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Vermont Reads Institute University of Vermont EDLT 200 Exploring the Workshop Model and Literacy Instruction in Grades

3-6 3 graduate credits Spring 2014 Instructor: Nancy Woods, Location: VRI at UVM, Montpelier, 250 Main St. Meeting Dates-Mondays 4:00-7:00 p.m., 1/13,1/20.1/27, 2/3, 2/10, 2/17, 3/3, 3/10, 3/17, 3/24, 3/31, 4/7, 4/14, 4/28, 5/5

Course Description In this 3-credit graduate level course, participants will learn to implement a framework for literacy instruction that aligns with the Common Core Standards. The course work will culminate in a final project of choice based on new learning and relative to the participant’s teaching situation. Goals and Objectives As a result of full engagement in the course, participants will demonstrate new learning in classroom literacy instruction & implement research-based effective instructional practices for teaching reading and writing to students in grades 3-6. Participants will be able to: • Identify and implement a framework for literacy instruction in Grades 3-6; • Implement effective comprehensive literacy instruction based on a gradual release of responsibility model • Integrate instruction within a Grade 3-6 framework in alignment with the Common Core State Standards; • Develop a unit of instruction that outlines essential understandings, sequence of explicit focus lessons and instructional materials in alignment with the Common Core State Standards • Develop and present a project relative to the individual’s teaching situation and reflective of the new learning and understandings as a result of the course

General Course Information Course Text: Blauman, L. (2011) The Inside Guide to the Reading-Writing Classroom, Grades 3-6: Strategies for Extraordinary Teaching

Required Readings: Participants will be given the choice of additional required readings. You are responsible for at least two additional readings (chapter) or articles that you feel would support your learning and directly relate to topics addressed in the course and submitting a reflection for each.

Davis J. & Hill, Sharon. (2003). The No-Nonsense Guide to Teaching Writing. Portsmouth, NH: Heinemann. Fountas, I. & Pinnell, G.S. (2001). Guiding Readers and Writers Grades 3-6. Portsmouth, NH: Heinemann. Lipson, Marjorie Y. (2007). Teaching Reading Beyond the Primary Grades. NY Scholastic.

Fisher, D., Frey, N . & Lapp, D. (2012). Teaching Students to Read Like Detectives Bloomington, IN: Solution Tree Press. Sibberson, F. & Szymusiak, K. (2002). Still Learning to Read: Teaching Students in Grades 3-6. New York, NY: Scholastic. Templeton, S. and Gehsmann, K. (2014). Teaching Reading and Writing. Boston, MA: Pearson Education Zemelman, S. & Daniels, H. (2013) Bringing Standards to Life in America’s Classrooms. Portsmouth, NH: Heinemann. Other Requirements Course participants are required to: • Attend weekly class sessions • Come to course meetings prepared: complete readings and responses • Contribute to class discussions and activities • Post “choice” reading reflections electronically. Respond to at least two others. • Develop a unit of instruction integrating Common Core State Standards (See Template) • Develop and present a technology integration project reflective of new learning as a result of the course. Description of Assignments A. Course Text Readings and Discussion Participation You are responsible for reading and taking notes on the assigned chapters from the course text The Inside Guide to the Reading-Writing Classroom: Strategies for Teaching in preparation for the designated weekly discussion protocol. (See descriptions of discussion protocols) B. Reflections and Responses to “Choice” Reading Selections You must read and electronically post a response to two “choice” reading selection you read. You must also respond to at least one other participant’s post. At least one must be posted within the first 6 weeks of the course. Responses will be posted on the class WIKKI. (See rubric) Questions to consider when responding to reading selections: -What surprises, confuses, stands out for me and why? -How does what I read connect to what I am learning about classroom practice? -What information is confusing or questions do I have? -What information is most useful and can be applied to my teaching?

C. Development of a Unit of Instruction Using the template provided as a guide, you must develop a unit of study integrating ELA Common Core State Standards. The unit should reflect the best practices explored in the course. The Unit of Instruction assignment is due on March 31st. (See rubric) D. Technology Integration Project You must develop and present a final project integrating technology into the presentation. The project type and focus is an individual decision, but should reflect new learning and understandings as a result of the course. Examples of possible projects include: -a video clip of a lesson from your unit of study

-a power point focused on a specific literacy instructional technique or resource -a model for using a specific app to engage students in literacy learning (i.e. c creating book trailers, reading or writing notebooks, etc.) -setting up a blog or interactive book discussion for students on-line A description of the project should be submitted by April 7. Projects will be presented May 5.

