Workshop Open Court Reading

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WorkshopOpen Court Reading
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Welcome, I am Glad You Are Here!

• My Name is
• Shayla Brown
• shayla_brown_at_mcgraw-hill.com

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What is Workshop?

• Workshop is flexible grouping!
• Students work on purposeful activities that
  reinforce and extend the instruction in Open
  Court.
• Teachers work with small groups, conference with
  students, and/or do informal assessment.

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Think about Workshop and your Students?

• In Workshop, the goal is for children to work
  productively on their own or in small groups
  (collaboratively) with classmates to practice and
  review content that has been taught in the
  lessons or to complete writing and investigation
  activities.
• At this point in the year, what are your students
  doing in Workshop? Share with others.

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Think about Workshop and Yourself?

• In Workshop, the goal is for you to have time to
  work with small groups of students or individual
  children each day.
• At this point in the year, what are you doing
  during Workshop time? Share with others.

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Taking a Closer Look

• In small groups or with a partner, read the
  section on Workshop, pages 40-41 in the Appendix
  of your Teacher Edition.
• Think about the following
• What have you done to set up Workshop areas?
• What classroom rules for Workshop have you
  established?
• How did you introduce Workshop?
• Share with the whole group.

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How to begin

• Set up your class with areas that can be used for
  workshop.
• Establish class rules.
• Explain workshop to the children.
• Let them know that as the year goes on, they will
  be able to use different areas and make the
  choices but for right now, the class will work
  together in Workshop.

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Organizing Materials

• Think about your room. Use areas, bookcases, or
  containers for materials
• Label the materials, Reading, Writing, etc.
• Color-code game pieces so children know where the
  pieces go.
• Code individual Sound/Spelling Cards and keep
  them in baggies or on rings.

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Class Rules

• In the Appendix on page 40, there are five
  suggested rules.
• Be Polite
• Share
• Whisper
• Take only the materials needed
• Return materials
• Why are rules important? How are yours the same
  or different? Are there any other rules you
  think are important?

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Class Rules

• Work in small groups and discuss the following
  questions, then share them with the larger group.
• Why are rules important?
• Why is it important to keep rules short and to
  the point?
• How are yours the same or different?
• Are there any other rules you think are
  important?
• Why is it important to review rules regularly?

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Ready!

• Introduce rules
• Explain Workshop
• Give class Workshop activity rereading a
  decodable, rereading an anthology selection,
  working on writing, and the like.
• Monitor children observe, make positive
  comments.
• Set time. After 10 or 15 minutes, have several
  children share what they learned and liked about
  Workshop.
• Over several weeks, introduce several different
  workshop activities, for example, working on
  writing, reading books, and the like that can
  become choices later.

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Why take time to share after Workshop?

• Sharing lets children know that
• Workshop is an important time of the day.
• They are expected to learn something during
  Workshop.

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Why take time to share after Workshop?

• Sharing gives the teacher the opportunity
• To find which activities are interesting to the
  children or which activities need to be adjusted.
• To find out if there were problems, to discuss
  them, and to make changes for the next day.

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Ready!GroupOne activity Whole Teacher
AssignedTeacher monitored 
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Think about Workshop and your Students?

• Watch the video on Setting up Workshop. Notice
  how the teacher sets up Workshop.
• How does the teacher set up the rules?
• What are the children doing at this point?
• What materials and options are available to the
  children?
• What is the teacher doing?

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Where Are You and Workshop?

• Discuss in small groups and share.
• What is going on for Workshop in your classroom?
• What can you do differently or what can you add
  to what you are doing for Workshop?

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Set!

• After several weeks or when you think the
  students are ready, youre SET! to move on.
• Introduce a Menu. Discuss the activities the
  students have been doing and explain a couple of
  new activities that can be done during Workshop.
  If it is a game, demonstrate it.
• Introduce the idea of Must Dos and Can Dos.
  Let the students know that once they have
  completed any must dos, they can choose one of
  the Workshop activities.
• If you feel students need additional practice or
  review, you can assign them to specific Workshop
  areas at this point in the year.

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Set! (Cont.)

• Be sure the class understands how Workshop is
  changing.
• During the first few days of Set! you may have
  to remind children to use whisper voices. If
  the class gets too noisy, end Workshop early and
  let the children know why.
• Continue to have several children share at the
  end of Workshop. This is important now since
  children are working on different activities.
  Encourage them to talk about why they liked this
  area and what they learned.

