Reading and Writing Worksllop in a Multiage Prilllary ClassrooIn

By Pamela Evallshen and Susan Meade Lewis

Literacy development 111 the first eight years uflire is

cfJticuL II is lime that "ets the stOJge for fUlure successe" in learning [0 read and write (lntem;llional Reading A~soc Iat Ion & Nat 1onal As ,ot iat ion for the Educat ion of Y (lung Children. 1999). The goal for early childhood educators is to provide a learning climate that is support­ive and developmentally appropriate for young children in this 11)0st noble quest (Snow, Burns, & Griftln, 1998; Burn\. Griffin. & Snow, 1999), Thb rn(:an~ thiltliteraey goalqnd expeclations forchiidren are ioJiviuualized. As teachers make deci"iolls about (he eJu~ati(ln and well­being of )'(lung children. we are reminded to consider what is known :Jbolltchilddevelopmenl and learning.. the strengths. intne,ts dnu need, of indi vidual children. and the unique ~(1ci ...iI and cultural dimen~ion, of each chi Id (Brcoehrnp & Copple. 1997), Wah informed tencller support. children can he ~uccc,,~fl\lIychallenged to grow and l1luture as they move along the continuum from emerging to proficient readers and writer,.

A reading and writing worhhop approach i" chlld­centered and individualiled. The diver"e need, of chil­dren are met through a tlexlble format which allows for di fferent way~ of knowi ng "nd learning. The intent ion of this article i~ to share the component~ of an effectjve

reading and writing workshop implemented in one mu It iage pri mary classroom.

Literacy Based Community BUilding A fler student~ enter the classroom "od arc greeted by

their teQchcrs each day they independently complete a mormng routine consisting of <lnendunce, lunch count, classroom job, and joumal writing. A daily agenda is pas ted Wit h words and p iCI ures de PICt ing the dJ.y' s event.'. To develop a sense of community, set the focus for the day, and emphasize liter:Jcy, the dny begins with a large

group literacy-related OJctivity. Children gatner on the !lOOT and are encouraged to sit comfort::lbly respecting one another'., pel'~onal ~pace. The teacher is part of the group and lead~ this activity.

On Monday. Wedne~day, and Friday. studenl) par­ticipate in 'Today's News' _During this time. thechildren

share what is meanlngful in their Ii ves as the teacher

wri tes thei r word ~ on eh art paper. Jnth is act iviIy, can nee­tions are being made between oral and wrillen language as the te<lcher models correct wrlling and language :;kilb.

On Tlle~J<lY, quJenls engage in literacy challenge" called 'Secret Message'. 'Editing Sentences', and 'Pal­tern Play'. The purpose of Secrel Messafe is to )hare important loform.llion aboutlhc theme of ~tudy with lhe goal In 111i nd of inlegrating the curricululll. SllIdenls gUt,S lelter~ and then words in a format similar to the game show "Wheel of Fonune." Tlw. favorite activity teache, decoding, tracki ng, <Iud leiter and word recogni­tion. The plll'pose of Editing Sentence~ is to teach the chi Idren to proof-read the ir own work (M celn-iec Pi nnell,

Founlas, 2000). The teacher writes an Incorrect 5entem:e on the board (i.e. i have a ladybug to show you 2day) and

the ~lU(kl;l" whe turns correCllllg the medlanic.' :JI1d spelling errol',. The purpose of Pallern Play is to teach

word pallerns and fami lies. Students write I_an} Oil

ind j vid II aImarker b(lard s: su b~eq uelltl y. the teacher add s, "'I' you can write {In, then you can wrile /{iii -, Studenls

Today's News

Tennessee ReadIng Teacher 2

indi\ iJuall) er'al other W\)f(.Is filling lhe pattern. These words are ,hared in a lurge group. and the lencher lists them on chart paper W he poqed in the mom ~IS a future n~"oun: '

On ·l1lUr,Jay. stuLienh 3re actIvely Ill\ohcd In an e:-.ercise u~lng a lheme­relat song or poeill. again tying the ~()<.: i:.d stlldie~ ()r,cienc~' UIITiculuIll with reading' ill wriLing (Dahl. Scharer. Lawson. (jrogan. 200 I). The song or poem is displayed on an overhead pro­Jector \)1' chart paper so children can remUsi nl!, ;dong. An extension of th is activity is to use hi~hlight tape or over­head mar].,.crs 10 locate SJghl and paltem worJs. Literacy-based cOlllmunity huildlllg aCII\ilies take approximalely 15-20 minute, per day.

