*Please read the title in Uncle Vernon’s voice if you didn’t the first time. Just imagine how he’s feeling as he screams to Harry that there is NO SUCH THING as magic!*
The Unfortunate Event
Let me paint this picture for you. It was the day of the elementary book fair. Our kids had their zloty ready to go. Their parents had sent them with money that was burning holes in their pockets all day long. It was finally time! We walked down to our library and we listened to directions. If you didn’t have money you could get a sheet of paper and create a wishlist. If you did have money the cost was listed in pounds on the back of the book and you had to come and look at the sign to see what it would be in zloty. You know, a real easy task for first grade. When you were ready to check out you could find the lady and she would check you out. Any questions? Nope! My kids take off with such excitement to peruse some new books.
All around I hear calls of joy. “Oh my gosh look at this!” “Woah! Come here!” “Ms. Natasha! Ms. Natasha!” Suddenly the whole class is summoning me over to a little corner with shouts of, “look what we found!” I walk as fast as I can over to where the kids are standing to see that they have stumbled upon a book series we know and love. One of my favorite animals is an otter and we have a little, stuffed otter named Ruby. When I was in London I went into a bookstore (if you live in a non-English speaking country and visit an English speaking country you must stop in a bookstore) saw this story about otters and bought it immediately.
The kids were so excited when I shared it with them and because a lot of my kids started the year far below grade level they could read the words of this book! It was so amazing to share this story together- no matter how simple the text was. So, here we are at the book fair and they see this!
They were all so excited! They knew we had to tell the other first-grade teacher about the squirrel one because she had a squirrel named Pearl. The kids who had wishlists hustled over and started writing them down. The excitement of the book fair was at an all-time high! I walked away to allow the kids more room in that area. The librarian asked me a question when suddenly I heard, “GET AWAY FROM THE BABY BOOKS! You’re in grade 1! Look at the real books.” The book fair lady had stacked up this entire series and banned my kids from going back to that table. ARE YOU KIDDING ME!?!!!
Their little spirits were crushed. They felt insulted and betrayed. Hurt little ones came walking over. I reminded them that they brought their money and they could look at any book they wanted. Something that seemed like a fair rule to me but not to the lady selling the books. (Later when kids tried to buy books she denied it to several and told them to pick new books or picked new books for them because she didn’t deem them appropriate. We went head to head but I wasn’t the one selling books and my class had to play by her rules.)
WE MUST STOP THIS NONSENSE!!
You know what? Every time I pick up a book to read I don’t choose one that is my instructional level. For example, I love reading Buzzfeed articles. Do you think those are written at my reading level? Are the fashion blogs I read at my reading level? Are the young adult literature books I love so much at my level? NO! They are far below it. That doesn’t matter. It shouldn’t matter what I read it should matter that I read and I love reading. I love reading so much that I am always sharing what I read, no matter what it is, with my friends.
We need to stop trying to tell kids what to read and start encouraging all forms of reading! Stop it! So what a kid wants to read a book that is deemed too easy for them. So what that this kid only wants to read Elephant and Piggie but you have decided they are too easy for them. Don’t extinguish a burning love of reading by shaming what a child is reading. If a kid wants to read a graphic novel but you decide graphic novels aren’t books it sounds like you’re the one with the problem, not the kid!
There is no such thing as a baby book. It just doesn’t exist. If you are a reader you can read any book. ANY BOOK!
Truths About Reading
Different books in different cultures
I know that part of this is cultural. Children’s books in Polish aren’t written as children’s books in English are. Right now my kids are reading heavy chapter books with no pictures in Polish. It isn’t because they don’t need the picture support when they read it is because in those books pictures are an “extra” They weren’t added to help the reader gain an understanding of the text. When we talk about picture support that entire skill doesn’t exist in their native language texts. So, yeah it can be tricky to understand why the books they’re reading in English look more childish the books are just designed differently in each language.
