6-12 ELA: Day 1

• Introductions• Name, Grade/Courses, Favorite Book• Dates/Sub requests etc. • Norms• Parking Lot • Agenda

Why?GRR/Workshop Instructional ModelClassroom EnvironmentCollaborationReflection

(curriculum, instruction, and assessment) is:

-Engaging and differentiated-Standards based-data driven-research and evidence based

-Wisconsin RTI Center

Curriculum, instruction, and assessment that are grounded in the culturally responsive practices of relevance, identity, belonging and community will serve to best engage all students.

-Wisconsin RTI Center

High expectations can help reduce delinquency and behavioral

disturbances.~Doug Fisher

Research-Based Factors that Influence Student Achievement

~Allington, R. (2005). Reading Today.

*Classroom Management

*Balance of Whole Group, Small Group, 1-1

*Matching Texts to Readers

*Reading and Writing Reciprocity

*Effective Interventions with Levels of Intensity

(c) Frey & Fisher, 2008

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focused Instruction

Guided Instruction

“I do it”

“We do it”

“You do it together”

Collaborative

Independent “You do it alone”

A Structure for Instruction that Works

(c) Frey & Fisher, 2008

Original Workshop Model…TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Guided Instruction

“I do it”

“We do it”

Independent“You do it alone”

Focused Instruction

Learning Targets for Day 1

Teachers will…• develop an understanding of classroom

workshop as a gradual release of responsibility• understand how to create a collaborative

classroom environment that fosters a community of learners

Workshop is Gradual Release

Doug Fisher: GRR

Small Group Activity

Review Annotations

Answer Questions

What would you, as the teacher, be doing in order to create an effective ELA classroom that uses workshop?

What would you expect students to be doing in an ELA classroom that uses workshop?

Teacher Observation Activity

• Cut and paste questions provided • Read the questions • Observe the teacher in the lesson• Record in your notebook

– Answers– Thoughts– New Questions

Workshop Components

GRR: Focused Instruction ComponentPurpose (Learning Target or Learning

Objective) and ModelingThink AloudDemonstrationsCommon Core State Standards

Workshop: Mini Lesson

The established purpose

focuses on student learning,

rather than an activity, task, or

assignment.

Students understand the

relevance of the established

purpose.

GRR:Independent Work ComponentGuided Instruction Component

Collaborative Component

Workshop Model: Work time

as Independent Practice

• Silent Reading• Individual Writing• Formative Assessment• Skill Practice• Student/Teacher Conferencing

Work Time

No “Shut Up”

sheets

as Guided Instruction

Students read, write, and talk to make meaningPractice skill, complete the tasks modeledTeacher works with small groups or walks around

and uses prompts, cues, and questions with groups

Small group interventionConferencing

Work Time

as Collaborative Time

Book Clubs/Literature CirclesConferencingTurn and Talk

Work Time

• Closure• Refer back to Learning Target• Formative Assessment• Share Out• Learning Log• Reflection• Exit Ticket

Workshop: Debrief

Purpose of Collaborative Learning

Students work together using academic language to discover information.

Comprehension and Collaboration

1. Prepare for and participate in collaborations with

diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.

K-2 Features• Following the rules of discussion• Moving from participation to turn taking• Sustaining discussion through questioning• Adult support

3-5 Features• Preparation for discussion• Yielding and gaining the floor• Posing and responding to questions• From explaining own ideas to explaining the ideas

of others

6-8 Features• Using evidence to probe and reflect• Collegial discussions include goals and deadlines• Questions connect ideas from several speakers• Acknowledge new information

9-10 Features• Use prepared research in discussion• Voting, consensus, and decision making• Ensure hearing full range of opinions or options• Summarize and synthesize points of disagreement

11-12 Features• Civil, democratic discussions• Questions probe reasoning and evidence• Resolving contradictions• Determine what additional info is needed

Talk occurs on grade level topics, texts, and issues.

How do we get there?

5 Essential Aspects of Classroom Environment and Community:

1. Classroom Environment (physical environment)2. Community of Learners (social and emotional

environment)3. Learning and Teaching (instructional

environment)4. Independence (instructional environment)5. Reflective Practice

Hill, B.C, and Ekey, C. Enriching Classroom Environments, 2010, pg. xiv

1. Classroom Environment

"I believe that classroom environments are most effective when they are literate and purposeful, organized and accessible, and,

most of all, authentic."

