Adding THEMATIC elements to TC Units

Making Workshop Work
Readers’ and Writers’ Workshop for Multi-lingual Learners
Introductions
Asa Mercer Middle School,
Seattle Public School District
Priscilla Allen: 6th, 7th, and 8th grade ELL
Math and Social Studies
 Adrienne Wicklund: 6th grade ELL Reading
and Writing; General Education History
 Linea Lebehn: 7th grade ELL Reading and
Writing; General Education History

Turn and Talk
1. Introduce yourself.
2. What is your experience with Readers
and Writers Workshop and ELLs?
Overview
1.
2.
3.
TC Framework
Overview of Strengths and Challenges
Issues and Possible Solutions from our
experiences
TC Framework
Teachers College, Columbia University
 Goal = Life-long readers and writers
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Workshop Structure
1)
2)
3)
4)
5)
6)
7)
Mini-Lesson
Model/Guided
Independent Practice
Small Group
Conferences
Mid-workshop Interruption
Share out
Things we like:
Independent reading choices
 Dedicated reading time
 Small group reading
 1:1 structured conferencing
 TC Quick Assessments

Things we don’t like
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Lack of vocabulary and grammar instruction
Little informational text, no content
instruction, no themes
Need to track of multiple texts
Vague, overwhelming learning objectives
Insufficient targeted skills practice and
demotivating “post-it-ing”
Monitoring progress/proficiency: challenging
Issue 1: Vocabulary
Issues:
 No explicit vocab instruction
Solutions:
Tier 2 words from mentor text
Do Nows
Issue 2: Grammar
Issue:
 No grammar instruction
Grammar Solutions:
 Sentence Correction “Do Now”
 Small group targeted grammar
Issue 3: Adding THEME to units
Issue:
TC Units often lack the sort of unified
theme and supports that that ELL students
need in order to access the material
HISTORICAL FICTION UNIT
Original TC Unit: The Colonial Era
Adapted ELL Unit: The Colonial Era
Mentor text, read aloud
Several, leveled book clubs
Background Knowledge:
Overview of key events leading to the
colonial era
◦ Historical documentary with
comprehension supplements
“America the Story of Us”
◦ Period film, “April Morning”
◦ Non-fiction texts
◦ Charts
◦ Maps
Book Clubs:
◦ Shared Text
◦ Vocabulary supports
◦ Graphic Organizers/Tracking sheets
•Teaching points
•Book club discussion points
Issue 4: Vague/Wordy Learning
Objectives
Issue: Difficulty in defining learning
objectives, skills, and strategies.
Please come to the front with your
notebook and a pencil.
Example of TC Learning Objective

Character Unit:
“To read people-in life and in stories-it is
important to remember that actions can be
windows to the person. In life and as we read,
we can pause after a character has done
something and say, Let me use what just
happened as a window to help me
understand this person.” -Lucy Calkins
Example of Adapted
Learning Objective

Character Unit:
Readers identify character traits based on
what characters do, say, and think.
Group Work
TC Learning Objective:
“Expert readers believe that when
thinking about stories, it can especially
pay off to pay attention to characters
in general and to their motivations and
struggles in particular.” –Lucy Calkins
1) Break it into learning targets
2) Brainstorm ideas for skill and strategies
Issue 5: Learning Objective not found in
independent book
Issue: Teaching point can’t always be applied
to independent reading level book of ELL
students
◦ ie. Magic Tree House
Solutions:
 Common Text
 Leveled small groups
Issue 6: Lack of Non-fiction
Non-fiction is often treated an individual unit
of study
Incorporate non-fiction throughout the year
 “Non-fiction Fridays”
 Topical magazines
 Non-fiction texts available in classroom library for
students all year
 Showing of topical videos, maps, photos and other
visuals to supplement lessons

*Outstanding Resource:
◦ Newsela (topical current affairs; lexile-leveled)
Issue 7: Post-its
Issue:
Can be difficult to
assess if students
achieved the
learning/skill target.
Adaptation:
Structured Exit
tickets
Structured Post-it
Noticing Characters: Empathy
(Character name) feels ___________________
_____________________________________.
I know this because in the text it says ______
________________________________. (pg. #)
Conclusion

How can you make workshop work?