Student Evaluation/Assessment Grading (See attached rubric) Percentage of Each Assignment 20% Preparation and Contribution to Discussion of Course Text Assignments 20% Reflection on Choice Readings and Response to Posts 30% Unit of Instruction 30% Technology Integration Project Points-Grade 100=A+/93-99=A/90-92=A88-89=B+/84-87=B/83-80=B78-79=C+/74-77=C/73-70=C68-69=D+/64-67=D/Below 67=F Tentative Schedule of Course Topics Date 1/13 Topic -Course Expectations/WIKKI Overview -Developing a Literate Community -Classroom Environment -Best Practice Research-Gradual Release of Responsibility, Motivation Factors, 3 Types of Reading, Differentiation, Assessment -Components of the Workshop Model (Reading & Writing Commonalities)/Scheduling -Mini-Lessons-Purpose and Structure -Types-Procedural, Strategies & Skills, Literary -Lesson Planning Framework -Anchor Charts-purpose/models Mini-Lessons cont’d -Procedural Lessons-Launching the Workshop/The 1st 20 Days -Developing Independent Reading-choosing just right books, abandoning books, ways into books, Reading/Writing Notebooks (seed ideas/book interests) -Recording Thinking/Note-Taking Strategies Mini-Lessons cont’d -Strategies & Skills Lessons-What good readers do to help them understand what they read/getting at key ideas and details within the text/What do good writers do? Writing Process




-Literary and Informational Lessons-Developing deeper understanding-examining craft and analyzing about and beyond the text in reading and writing 2/10 -Common Core State Standards-The “what” to teach -Interpreting some introductory statements within the CC -Looking closely at Foundational & Reading Standardsthree categories, clarifying the meaning of individual reading standards -Expectations for grade levels/Mini-Lessons as building blocks to meet the reading expectations -Mini-Lessons for working toward meeting standards Common Core Standards cont’d -Looking closely at Writing Standards-three categories, clarifying the meaning of individual reading standards -Expectations for grade levels/Mini-Lessons as building blocks to meet the writing expectations -Mini-Lessons for working toward meeting writing standards -Language and Speaking and Listening Common Core Standards and grade level expectations-Where do they fit? -Read Aloud/ Access to Grade Appropriate Text -Using Mentor Texts and Short Texts to support explicit instruction -Modeling through think aloud/demonstration/fish bowl/video clips -Planning a Unit of Instruction -Essential Understandings/Essential Questions -Integration of CCS Standards -Building lessons toward meeting the standards -Resources for Lessons -Reading Conferences -Purpose and Roles of Teacher and Student -Structure of a conference-Research, Decide Teach -Record-keeping and Goal Setting Tools -Peer Writing Conferences -Fostering independent, high-quality student to student conferences -Writing Conferences -Purpose and Roles of Teacher and Student -Structure of teacher-student conference -Peer writing conferences -Grouping Students for Instruction-Purposes -whole group, small flexible focus group, discussion groups -Using Assessment to Inform Instruction in whole groups, small







groups, and one on one -Flexible small groups for focused instruction/ differentiation with progress monitoring 4/7 -Collaborative Conversation -Discussion Groups for responding to literature and digging deeper to form new ideas and thinking -Discussion guidelines, preparation, and accountability -Discussion Protocols -Collaborative Conversation cont’d -Inquiry-Based Collaborations with a focus on specific topic investigation -Response to Reading through Writing Across the Curriculum -What does it look like in Math, S.S. or Science? -Examples of a variety of types of responses -SBAC tasks and expectations -Sharing-Most forgotten component of the Workshop model -Purpose and techniques for fitting sharing in daily -Presentation of Technology Integrated Literacy Projects -Course Evaluation




Suggested Books for Specific Course Topics Harvey S., and Daniels H. (2009). Comprehension Collaboration. Portsmouth, NH: Heinemann Hoyt L. (2007). Interactive Read-Alouds. Portsmouth, NH: Heinemann Serravallo, J. (2010). Teaching Reading in Small Groups. Portsmouth, NH: Heinemann Serravallo, J. and Goldberg, G. (2007). Conferring with Readers. Portsmouth, NH: Heinemann Sibberson, F. (2012). The Joy of Planning. Holden, ME: Choice Literacy. University of Vermont Policies Academic Honesty and Professionalism: Course participants and instructors are expected to conduct themselves in a honest and professional way in accordance with policies and procedure set forth by the University of Vermont and the Vermont READS Institute Religious Observance:The official policy for excused absences for religious holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work.