Literacy Centers Arter completi ng I ilerac y-based

communily lJme. stuJellt~ Ilwve into Iileracy centas.. work hoard. si llIi lar lothconcdC'sJgn'd by Fl)uJltu~& Pinnell

slrenglh~ whiJc allowing slruclured peer interactions" (p.68).

The journal Ivriting center offer, the 'ludent an opportunity to nmtilllle morning journal work or create a llew piece or writing. The emergent wriler bl:gillS wilh pictures and leuers. These allcl1IptS wh<::J1 met with pTa lse. mode1ing an d other rei nforce Illenl

e vol ve into wri ling as a lllei;lJl s of co 111 III u­nication. Invented or ~(Jl\nd spelll ng (in recent literature otten rdem::d 10 a~ "'tran­Silio/1al.'pelhng"l. j, \(rllngly encouraged, Transitiollal spelling. spelling lhe way a word sounds 10 the t:IllCl'gillg writer, fos­lers learning of phonic~ anti encourages children 10 begin 10 convey mealll/lg ;jnd write more eluboratc stories before they know how to protluce lhe convenlionnl spelling of a word (Sampson. Ra.\in\ki. and SampSOIl, 2003). As children move through a variety of levels of invenled spellillg. their writing trans!'l)rJlls to con­ventional or book spelling (SchkkedanL, 1(99).

, •

Reading Around the Room(191)6 l. is utilized as a management tool for \111:111 grollpassignmenls during guided reading Icons with key words direct ,tudClllS \0 their cenler work. Studelll\ are placed into four hcterogeneou\ grour~ anti cho~)se alllon& four literacy centers.

Literacy center~ include writing cenler. language arh (Word., Galore), journal writing. word hunt, buJdy reud­ing, IISIClli I1g. books. computers. pocket charts. anti re­search. In the wnling center. children use a variety or

material::- engaging in vari~)us step" of Ihe writing pro­ces.\. They can copy !ellers, rorm words. wrile \I()rit;~.

create OOOhS, and use dictiollaric~ am! other resources to develop ,J.-ills <It lheir own pace, The \>.riling center hou Sc\ blank books. small marker boards (lnd marker\. w\lrd card:-, v.:ith pictures. piclionaries. letter ~tamp\.

writing JlrClJ1)pt\. stencib, pencils. crayons, lined and unlincd paper. envelopes, carJ~, and stalJonary (0 create authelltic wrillng e .perienccs.

I nlhe Words Galore center, children play with lelltrs and word, u<,ing various manipulati ves. Playdough. \and. flunne! board stories and piclures. letterti les. word lik\. rnagn,,:tic \\ords and pictllre~. vinyl cling worJs, word family !lip ooks <.Ind g::rme' such as Cnndyland, Letter and Sight Wurd Bingo and other te'achL'r-made gJmes may be tound III the Wortl~ Galore cenler. According 10 CartlD (I <)\)7). "game, provide multisensory le~irlljl1g

ex penences thi.\! capilal iLc on stUdent:-.' perceplUD)

ThroughOUl the classroom. Sludents actively partlclp;lk in the word hUlll Rcod·Aroulid-ilK Room (FOUJlt,b & Plllnd I. 1996). U\ing a poi Ilter. a cllild practice:. reading environmcntol prin;. Props such as safcty glasse<,. clown glllsses. amI \afe p< Illters are 10­

catetl in lhis center. Buddy reading CJn take place anywhere in the cIJSS­

room. Two chIldren pal1­ncr to read toone another. Parltler~ may be on the s..lllJe or different reading level~. which affonJ, peer and/or cross-age LUtoring.

