Teaching Reading: 3-5 Workshop
Writing Reflect on Your Learning | Writing
What Did You Learn?
Consider what you have learned about effective writing instruction from Professor Ruiz’s statements and the classroom examples. Write a summary of what you have learned. Use the questions below to guide your thinking. When you have finished, save your written work to submit as an assignment and, if you are taking this workshop for credit, include it in your Literacy Practices Portfolio.
- Which classroom practices from the video on writing instruction and assessment reflected what you currently do?
- Which practices or ideas were new to you?
- What changes do you plan to make?
- What support and/or resources will you need to implement these ideas?
If you are taking this workshop for credit, complete the next section of your Literacy Practices Portfolio.
Create a Literacy Practices Portfolio
In this activity, you will continue to build your portfolio of instructional practices. When you have finished, save your work to submit as an assignment. Your portfolio for this session will include the following:
- current practices in place in your classroom
- changes you would like to make
- a description of one change you have implemented
- evidence of student learning
1. Current practices
Include your written response from What Do You Do? Then, describe how you teach writing throughout the day. Consider the following questions:
- How much time do students spend engaged in personal writing? How often do students have opportunities to respond to their reading during the literacy block?
- How do students respond in writing to math, science, and social studies content?
- What specific text types do you teach?
- How do you assess your students’ writing?
- How do you provide feedback to students on their writing?
- How do you document your students’ growth in writing throughout the year?
2. Changes you would like to make
Include your written response from What Did You Learn?
3. One change you have implemented
a. Make a change
Choose one instructional change that you described in What Did You Learn? to implement now. What is your thinking behind making this change? Describe the change in detail and explain how it will be implemented (e.g., an instructional practice, a lesson plan, a plan for modeling a strategy, etc.). What are the expected outcomes for student learning? Design a lesson plan and implement this change.
b. Reflect on the change
Write a brief reflection about what worked when you implemented this change and what you will change the next time you teach this lesson. (If you are taking this workshop during the summer, describe the learning goals and expected outcomes of this change.)
4. Evidence of student learning
In this section of your portfolio, you will submit evidence demonstrating student learning. Include writing samples from three students: a high-performing student, a grade-appropriate student, and a struggling writer. For each student, submit one writing sample completed before your lesson and one completed after your lesson. Explain how students demonstrated improved writing as a result of your instruction. Listed below are suggested pieces of evidence:
- a journal entry
- a written response to reading
- a personal narrative
- expository writing (e.g., summary, research report, explanation of science or math problem, etc.)
- authentic writing (e.g., letters)
4.2 Analyze the Video | Writing
Watch the video, "Writing," taking notes as you watch. After you watch, jot down your answers to the questions below. If you prefer to watch the video in segments, pause the video when you see the next chapter heading.
Workshop 1 Creating Contexts for Learning
This session examines how classroom organization, routines, and grouping practices can enhance literacy skills in the middle grades. Literacy expert Jeanne Paratore discusses teaching strategies that foster reading and writing skills. Classroom examples illustrate the research.
Workshop 2 Fluency and Word Study
This session focuses on how students in the middle grades develop vocabulary and reading fluency. Literacy expert Richard Allington discusses specific teaching strategies that help build fluency and vocabulary, illustrated by classroom examples.
Workshop 3 Building Comprehension
Comprehending text is one of the main goals of reading. In this session, literacy expert Nell Duke discusses what good readers do and strategies teachers can use to help students build comprehension skills. Classroom footage provides examples of comprehension strategies.
Workshop 4 Writing
This workshop examines the relationship between reading and writing in the middle grades. Literacy expert Nadeen Ruiz discusses the connections, conventions, and inventions that provide a framework for teaching writing, illustrated by classroom examples.
Workshop 5 New Literacies of the Internet
This workshop focuses on the evolving use of networked technology in education. Literacy expert Donald Leu discusses strategies that help students effectively read, write, and communicate on the Internet. Classroom examples illustrate strategies for using Internet resources in the classroom.
Workshop 6 Teaching English Language Learners
Changing classroom demographics call for a range or teaching strategies. In this session, literacy expert Robert Jim�nez discusses strategies teachers can use to create a successful learning environment for all students, while supporting English language learners. Classroom examples illustrate the research.
Workshop 7 Teaching Diverse Learners
In this session, literacy expert Dorothy Strickland discusses how teachers can meet the diverse needs of readers and writers in their classrooms. Classroom examples and teaching strategies address different aspects of diversity, including culture, language, background, ability, and learning approaches.
Workshop 8 Assessment and Accountability
This session explores assessment, standards, and outcomes. Literacy expert Kathy Au discusses the strategies teachers can use to assess students' understanding in reading and writing. Classroom examples illustrate how students can participate in their own assessment.
Supplementary Workshop 6 - Teaching English Language Learners
Professional Development Workshop Guide