workshop open court reading. prepared by marsha l. roit welcome, i am glad you are here! my name is...
TRANSCRIPT
WorkshopOpen Court Reading
prepared by Marsha L. Roit
Welcome, I am Glad You Are Here!
My Name is
Shayla Brown
prepared by Marsha L. Roit
What is Workshop?
Workshop is flexible grouping! Students work on purposeful activities that
reinforce and extend the instruction in Open Court.
Teachers work with small groups, conference with students, and/or do informal assessment.
prepared by Marsha L. Roit
Think about Workshop and your Students?
In Workshop, the goal is for children to work productively on their own or in small groups (collaboratively) with classmates to practice and review content that has been taught in the lessons or to complete writing and investigation activities.
At this point in the year, what are your students doing in Workshop? Share with others.
prepared by Marsha L. Roit
Think about Workshop and Yourself?
In Workshop, the goal is for you to have time to work with small groups of students or individual children each day.
At this point in the year, what are you doing during Workshop time? Share with others.
prepared by Marsha L. Roit
Taking a Closer LookTaking a Closer Look
In small groups or with a partner, read the section on Workshop, pages 40-41 in the Appendix of your Teacher Edition.
Think about the following: What have you done to set up Workshop areas? What classroom rules for Workshop have you
established? How did you introduce Workshop?
Share with the whole group.
prepared by Marsha L. Roit
How to begin
Set up your class with areas that can be used for workshop.
Establish class rules. Explain workshop to the children. Let them know that as the year goes on, they will
be able to use different areas and make the choices but for right now, the class will work together in Workshop.
prepared by Marsha L. Roit
Organizing Materials
Think about your room. Use areas, bookcases, or containers for materials
Label the materials, Reading, Writing, etc. Color-code game pieces so children know where the pieces
go. Code individual Sound/Spelling Cards and keep them in
baggies or on rings.
prepared by Marsha L. RoitOpen Court Reading 2002Open Court Reading 2002
Organizing Materials for Workshop
Option 1: Color Code the Activities and the Area in which they belong.
Writing—blue Listening—green Reading—red
Computers—purple Research—pink
Writing
Lis
teni
ng
Fluency
Com
puters
prepared by Marsha L. RoitOpen Court Reading 2002Open Court Reading 2002
Organizing Materials for WorkshopOption 2: A bookcase or shelf where materials are accessible
and color coded.
Reading
Writing Listening Station: tapes and books
Materials in the programIndividual S/S Cards Game Mats, etc.
Research Technology
missing pieces
prepared by Marsha L. RoitOpen Court Reading 2002Open Court Reading 2002
Organizing Materials for Workshop
Option 3: Bins, tubs, or boxes stocked with a variety of materials for use during workshop. Writing Supplies Activities Theme related books Cross curricular activities xeroxed and mounted
These may be stored anywhere and taken to each Group for Workshop.
Group AGroup B
Group C
Group D
prepared by Marsha L. Roit
Class Rules
In the Appendix on page 40, there are five suggested rules. Be Polite Share Whisper Take only the materials needed Return materials
Why are rules important? How are yours the same or different? Are there any other rules you think are important?
prepared by Marsha L. Roit
Class Rules
Work in small groups and discuss the following questions, then share them with the larger group.
Why are rules important? Why is it important to keep rules short and to the
point? How are yours the same or different? Are there any other rules you think are important? Why is it important to review rules regularly?
prepared by Marsha L. Roit
Ready!
Introduce rules Explain Workshop Give class Workshop activity: rereading a decodable,
rereading an anthology selection, working on writing, and the like.
Monitor children: observe, make positive comments. Set time. After 10 or 15 minutes, have several children
share what they learned and liked about Workshop. Over several weeks, introduce several different workshop
activities, for example, working on writing, reading books, and the like that can become choices later.
prepared by Marsha L. Roit
Why take time to share after Workshop?
Sharing lets children know that Workshop is an important time of the day. They are expected to learn something
during Workshop.
prepared by Marsha L. Roit
Why take time to share after Workshop?