The li.\/l'lIil1g ceiller contains books and tapes. This t:erlle'r can either be stationary or IndividU<.d tape player" with head­phones can be provided ,iI lowing students to Iis­ten to a <;tory anywhere in the classroom Re\ponse sheets or journals are available for the student" as a form of documenta­tJon.

JI'I

Reading and Writing Workshop

Spring/Summer 2003 3

Til . hr)o~ COlier )~ flCll with boob of varying level~

or Jilriculty Many genl·C'.~ are repre~ented in the nook t·enter. urniture for lhe book center consisls or pi Ilows. be, nbag chair~, a couch or fUlOn, and a rocking chair. \lmlou" level:-- of lighting enhance aesthetics <lnd add a relaxing atrno:-.phere !O this ccrl:er.

Students have access to several reildlllg and wrilmg program:-- on the computer. Some of these programs nre

fr'ee choice and others are speci fically a"signed for 'k.ill enhancement. Children al,o may use th is center to pub­li,h their writing,

Susan Meade Lewis in conference With a young writer.

The pocker chan center displays songs or poem" prc\"jou:--ly learned. Studenh may manipulate words or piclUr6 or use highliglJting tape 10 locale lellers. words or names. Prups or puppets may also be included so chi Ielren

can drJmntlze lhe :--oug (11' poem. In the rClellrch ('e life r, rc~()urce hooks and magm:i nes

SPUI' students' interest in gaining a deeper under'tandi ng of the themalic topic of study. Thi., newly acquired kno\\ It:c1ge oftell lead:- to projecl work which encourages

(,;oll'lhmution nnd uti lizati(ln (If higher order thi nking

~kills,

Guided Reading As ,tuden t~ work indepe nden t IYor coil aboral ivel yin

literacy centers. lhe teacher engages slllali group:-- in a guided reading ses~ion. "Guided reading IS a context in which a teacher support~ ellch reader's development ot effective stratcgies for processing novel texts <1t increas­ingly ch:·dlenging levels of difficulty. The teacher wmb wilh a ,mall group of chi Idrcn who use simi lar reading processes and are able 10 read si mi lar levels of lext with suppon" (Fount3s & Pinnell. 1996. p.2). The time spenl in guided reading nlrord~ lhe teacher an oPPof\unilY to learn aboul each child in regard to reading ability. which

guides the teacher in providing encouragement and ,up­pon ,lnd moves the reader towards independence (Foul1lus

& Pinnell. 19%). Student., rnJy be calkd at any lime In rcad 10 lhe

leaching assi"lant or volunteer while Ihe teac!lercll'llJuch guided reading groups. Volunleers are an important part of the c1assrooll1 selling. Volunteer" should participate in a training sc~~ion :.lhout components and e;..,pectatlOn, 01 the reading and writing worbilor.

Conclusion According 10 Andehon (J 993) rlIulliage, hdcrogc­

neou" grouping is the 1II0S1 nu[urallearnlng environment

ror eh iIdren. Th is cleve II 'pm en tally i1 ppropri ate approac Ii to teaching reading and writing in il pl'irn<Jry ilIulliage cI assroom respec h I he ti m ing ill1d pa tlern of growth 01

each individual sludent. Reading and Writing Worbhop al low.... for the intcract illil or :-.tuJelll" reg;)rdless 01 age or abilily and promotes inJepcndem and intrillSl<:illly moti­

vated learners. Each child leaTll:-, to become ,I faciljt~llOrol

his/her own learning through aeti 'lie engagement In read· In~ and writing aClivilic.~. Utilu.ing these effeclive n~'ld·

mg and writing work ,hop components 1;.1)''' the founda­tion fur literacy development and all(lws the learner to succe,sfulJy begin his/her hter<lcy joumey In schoo!.

Reference., Anderson, R H. (1993). rhe rdum lIf the non-gra<.lcU cILl's­

roolll. 1'1'//1( il'a/. 72. l)·12.

