by:
- Is based on the scientific research of reading and learning
- Builds on the developmental hierarchies of learning
- Presents all skills sequentially
- Uses explicit and direct instruction (I Do, We Do, You Do)
- Presents dynamic, hands-on lessons that are highly engaging
- Allows for differentiation to meet all students’ needs
Lexia Reading Core5 is a personalized reading curriculum for Pre-K through Grade 4 students.
- Students learn, practice, and consolidate fundamental literacy skills by interacting with the online, adaptive program, by receiving reacher-led Lexia Lessons, and by completing independent, paper-based activities using Lexia Skill Builders.
- Real-time student data are captured and made available in actionable reports to help educators make informed instructional decisions to help students achieve grade-level benchmarks.
- Lexia Reading Core5 is designed to meet and exceed rigorous state standards including the Common Core State Standards. The program includes activities that work on the six components of reading (Phonological Awareness, Phonics, Structural Analysis, Fluency, Vocabulary, and Comprehension).