Running+an+Effective+Reading+and+Writing+Workshop+with+Adolescent+Students

toc Welcome to one of six of interconnected pages devoted to exploring the facets of reading and writing workshops in adolescent classrooms. This page is provides an overview of running an effective reading and writing workshop. Follow these links to explore other components of reading and writing workshop:
 * =  Materials ||= Home ||=  Resources ||
 * =  Conferring ||=  Grammar ||= Assessment ||


 * ~ =Overview = ||

The reading and writing workshop approach typically includes a minilesson given by the teacher, followed by time where the "students read [or write] individually, and then everyone gathers as a group to share thoughts and opinions" (Fountas & Pinnell, 2001, 17). Reading workshop includes a variety structures: independent reading, literature study, small group instruction, and conferring (Fountas & Pinnell, 2001, 17-18). Writing workshop also can include several components: independent writing, small group instruction, long-term projects, and conferring (Fountas & Pinnell, 2001, 19-20). This approach allows the teacher to "come out from behind [her] big desk" and learn alongside the students (Atwell, 4). In this model, the teacher and student are both engaged in the work of reading and writing: "the adult is acting like a grown-up...[and] gives over control when the child seems ready" (Atwell, 20). Adults in this master-apprentice relationship, Atwell continues, base their teaching in three types of knowledge: personal experience, general knowledge of students, and specific knowledge of the particular students' needs and intentions (20). A key element of effective writing workshop is the role of the teacher as a writer and learner. As Tom Romano explains, "In a classroom full of opinionated teenagers, the last thing a teacher wants to feel is more vulnerable. The job is tough enough" (39). However, Romano, Atwell, and Calkins believe that writing alongside students makes for a better workshop and more inspired learning.

Why use a workshop approach? Lucy Calkins explains her reasoning for using writing workshop to teach writing: "...it is essential that children are deeply involved in writing, that they share texts with others, and that they perceive themselves as authors. I believe these struggles are interconnected" (Calkins, 1994, 3).

An effective reading and writing workshop can contain several components: effective use and organization of materials, rigorous and appropriate response and discussion about reading and writing, conferring, attention to conventions, craft, and strategies of good readers and writers in minilessons and conferences, and purposeful and rigorous assessment. These entries on reading and writing workshop explore these components. However, these pages are not exhaustive, so readers are encouraged to enhance the content here.


 * ~ =References= ||

Atwell, N. (1998). //In the Middle: New Understandings About Writing, Reading, and Learning// (2nd ed.). Portsmouth: Heinemann. Calkins, L. (1994). //The Art of Teaching Writing// (2nd ed.). Portsmouth: Heinemann. Fountas, I. C., & Pinnell, G. S. (2001). //Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy// (1st ed.). Portsmouth: Heinemann. Romano, T. (1987). //Clearing the Way: Working with Teenage Writers// (1st ed.). Portsmouth: Heinemann. = = =Brief list of recommended reading for workshop, adolescent literacy, and literature circles=

Calkins, L. (2001). //The art of teaching reading//. New York: Longman.

Daniels, H., & Steineke, N. (2004). //Minilessons for literature circles//. Portsmouth: Heinemann.

Fletcher, R., & Portalupi, J. (1998). //Craft lessons: Teacher writing k-8//. Portland: Stenhouse.

Geye, S. (1997). //Mini lessons for revision//. Spring: Absey & Co.

Lane, B. (1993). //After the end: Teaching and learning creative revision//. Portsmouth: Heinemann.

Ohler, J. (2008). //Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity//. Thousand Oaks: Corwin.

Reif, L. (1992). //Seeking diversity: Language arts with adolescents//. Portsmouth: Heinemann.