This summer I have had the privilege of working with a number of educators who are preparing to implement either a reading or writing workshop next fall. After discussing the structures and components of a workshop model, many begin considering the management tactics and considerations necessary to support student engagement and foster student independence. Below are some of the considerations to support strong management within a workshop model. I believe that the management norms in place should:
- Support students understanding the predictable nature of a workshop
- Foster student agency and independence in their work
- Emphasize that all students feel safe to take risks within the learning community
MIni Lesson
Bringing your class together for the mini lesson
- Teaching and practicing transitions
- What materials are needed?
- Mentor Texts
- Anchor Chart
- Demonstration notebook
Establishing long-term partnerships, research teams, and clubs
- Consistent spots during the mini lesson
- Practice and model how to turn and talk
Independent Reading or Writing Time
Sending students off to work: The transition from mini lesson to work time
- Teaching students how to transition from ML to work time
- Giving strategies as to how to get themselves reading or writing
- Assigned reading or writing spots
- Goal Setting Techniques
- Teaching and modeling how students can rely on one another for support (use of partnerships)
- Use table conferences and strategy lessons to support productivity of the class
- Leveraging your link portion of the mini lesson so students goal set and have a plan of action
- Pausing students during the mid-workshop interruption to help refocus or offer new inspiration
- Teach and support reading and writing stamina
I would love to hear your tips for classroom management in a Reading or Writing Workshop! Please add to the comments.
Resources: Calkins: A Guide to the Common Core Reading Workshop