Debbie Miller, Teaching with Intention, pg 23

"First impressions count. Classroom environments vary, but they always need to be welcoming places; interesting, joyful places that beckon kids

and teachers to actively participate in the pursuit of knowledge.

Debbie Miller, Teaching with Intention, pg 30

Classroom Set Up/Libraries

Classroom Organization

Needs, Wants, Wishes

What could your classroom look like?

Classroom Discussion

Procedures

Differentiation

InclusionHigh Expectations

Create “I can do it” Environment

Make student thinking visible

2. Create a Community of

Learners

Document student thinking - make thinking visible, public, and permanent

“I Can Do It” Environment

• Word Walls• Anchor Charts to Cue

Procedures• Visuals (ELL)• Inclusive• Frames

(Discussion/Sentence)

Visual, Public, Permanent

Teach Them!

Classroom discussion

• Teacher talks less than students• Appropriate behaviors

What does it look like?What does it sound like?

• Socratic Circles

Establish Procedures

• Set Rules/Expectations Together• Post on Anchor Charts (Easy cue)• Model• Fish bowl practice and observe• Redirect/Revisit/Reteach• Three Before Me

Turn and Talk

Using materials/library

Independent Work Time

Group Discussions

Socratic Circles

Differentiation

Content

Process

Product

Differentiation

• Cannot differentiate purpose/modeling• Guided Instruction is defacto differentiation

– Scaffolding, practice, cueing, prompting, questioning

• Independent work can be differentiated• Collaborative work can be differentiated

3. Learning and Teaching (instructional environment)

"Celebration of specific strengths -not idle praise - helps ensure early success for our students. Through whole-class sharing, small-group work, one-on-one conferences, and every other way we respond to students all day every day, we need to give them the message that they are capable.“

Regie Routman, Teaching Essentials, pg. 29

Intentional Use of Language

The way that we, as adults talk to children affects the way that they view us, and the language that we use to describe their actions can really affect the way that they see themselves. Especially as teachers…the things that are said to a student can be interpreted differently through tone of voice…even one word difference can change the meaning of a whole sentence, therefore changing the way the student takes the statement. This can mean the difference between doubting themselves and their competence and setting low future goals, to, believing in themselves to choose challenging tasks and set high goals.

Implications of Different Teacher Responses to Social Transgression

Teacher Comment

Question Answered by Comment

That group, get back to work or you’ll be staying in at lunch.

When you are loud like that, it interferes with the other discussion groups and I feel frustrated

This is not like you. What is the problem you have encountered? Okay, how can you solve it?

What are we doing here?

Laboring. Living in cooperation. Living collaboratively.

Who are we? Slaves and owner. People who care about others’ feelings.

Social problem solvers. Normally admirable people.

How do we relate to one another?

Authoritarian control. Respectful with equal rights.

Work out our problems.

How do we relate to what we are studying?

Do it only under duress.

[no implication] [no implication]

~From Choice Words by Peter H. Johnston p. 6

4. Independence (instructional environment)

Get to know your students as readers and writers

Students need to first realize who they are as readers and writers in order to become better

readers and writers.

EXPLORE YOUR READING LIFE

JESSICA: A READERLY LIFE

Learn different techniques to motivate and engage students.

“Reading changes your life. Reading unlocks worlds unknown

or forgotten, taking travelers around the world and through

time. Reading helps you escape the confines of school and pursue your own education. Through characters – the saints and the sinners, real or imagined – reading shows you how

to be a better human being.”

― Donalyn Miller, The Book Whisperer: Awakening the Inner Reader in Every Child

EXPLORING YOUR WRITING LIFE

Getting Started

• Check out our Livebinder• Distribute Surveys• Familiarize yourself with YA books• Book Talk!• Create a Shopping List/Goodreads Account• Keep a Reading Record

Rights of Readers

5. Reflective Practice“Reflective teaching requires that teachers examine their values

and beliefs about teaching and learning…This practice frees teachers from impulsive and routine activity and enables them to act in a more deliberate and intentional manner. Experience itself is actually not the greatest teacher, for we do not learn as much from experience as we learn from reflecting on that experience.”

Goal SettingWorking with Your Coaches

5. Reflective Practice: Think about your classroom

• What do you need?• What do you want?• What do you wish?

• What are 2-3 small improvements you could make to your current classroom environment?

Work Time