Making Workshop Work Readers’ and Writers’ Workshop for Multi-lingual Learners Introductions Asa 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 Talk 1. Introduce yourself. 2. What is your experience with Readers and Writers Workshop and ELLs? Overview 1. 2. 3. TC Framework Overview of Strengths and Challenges Issues and Possible Solutions from our experiences TC Framework Teachers College, Columbia University  Goal = Life-long readers and writers  Workshop Structure 1) 2) 3) 4) 5) 6) 7) Mini-Lesson Model/Guided Independent Practice Small Group Conferences Mid-workshop Interruption Share out Things we like: Independent reading choices  Dedicated reading time  Small group reading  1:1 structured conferencing  TC Quick Assessments  Things we don’t like       Lack of vocabulary and grammar instruction Little informational text, no content instruction, no themes Need to track of multiple texts Vague, overwhelming learning objectives Insufficient targeted skills practice and demotivating “post-it-ing” Monitoring progress/proficiency: challenging Issue 1: Vocabulary Issues:  No explicit vocab instruction Solutions: Tier 2 words from mentor text Do Nows Issue 2: Grammar Issue:  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 UNIT Original TC Unit: The Colonial Era Adapted ELL Unit: The Colonial Era Mentor text, read aloud Several, leveled book clubs 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 ◦ Maps Book Clubs: ◦ Shared Text ◦ Vocabulary supports ◦ Graphic Organizers/Tracking sheets •Teaching points •Book club discussion points Issue 4: Vague/Wordy Learning Objectives Issue: 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 Work TC 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 targets 2) 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 Text  Leveled small groups Issue 6: Lack of Non-fiction Non-fiction is often treated an individual unit of study Incorporate 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-its Issue: Can be difficult to assess if students achieved the learning/skill target. Adaptation: Structured Exit tickets Structured Post-it Noticing Characters: Empathy (Character name) feels ___________________ _____________________________________. I know this because in the text it says ______ ________________________________. (pg. #) Conclusion  How can you make workshop work?