Our school has a lot of work to do to explain this to teachers and parents and guests and administrators and children but this struggle doesn’t just happen at my school. Our librarian frequently denies books to children because she thinks they shouldn’t read them. Assistant teachers frequently rip books out of kids hands and tell them not to read them. Parents tell their kids to stop looking at the pictures and “read the book.” I know this might be happening at your school too.
Tell me your stories in the comments below and let’s band together to shift a damaging mindset about reading to a more inclusive and positive one!
Welcome back to our balanced literacy series! Today the focus is on the essentials of workshop model teaching. This post is meant to build a collective understanding of the workshop model used for readers and writers workshop. If you haven’t read the first two posts of the series, take a minute right now to read about the framework and the components. Don’t forget to stop by every Tuesday to gain a better insight on using a balanced literacy framework within your classroom!
Workshop Shifts In Understandings
One of the major shifts in moving to a balanced literacy framework is the role the teacher plays and the role the student plays. The role of the teacher used to be to have all the knowledge and dispense that knowledge to students. The teacher was the expert in the room and the students trained to catch as much of that expert knowledge as they could. This is style of teaching is often referred to as a sage on the stage. If you were to peek into a classroom often we would see students sitting around a teacher probably at their desks and the teacher standing in front of the classroom for the majority of class time. The focus was on the teacher giving information to the students. This teaching style doesn’t match best practices anymore and it doesn’t work for developing 21st century learners.
In a workshop model the teacher is often seen sitting one on one with kids thinking about all that this child knows and pushing their thinking slightly further in one area or another. Think back to the zone of proximal development post. A teacher knows where each child is in the continuum of learning to read or write. She can then analyze student errors, miscues or self corrects (in reading) and then guide the child with teaching directly targeting a skill in their zone of proximal development. A teacher in this model is a guide on the side. Instead of having children spend the majority of their time listening to the teacher dispense knowledge they spend the majority of the time practicing skills that their teacher had taught them. In a workshop model the teacher only gives whole class direct instruction for 10 minutes. Then the role of the teacher shifts to coach as she walks around and guides each student individually or in small groups.
This shift in how time is spent in the classroom allows students time to practice their craft. What good does it do if one day I teach you all the ways to decode multisyllabic words and then I give you 5 minutes to practice it at the end of class through a worksheet? It doesn’t help you at all. What if I teach you two ways to decode multisyllabic words and then give you 35 minutes to read a book and try it there? Not only letting you try it on your own but I spend a few minutes with you listening in and then coaching your specific need. That sounds like it is extremely beneficial for students. I can tell you from experience that it is. The workshop model allows students more time to practice skills through authentic situations.
As I’m sure you’ve gathered differentiating using this model of teaching is extremely easy. First of all, each child will be reading or writing on their own at their own level. Then the teacher is pushing in and coaching 1:1 or in small groups to target the ZPD of each student. Each student is getting exactly what they need. It doesn’t matter if in your third grade class you have a child reading at a fourth grade level and one at a first. Both students are receiving the instruction they need to move forward as a reader.
The workshop model also promotes independent problem solving in students. The role of the teacher is not to provide right answers but to guide students to right answers. Through workshop I teach my students many independent life skills. My little gems are taught how to staple in writer’s workshop. What do I do if my pencil breaks? What if I finish reading all of my books? These are situations where students traditionally might come and ask a teacher what they should do or sometimes as for permission to do things. In a balanced literacy framework a lot of responsibility falls on the students. This is a good thing! It helps to create independent thinkers. Kids in your class don’t need to ask you for permission to do everything. Supplies should be accessible to them. They should know how to problem solve on their own! We want our students to be independent thinkers and doers. Workshop helps to foster those skills.
The workshop model is designed to use one hour of instructional time. This means that if you are teaching reading and writing workshop you would need two hours of time. Now, I don’t have this amount of time in my classroom and I only ever have had it once. At one school they had enough time in the schedule carved out to implement workshop with fidelity. I’m going to explain the ideal circumstances here and then let’s talk real world.
