Monroe High SchoolJune 2009

Non Negotiables

What can you absolutely NOT live without when teaching English/Language Arts?

Why?

Reading WorkshopMust haves:

Mini skills lesson Based on map Related to theme, topic, subject being studied if

possible

Sustained Silent Reading High quality literature Appropriate literature based on student level Some responses throughout quarter

Reading WorkshopIndividual Conferences

Teacher talking with student on bi-weekly basis

Assessment of fluency, comprehension, other skills from the maps

Teacher maintains records of conferencesStudent sets new goals for next conference

based on needs seen in conference

Reading WorkshopSome additional choices:

Literature Circles Small groups reading same title book and discussing Groups answer variety of questions together that leads

discussion Group records information to share later with teacher

Discussion Groups Small groups reading different titles and discussing Compare/contrast variety of literary elements based on

teacher choice of elements needing assessed

Group Conferences Similar to discussion group except teacher is present

assessing

Record KeepingTeacher designs format for records

Can be grade bookCan be check listCan be log for narrative commentsCan be rubric designed to assess conference

Students must keep log of books readStudents must have a response journal for

assignments

Typical DayStudents arrive; attendance; etc.Assignments are on board along with names of

those who will conferenceMini skills lesson occursReading workshop begins

All students read their leveled books; other items from assignments list

All students record book read and pages completed as well as any assignment listed

Teacher conferences with those listedBefore bell rings, teacher wraps up with any

additional information

Types of AssignmentsRead leveled book (MOST conferences come

from this book)Read choice book (be careful with this)Response to reading

Simply write date and describe initial problem presented; if non fiction describe 3 ideas presented and determine if they are facts or opinions

Write about the theme (this is not a formal assignment, just a check to see if student understands theme yet)

All responses are based on PREVIOUSLY taught skills, strategies, genres, etc.

NeedsVariety of books Some sets of literature circle booksJournals/response logs (college ruled

notebook)Assessment sheets for conferencesMini skills lessonsAssessments for map skills

Writing WorkshopMust haves:

Mini skills lesson Based on map Related to grammar, mechanics, conventions, style,

vocabulary Models shared by teacher

Sustained Writing Appropriate topics – free writing for students Assigned topics Required styles of writing

Writing WorkshopIndividual Conferences

Teacher talking with student on bi-weekly basis

Assessment of writing skills, understanding of writing process and other skills from the maps

Teacher maintains records of conferencesStudent sets new goals for next conference

based on needs seen in conference

Record KeepingTeacher designs format for records

Can be grade bookCan be check listCan be log for narrative commentsCan be rubric designed to assess conference

Student keeps portfolio of writing samplesStudent submits required writing assignments

for grading

Typical DayStudents arrive; attendance; etc.Assignments are on board along with names

of those who will conferenceMini skills lesson occursWriting workshop begins

All students writeTeacher conferences with those listedBefore bell rings, teacher wraps up with any

additional information

Types of AssignmentsWriting on topic choiceWriting in an assigned styleContent writingGrammar assessment

Others?

NeedsWriting journals (college lined notebook)Mini skills lessonsVocabulary to be instructedTeacher record keeping materialsRubricsMini assessments

ScheduleMonday, Wednesday, Friday – reading

workshop

Tuesday, Thursday – writing workshop

Alternate weeks

Developing Mini Skills LessonsFind samples of paragraphs to use as models

Paragraphs are always below reading level so comprehension can be focus NOT vocabulary

Find samples that will work for student guided practice

Put on same sheet; do both in same day

Sample LessonModel: Main IdeaLiterature, both fiction and nonfiction, is rife

with themes. Books and articles rarely promote just one main idea but rather several themes for readers to ponder and infer. Themes are different than plots. Plot just tells what happens in the narrative. Themes are underlying ideas, morals and lessons that give the story its texture, depth and meaning.

Prompt

Sample LessonPrompt: Main Idea, Students read this one

Determining important ideas and information in text is central to making sense of reading and moving toward insight. When teaching the strategy of determining importance, nonfiction is often used. Nonfiction reading is reading to learn. Simply put, readers of nonfiction have to decide and remember what is important in the texts they read if they are going to learn anything from them.

Mini Writing Skills LessonWriting style: have most of style written then

just add the beginning or end in front of students. Explain style.

Practice developing skill in class; whole group, small group or individually. NO GRADE taken.

Practice next day as individuals. Third day students can write using style for a formative assessment.