Balanced
Literacy
A student-centered
approach to
teaching and
learning
What is Workshop?
 “The
workshop model is simple and
powerful. It derives from the insight
that children learn by doing . . .”
-Harvey Daniels and Marilyn Bizar
 “Workshop
is based on CHOICE, VOLUME,
and DIFFERENTIATION.”
-Nancie Atwell
What is a Workshop model?

“Workshop” is both a structure for organizing
classroom instruction and a vehicle to get
students more engaged and invested in
content.

The structure provides more time during the
school day for students to read, to write, to
talk, to use effective learning strategies and
to explore and respond to the topics and
ideas they are studying.

It provides more time for teachers to work
with individual students and for students to
work with one another.
TIME




Workshop starts with TIME — time for students
to read, write, talk, and think in class. These
opportunities will take place in whole-class
settings, small-group sessions and
independent practice.
The structure also offers teachers time to
observe, take notes, confer with students and
naturally DIFFERENTIATE INSTRUCTION.
Reading – 90 minutes daily (45-60 minutes
devoted to Reading Workshop)
Writing – 45-60 minutes (3-5 times a week)
VOLUME
 The
amount of reading and writing that
students do is positively related to
achievement.
-Report Card for the Nation, 1998
6thGrade reading #greatstuff
Tweeted
10/10/14
Sixth Grade
CHOICE and OWNERSHIP
 Because
students often have a CHOICE in
what they read and write, they develop
OWNERSHIP of their learning. As they
begin to use newly taught strategies that
make them more skilled readers, writers,
and learners, they are able to access
more and a greater variety of materials,
increasing their confidence and
independence.
Workshop teaching is based on a
reapportioning of time spent - MINI-LESSONS





Short, teacher-directed lesson introducing
one skill/idea/strategy
Teacher connects new learning to previous
learning
Teacher models or demonstrates new skill or
strategy
Students practice skill or strategy with support
from peers and the teacher
Students practice skill or strategy with
coaching, as needed
“Introducing think marks in readers workshop!”
Tweeted
10/9/14
Second
Grade
COMPREHENSION THROUGH
CONVERSATION
 RESPONSE
is built into workshop instruction.
During the mini-lesson, students have the
opportunity to question and clarify
strategies before they adapt them to their
own learning. The teacher-student
conferences, small-group work,
notebooks, and sharing sessions all offer
opportunities for students to explore and
respond to content with their teachers
and their peers.
“Making connections during Reader's
Workshop! #readingisthinking”
Tweeted
10/10/14
Fourth Grade
A COMMUNITY of LEARNERS
 By
experiencing genuine discourse,
considering and building on the ideas of
others, finding evidence in what they
read, and sharing their work, students
develop as a COMMUNITY of learners.
Gradual Release of Responsibility
Gradual Release Model

The teacher names and describes the strategy, then
models the strategy through demonstration and
think-alouds (teacher is most active)

The teacher provides many opportunities for students to
practice the strategy with his/her support and guidance
(teacher and students work together)

The teacher provides opportunities for students to try out
the strategy independently and reflect on their application
(students are most active, receiving monitoring support
from the teacher)

Students are expected to apply the strategy across all
literacy encounters (students have become independent)
“Building our reading stamina in Reader's
Workshop!”
Tweeted
9/10/14
First Grade
Student Engagement
 Students
have time everyday to read and
write independently, practicing their
newly acquired skills and strategies
 Teacher works with small groups
 Teacher confers 1-1
 Students share with one another about
their learning
Professional Learning
 Learning
Sessions
 Demonstration
 Debriefing
Lessons
and Planning
@07003Staff Watching reader & writer
workshop demo lesson
Tweeted
9/16/14
“Reader's & Writer's Workshop PD
with #LearningNeverStops”
Tweeted
9/30/14
Lab teachers came prepared to share something
exciting that’s been going on, as a result of embracing
a Workshop approach. Individual responses included:
* Students are referring
*Students are loving all
back to the anchor
the new books and
charts and using
teachers are happy
amazing terminology
applying them to
lessons
*Some non-lab teachers
on the team have
*Student partnerships are
been trying Workshop
working well and kids
elements too and
are staying focused
collaborating has been *Reading spots and book
great
baskets are great and
*Turn and Talk gets
building independence
everyone involved
Lab teachers came prepared to share something
exciting that’s been going on, as a result of embracing
a Workshop approach. Individual responses included:
*Good conversations are *The students love using
popping up everyday
Post-its and tracking
their thinking
*Guided Reading and
conferring are going
*Loving the Reading
really well and stamina
Workshop/Writing
is building as students
Workshop following one
are independently
another
reading
*Students can use
*Workshop is rolling faster, strategies and describe
routines are working
what they’re doing
Lab teachers came prepared to share something
exciting that’s been going on, as a result of embracing
a Workshop approach. Individual responses included:
*We’re seeing more excitement *Thinking stems (I’m thinking, I’m
about reading
wondering, I’m guessing) are
helping kids have great
* Even my lowest readers are
conversations and do great
developing a love for reading
thinking
because they can really read
the books they have
*There were lots of inclusion
modifications for Treasures
*Partnerships are talking about
and now kids feel like they’re
what they should, staying on
doing what everyone else is
task and taking turns
*So nice to have kids reading on *Even my most struggling
readers are so excited
their levels
because they’re choosing
*Success came faster than I
their own books and
thought it would
confidence is building
because they can read them
 The
message from researchers and
educators is that teachers must put real
reading (& writing) behaviors at the heart
of teaching practices.
A
Workshop Model sets up a framework in
which to accomplish this, while meeting
the needs of diverse learners.