Sharing gives the teacher the opportunity To find which activities are interesting to
the children or which activities need to be adjusted.
To find out if there were problems, to discuss them, and to make changes for the next day.
prepared by Marsha L. Roit
Ready!GroupOne activity Whole Teacher AssignedTeacher monitored
prepared by Marsha L. Roit
Think about Workshop and your Students?
Watch the video on Setting up Workshop. Notice how the teacher sets up Workshop.
How does the teacher set up the rules? What are the children doing at this point? What materials and options are available to the
children? What is the teacher doing?
prepared by Marsha L. Roit
Where Are You and Workshop?
Discuss in small groups and share. What is going on for Workshop in your
classroom? What can you do differently or what can you add
to what you are doing for Workshop?
prepared by Marsha L. Roit
Set! After several weeks or when you think the students are
ready, you’re “SET!” to move on. Introduce a Menu. Discuss the activities the students have
been doing and explain a couple of new activities that can be done during Workshop. If it is a game, demonstrate it.
Introduce the idea of “Must Do’s” and “Can Do’s”. Let the students know that once they have completed any ‘must’ do’s, they can choose one of the Workshop activities.
If you feel students need additional practice or review, you can assign them to specific Workshop areas at this point in the year.
prepared by Marsha L. Roit
Set! (Cont.)
Be sure the class understands how Workshop is changing. During the first few days of “Set!” you may have to
remind children to use “whisper voices.” If the class gets too noisy, end Workshop early and let the children know why.
Continue to have several children share at the end of Workshop. This is important now since children are working on different activities. Encourage them to talk about why they liked this area and what they learned.
prepared by Marsha L. Roit
Possible Must Do’s
Complete writing from Part 3 of the lesson. Add vocabulary to Writer’s Notebook (grade 2 on) Reread anthology selection or decodables for
fluency. Complete Journal entry into Writer’s Notebook
(grade 2 on).
prepared by Marsha L. Roit
Workshop ActivitiesIn time, introduce different activities. Using individual Sound/Spelling Cards Phonics practice (software) Work on writing in progress Reading alone or to each other Work on Investigation and Inquiry Cross-curricular activities Listening to selection on tape Scrambled sentences using sentences from Blending or Word
Knowledge. Fluency practice with Decodables, Anthologies, and Intervention
Selections
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Workshop
Possible Teacher Activities . . . Pre-teach Use Challenge materials Reteach concepts Listen to students read Check fluency Hold conferences to work on writing
prepared by Marsha L. Roit
Making “Set” Work: Think About It!
Discuss the following: Why might you want to assign students to different
Workshop activities? Why might it be important to limit the number of children
who can work on a particular Workshop activity? Why is it critical that students take responsibility for
carefully putting away materials? Why is it important that students not interrupt you when
you are working with a group?
prepared by Marsha L. Roit
Deciding which Children Need to Work with the Teacher
All children should have time during the week with the teacher.
Teacher observes children during instructional time, for example, during Dictation or Strategic Reading and notes children who need help.
Groups are made up of children with common instructional needs.
Groups are flexible. They should change over time.
prepared by Marsha L. Roit
Taking a Closer Look
Working with a partner or small group, go through several lessons in your Teacher Edition and identify instructional opportunities for observing your students. What help is in the Teacher Editions to support your observing in the classroom?
Share with the whole group.
prepared by Marsha L. Roit
Taking a Closer Look
Opportunities and support in Open Court of observing in the classroom.
Informal checklists Informal Comprehension and Research Rubrics Informal Assessment (in gold) found throughout
the lessons Others?
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Set!Suggestions for Minimizing
Interruptions Help Chart- students can go and put their names on the
chart. Names could be on clothespins, Velcro backed name tags, etc.
Help Basket- students have names on cards and can put them in the basket.
“See Three Before Me” sign- students need to see three other students to see if they can help solve the problem before going to the teacher.
“Resident Expert” - select one student who is skillful at the assigned activity to assist students having difficulty.