Workshop begins with all students called to the gathering area for a mini-lesson. This means that you’ll want to create a gathering area in your classroom if you don’t have one there already. At my first grade gathering area kids sit at the carpet. When I taught third grade kids were allowed to drag chairs with them but they had to be sitting at the same level as their reading/writing partner. Teachers do this in different ways to meet the different needs of their students. I will say that kids should be gathered close and in one area. Kids sitting around the room at desks doesn’t create the atmosphere desired for workshop.
Once the class has gathered the teacher begins a 10 minute mini-lesson. Here she goes through a format that is predictable to both the teacher and the students. During the mini-lesson a teacher has one teaching point. Only one! She models how to do the teaching point, she has students try out the methods on their own and then she says the magic words, “off you go!” Once these words are said all students get up off of the carpet and go off to work. There aren’t a million questions asked. The teacher doesn’t start giving a million reminders. It is quiet and calm as readers and writers go off to try new things and grow into even better readers and writers.
After the words off you go, I currently go off to read or write for the first three minutes myself. I started this practice when I was teaching third grade in the States. I began one day sitting next to a reader who typically would try his best to avoid books during workshop. I say next to him for 5 minutes reading before going off to confer. In those five minutes he didn’t pick up a book but he watched me as a reader. He said things like, your face is smiling right now or why do you look confused? He started picking up on my facial expressions. When he tried to interrupt I simply stated, “I’m working on my reading right now and you should be too.” I started doing this again in my grade 1 writing classroom. I have some students who can come up with a million questions they want to ask right after I send them off. Now I get my writing folder and find a spot to write. During the three minutes I might move around the room, calming kids with my presence and encouraging that they write. If someone attempts to interrupt I calmly state, “I am working on my writing right now and you should be too.” Then once I go off to start conferring the kids are already working independently.
After the magic words off you go, a teacher gets to work on meeting with students one on one or in small groups depending on student need. During this time the students are working independently. While conferring the teacher is studying the student and watching to find what they can do, what they are almost doing and what they can’t do yet. The teacher then makes a powerful choice and teaches the reader/writer one skill or strategy that fits within their zone of proximal development. The students continue working even if the teacher doesn’t meet with them. If they encounter a problem, they solve it on their own. The students are trying out all of the various strategies that the teacher has taught. The teacher continues the important task of coaching in and guiding each student forward on their journey.
After about 40-45 minutes work time it is time for share. Share is sometimes the most neglected piece of the workshop model but it is very important. The students gather again in the gathering area of the classroom. Sometimes they bring something with them as prompted by the teacher. The students then share out what they are trying, what they are succeeding in, and what they are struggling with. The community of readers or writers comes together to give advice, compliments and ask questions. The share is carefully planned by the teacher. Sometimes share might be a quick turn and talk. Share ties the lesson together and brings it to a close. During share the teacher will reference the teaching point again and now ask for student voices to share what happened when they tried things out.
What do I need to Get Started?
Here’s a list of things you may want before diving into the workshop model.
- A gathering area within your classroom
- An easel to hang things on
- An organizational system for tracking student notes and records
- Assessments of your students as readers and writers. Do you have a general idea of where kids are in your classroom?
- Books for kids to read during reader’s workshop and paper for them to write on during writer’s workshop
- Start to look at your schedule and your language arts time blocks. Do you have 1 hour to carve out for reading and 1 hour for writing? If you don’t, do not panic. Next week we’ll be talking about scheduling and what to do if you don’t have the perfect amounts of time.
- Write all of your questions, comments, concerns in the comments of this post so I can help you out along this journey.
We’re going to stay with workshop a while so we can really get into all of the pieces together. Hopefully you’re starting to feel like taking on workshop and balanced literacy won’t be such a large task. We’re going to break it down into manageable chunks. Start to shift around things in your classroom to prepare for workshop. Let me know all of your questions too so I can help you out.
Each Tuesday a new post will appear giving you more insight into the life of a balanced literacy teacher! Next week our post will center around scheduling. Maybe you’re realizing that you don’t have enough time in the day for this, neither do I. We’ll talk all about what to do about this next week.
Use the comments section to ask any lingering questions or leave any comments so I can better help you on this journey to implementing a balanced literacy framework within your classroom.