Burns, M. S,. Griflin. P. & Snow. C. 1-;. IFd".). (I ',l9Y1. SIDrtl ng

Ollt rigl1t A guide to promoting children', read in:; SIICC"S'

Washington. DC: Natwnal AC:Jocmy Pre". <w\Vw,

na[1 "JlI>

Bredekamp. S. & Copple. C. (Ed., ). (1997). D('l'('/o/l!llelif<tflr

appropriate pr(lC/ic(:' III e(lrly child/lOod program.,. Wash­

Ington. DC. NatIOnal Assoclallon for lhe Fdllcatlon of

Young Children.

Carbo. M. (191:)7). WI)(/f ""eI'r jJrtllllflul ,hOld" AWill' ohm,' INldm,!, r('(l(liIl8 New York: N<ltlon,1I RcaJmg Styles In·

stitllte. Duhl, K. L.. Scharer. P, L.. L~w~()n. L L.. & Gmg<.\ll. P. R.

(200 J ). Rdhin/.:in,I: phoni' ,.' ""I"kf/Jg the I>csll(:'(lc!lIl1g den·

Hun,. Portsrnouth. NH· Hcinenlann

Fount<J~. I. C. & Pinnell. G. S (I '01(6) Cui",'" rl'w!rllg: Good

first fell' hillpJOI "II c!1/1t/rel) , Portsmoulh. NH: JI~lIlern<.\nl1.

lntem<ltlonul RC'lding As,OCIJtiol1 & National Assuclation for the EducatIOn of Young Children (1'-!9~). Overview or learnIng to reuJ and Wrill": DcveloplllLOlllally ap-ptoprl<lte

practices for you ng ch iloren, flu: T"II II(' \.\'('(' Ratdilli; Tn/cha. 29(2).23-33.

Tennessee Reading Teacher 4

M<.'Carner, A" Pillnell, G. S, & Fountas. I. C. (2000), /II/om­ Ribhon School or Excellence. in Killg~porL TN. Pam li\'(' Writing: HOll' 1(j1181I(1~(' (llUllih((1C.\' ('oll1e /()S!;I!la. K­ ccm be reached al <ev3.n~hep@mail.e(Sll.edu>. :: Port,rnolJth, N 1-1: Hc:inemaI\D.

S'1111r,on. M. B. Ra'in'ki. T. V.. & Sampson. M. (200.') Total

lil/!rot'\': /<earling, >l'1'I11I1!' and Ifarnlng (3e)

<www.w'Hlsworth (om Thom"'>rI/Wausworth>

SchlCJ..edan/. J A, (1999). iHIIC/i //lore tholi the I\BC's: The

(>arlr 'I([RI'~ Ii/ rem/ill,! alld \I'r/lll1g Vv'a'hlngton, DC: NAEY(

SIlO\>,. E, So. Burns. M. S.. & Griflill. P (Ed, ) (19'JK 1.1'1(')'('111­iJ1,~ reading d({fin/llfe" Iii .""llIlg t'hlldri:'/I. Wa,hillg,lDn. DC: N:LliUlldl Academy Pres" <\>,ww nar eUlI>,

Su\un Lewi~ is an as~i~tan( prillcipal at John Sevier Middle School In Kingsport. Tennessee. Prior to lhi~

posilion. she was a K-2 in~lruclOr at George

Wa~hiJlgloJ1 Ekmenwry. H National Blue Ribnon School of Excellence, where ,he received National Board Certification in Early ChilJhood. Su.~an Can be re'lched al <slewis@kI2k,com>or <\ lew is@chal1ertn,net>

Pam Ev<!nshen I~ 'II) A~si~t<l111 Profes,m of Early

Childhood Educ<l\lOJl at Ea~l Tenn~ssee Slale

University In Johnson Cily. Prior to her position at the university. Pam was the As,islanl Principal al George

Washington Elemt':nt;,ll)' School. a Nalional Blue

Pam and Susan panicipated in rede~lgning. the curriculum at \V ashinglon Elemc I):~HY School. This

involved creating lhemallcally b,lsed llls1I'uciionai units for sludent~ in multiage classroom<;, ineludi ng lhe

reading and writing workshop component.

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