Accommodations: Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation letter from the ACCESS office and see one of the instructors early in the course to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website at to learn more about the services they provide. ACESS: A-170 Living Learning Center, University of Vermont, Burlington, VT 05405. PH: 802-656-7753, TTY: call 711 (relay), Fax: 802-656-0739, Email:, Instant Messenger: UVM Access. General office hours: 8:30am – 4:30pm Monday through Friday. Call to make an appointment

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Scoring Rubric for Exploring the Workshop Model and Literacy Instruction Assignment Nearly There Read the text assignment and prepared by noting questions, surprises, connections, etc. Participates in the discussion minimally. Does not refer to the text to any substantial extent. (2) (6) Summarizes or Analyzes and applies restates ideas in the text ideas in the text. Entries suggest text, with limited discussion or analysis. thought about topics, Understanding of issues or concepts, course concepts is not but are limited. evident and/or ideas are very loosely connected to the topic (3) Unit has minimal coherence. (0-5) Unit is minimally connected to the Common Core Standards. (0-5) Essential questions imply right or wrong answer (0-5) Some parts of the planning template are not addressed (0-5) (20) Project minimally integrates L.A. & technology.(0-5) Project focus is unclear. (0-5) Project visuals do not match the focus. (0-5) Project is unlikely to engage learners. (0-5) (20) Getting Started Not prepared for the discussion. No evidence of notes or indication text assignment was read. Attempts to participate in the discussion Meets Standard Read the text assignment and prepared by noting questions, surprises, connections, etc. Fully participates in the discussion offering insight and responding to other’s. Refers to the text specifically. Additional Made connections to the assigned reading and the content covered in the course, other chapters or articles read by self or others. (1) Thoughtfully responds to an entry. Includes insight and thinking beyond the reflection.

Reading Assignment and Discussion (11+ pts. Each Discussion)

Reading Reflection

(11+ pts. each reflection)

Unit of Instruction

(Possible 30+ pts.)

Technology Integration Project

(Possible 30+ pts)

(10) Clearly connects ideas, issues and concepts from the text to course topics, and extends ideas in the text. Makes meaningful, thoughtful connections to classroom teaching practices and shows critical thinking beyond the text. (6) (10) Unit has a coherent Unit has multiple focus. (0-6) coherent foci. (0-8) Unit is connected to Unit is connected to several Common several Common Core Core Standards (0-6) Standards across the ELA At least one essential Standards. (O-7) question that does Two or more essential not imply a right or questions that do not wrong answer. (0-6) imply a right or wrong answer. (0-8) All parts of the All parts of the planning planning template are addressed. (0-7) template are addressed. (0-7) (25) (30) Project integrates Project integrates L.A. & some LA & technology in multiple technology (0-6) ways. (0-8) Project focus is clear. Project foci are clear (0(0-6) 7) Project visuals Project visuals enhance mostly match the the presentation. (0-7) focus. (0-6) Project will undoubtedly Project likely will Engage learners (0-8) engage learners (0-7) (25) (30)

(1) Completed unit Includes appropriate artifacts to support lessons (graphic organizers, charts, photographs, video clips, etc.)

(5) Project is useful beyond the assignment for this class.


Discussion Protocols
Golden Lines-Choose a “golden line” from the text to share. Explain why this line is “golden”. What makes it stand out as “valuable as gold”? Explain. 2 Minute Talk-Choose a quote or section of reading that is meaningful to you-surprise, aha, important, etc. Each person in the small group shares their quote and talks about it for 2 minutes (this can be whatever you think). Others only listen. After all share, the discussion opens up to any focus (not necessarily based on one shared) related to the reading. Collaborative Annotations-Quotes from the text are posted on charts around the room. Everyone rotates poster to poster writing their comments on the poster, connections, etc. After a full rotation, everyone rotates one last time with pen in hand, jotting highlights, what stands out for them, etc.. to share with the whole group. Save the Last Word for Me-A person in the group (quick nomination) reads a quote or short passage from the text. Each person comments, reflects, questions the quote for up to 2 minutes. The person reading the quote may not respond until all members of the group have commented. When he responds, he should state whether if he gained insight by listening and what changes in thinking occurred different from his initial thinking. Jigsaw-The text is divided up among the group. Each person reads their part, then summarizes for the small group. Comments, questions, thoughts are jotted as each person summarizes to be referred to in a final discussion after all parts are read and summarized. 2 Minute Write-One person poses a prompt or quote related to the reading to begin writing about for 2 minutes. Share highlights of thinking with whole group. Pass It On-Each person writes about the reading for 2 minutes, after 2 minutes the writing is passed to the next person. They read the writing and add their thinking to it. This continues around the group until everyone has added to everyone else’s writing. When the writing gets to the person who started it, highlights are shared. Shuffle and Speak-Each person (whole group or small group) jots a focus quote or topic. They are put in a shuffled pile and discussed as they are picked. These can be saved for future discussions if applicable. Roll the Die-Each person rolls the die when it is their turn. If you roll a 1=summarize a part of the reading and tell why you chose that part, 2=a new understanding, 3=one key idea and why it’s important, 4=make a connection to personal or professional life, 5=one or two vocabulary words that are meaningful to the text and why, 6=point out a literary craft the author used

Instructional Plan

Grade ________Time Frame ______________

Topic/Theme __________________________________________ Essential Questions:

Common Core Standards:

Goals/Intentional Focus Statements (I can) Literacy Skills or Strategies:



Lessons/Mentor Texts