As a teacher, we model expectations, we create anchor charts as reminders to students of the expectations during this time of how things should look and sound, and what the teacher job is versus the students jobs at this time. Once those are established I am able to began thinking about instruction. I create my small group meeting area and my whole group meeting area. My whole group meeting area is usually near if not in the Library and my small group area is positioned so that I can see out into the classroom. This way I can still monitor students during the independent parts of the workshop.
As the school year gets started, I am starting to choose Read Alouds to teach content daily. I look at my learning targets and start reading picture books and determine which ones best fit the strategy or skill that I am trying to introduce or reinforce. I use the book over for both Reading and Writing and I may also use the book over a number of days. Your book choice matters, so take your time and be sure to read the text.
As I am reading, I prepare questions, think about tier 2 and tier 3 vocabulary and I develop lesson plans around the book that will address my learning target. I love the fact that I get a chance to spread my love of Reading by reading some of my favorite books. I usually create book recommendations. We use our newly decorated journals to start making list of books we would like to read, or that are recommended. We also start generating writing entries from the Read Alouds.
My first book choice is optimal for both Reading and Writing workshop. I am able to use Eve Buntings, "The Memory String" to introduce topics for writing Narratives, while exploring Character development for Reading.
I model Predicting and asking questions about the why behind a characters actions, words, and feelings. I model how to respond on sticky notes using text evidence to support responses as well as how to make connections and come up with story ideas for Narratives. Students generate topic list, they list traits of the character and then we use these as jumping points to generate writing entries in our Writing journals for the UOS, The Arc of Writing Fiction and the traits as a way to introduce our UOS on Interpreting Characters.
Another great book to use for both Reading and writing is Jacquelin Woodson's, "Each Kindness." This books allows for teachers to dig deeper into the why of characters actions, dialogue and feelings. I am able to teach Inferring, Cause and Effect, Perspective, Tone and Mood as well as Compare and Contrast.
Both of these books are Great Read Alouds and I create activities to go with the books. It is usually a different activity each day. I start with Comprehension questions, We do Word study activities, I always pick a day and do a writing prompt of some sort, and then if the book lends itself to it. I incorporate a Social Studies activities like Geography, cultural differences, and famous people located from the setting of the text. I placed those activities on my TPT site. Hit the link on the side bar to check out more of my books and activities,
Here are two more great books for Reading and Writing workshop. Fox is excellent for Character development. I have students to create time lines that represent characters change over time and the events that cause them to change. Here are some of the writing prompts I have used:
Essay: Which character do you like and why?
Narrative: Write about a time you had to make a decision?
Narrative: Write about a strong emotion you had.
Essay: What is your favorite animal and why?
The following text can be used to have students practice Making Connections, Draw Conclusions and Compare and Contrast. It is a great text for analyzing characters as well. It provides students with ideas for writing topics and it is an easy quick read. I was able to come up with some Math activities with the text when I was self contained. As a teacher, I always try to use my book in multiple ways. " Work smarter not Harder." All of the activities for these books are easy to use and replicate. They check comprehension, they improve Writing about Reading skills and the kids enjoy the topics because they can relate to them.
In order for my workshops to works smoothly, we have to set expectations. The students work collaboratively and come up with what the workshops should look like and sound like. We discuss them and agree on them. Then we practice. They practice coming to the meeting area with materials, they practice going to their reading spots, they practice all of the expectations we came up with. It is important to practice these, and to revisit them if students fall out of routine in order to get the most out of your already limited instructional time.
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