“If You’re Stuck” Must Do
prepared by Marsha L. Roit
Ready!GroupOne activity Whole Teacher AssignedTeacher monitored
Set!StudentsOne assigned activityOne choiceTeacherMonitors workshopWorks with groups
prepared by Marsha L. Roit
Think about Workshop and your Students?
Watch the rest of the video on Workshop. What is different now from the beginning of the
school year? What are the children doing? How are they taking responsibility? What did you notice about the activities and the
room? What will you try to use in your classroom?
prepared by Marsha L. Roit
Think about Workshop and your Students?
What was the teacher doing in the video? Why do you think the children who were not with
the teacher were able to stay on task? What management techniques did the teacher use?
prepared by Marsha L. Roit
Go!
Students are making choices from a menu. Students are working independently alone or in
small groups. Workshop may take a longer block of time. The teacher is working with multiple groups of
children.
prepared by Marsha L. Roit
Ready!GroupOne activity Whole Teacher AssignedTeacher monitored
Go! StudentsMake choicesMay do more than one activityMultiple groups of students working on different activities TeacherWorks with groupsAssessment
Set!StudentsOne assigned activityOne choiceTeacherMonitors workshopWorks with groups
prepared by Marsha L. Roit
Ready, Set, Go!
What is the difference between
“Set” and “Go” ?
prepared by Marsha L. Roit
Workshop
Time everyday when all students are assured equal access to the curriculum.
Students work in groups or Independently. Teachers meet individual student needs – provide
differentiated instruction, hold student conferences, or assess student needs.
prepared by Marsha L. Roit
Flexible Grouping, Flexible Time
Groups working with the teacher are not static. They change as the needs of the students change.
Workshop time is not static. It can be a single block of time or several smaller blocks throughout the language arts block of time.
prepared by Marsha L. Roit
Workshop Does Not Have to Be a Single Block of Time
prepared by Marsha L. Roit
Workshop Does Not Have to Be a Single Block of Time
prepared by Marsha L. Roit
Keeping Track
If there are certain activities you want every student to complete in Workshop during a week, keep a chart at that Workshop area for students to check off their names once the activity is completed.
Keep a chart with the names of the different Workshop activities down the side and the date for a two week period of time across the top. Give one to each student to keep track of what they did. Conference with students periodically to discuss their choices.
What other ways can you think of?
prepared by Marsha L. Roit
Keeping Track, K-6
Pie Graph and Clothespins Circle divided into sections and label
and color to correspond to Area. Dots or stickers at edge of circle
refers to number of students who can work in the Area.
Clothespins with student’s names on them.
Teacher attaches clothes pins toassigned areas.
prepared by Marsha L. Roit
Keeping a Record
Mon Tue Wed Thu Fri Mon Tue Wed Thu Fri
Fluency
Listening
Writing
Inquiry
Etc.
prepared by Marsha L. Roit
Remember
Setting up Workshop takes time. Start by doing whole-class workshops and gradually move
into groups. Review the rules regularly. Make the children responsible.
If necessary stop Workshop time if rules are not being respected.
Have a way to keep track of the children and what they are doing. Some children may do the same thing every day and may need some encouragement to try something new or needed.
prepared by Marsha L. Roit
Think about it!
Work with a partner or small group.
Using the following chart and your Teacher Edition, identify program resources you have that will support Workshop, which areas you will put those resources in, and the purpose for the children using those
materials.
prepared by Marsha L. Roit
Workshop ResourcesWorkshop ResourcesProgram Resource
Workshop Area Purpose
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Other Resources
Using the following chart, what other resources do you have in your classroom
that you could use for Workshop?
Remember Workshop activities should be connected to language arts and support
what the children are learning.
prepared by Marsha L. Roit
Workshop ResourcesWorkshop ResourcesOther Resources Workshop Area Purpose
prepared by Marsha L. Roit
Workshop: Ready, Set, Go!It Works!
Ready
Set
Go
Whole Group• One activity• Teacher assigned• Teacher monitored
Students• One assigned activity• One choice
Teacher• Monitors workshop• Works with groups
Students• Make choices• May do more than one activity• Multiple groups of students working on different activities
Teacher• Works with groups• Assessment