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Possible Must Dos

• Complete writing from Part 3 of the lesson.
• Add vocabulary to Writers Notebook (grade 2 on)
• Reread anthology selection or decodables for
  fluency.
• Complete Journal entry into Writers Notebook
  (grade 2 on).

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Workshop Activities

• In time, introduce different activities.
• Using individual Sound/Spelling Cards
• Phonics practice (software)
• Work on writing in progress
• Reading alone or to each other
• Work on Investigation and Inquiry
• Cross-curricular activities
• Listening to selection on tape
• Scrambled sentences using sentences from Blending
  or Word Knowledge.
• Fluency practice with Decodables, Anthologies,
  and Intervention Selections

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Workshop

• Possible Teacher Activities . . .
• Pre-teach
• Use Challenge materials
• Reteach concepts
• Listen to students read
• Check fluency
• Hold conferences to work on writing

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Making Set Work Think About It!

• Discuss the following
• Why might you want to assign students to
  different Workshop activities?
• Why might it be important to limit the number of
  children who can work on a particular Workshop
  activity?
• Why is it critical that students take
  responsibility for carefully putting away
  materials?
• Why is it important that students not interrupt
  you when you are working with a group?

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Deciding which Children Need to Work with the
Teacher

• All children should have time during the week
  with the teacher.
• Teacher observes children during instructional
  time, for example, during Dictation or Strategic
  Reading and notes children who need help.
• Groups are made up of children with common
  instructional needs.
• Groups are flexible. They should change over
  time.

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Taking a Closer Look

• Working with a partner or small group, go through
  several lessons in your Teacher Edition and
  identify instructional opportunities for
  observing your students. What help is in the
  Teacher Editions to support your observing in the
  classroom?
• Share with the whole group.

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Taking a Closer Look

• Opportunities and support in Open Court of
  observing in the classroom.
• Informal checklists
• Informal Comprehension and Research Rubrics
• Informal Assessment (in gold) found throughout
  the lessons
• Others?

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Set!Suggestions for Minimizing Interruptions

• Help Chart- students can go and put their names
  on the chart. Names could be on clothespins,
  Velcro backed name tags, etc.
• Help Basket- students have names on cards and can
  put them in the basket.
• See Three Before Me sign- students need to see
  three other students to see if they can help
  solve the problem before going to the teacher.
• Resident Expert - select one student who is
  skillful at the assigned activity to assist
  students having difficulty.
• If Youre Stuck Must Do

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Ready!GroupOne activity Whole Teacher
AssignedTeacher monitored 

Set!Students One assigned activityOne
choice Teacher Monitors workshopWorks with
groups
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Think about Workshop and your Students?

• Watch the rest of the video on Workshop.
• What is different now from the beginning of the
  school year?
• What are the children doing?
• How are they taking responsibility?
• What did you notice about the activities and the
  room?
• What will you try to use in your classroom?

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Think about Workshop and your Students?

• What was the teacher doing in the video?
• Why do you think the children who were not with
  the teacher were able to stay on task?
• What management techniques did the teacher use?

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Go!

• Students are making choices from a menu.
• Students are working independently alone or in
  small groups.
• Workshop may take a longer block of time.
• The teacher is working with multiple groups of
  children.

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Ready!GroupOne activity Whole Teacher
AssignedTeacher monitored 

Set!Students One assigned activityOne
choice Teacher Monitors workshopWorks with
groups
Go! StudentsMake choicesMay do
more than one activityMultiple groups of
students working on different activities
TeacherWorks with groupsAssessment
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Ready, Set, Go!

• What is the difference between
• Set and Go ?

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Workshop

• Time everyday when all students are assured equal
  access to the curriculum.
• Students work in groups or Independently.
• Teachers meet individual student needs provide
  differentiated instruction, hold student
  conferences, or assess student needs.

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Flexible Grouping, Flexible Time

• Groups working with the teacher are not static.
  They change as the needs of the students change.
• Workshop time is not static. It can be a single
  block of time or several smaller blocks
  throughout the language arts block of time.

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Workshop Does Not Have to Be a Single Block of
Time
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Workshop Does Not Have to Be a Single Block of
Time
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Keeping Track

• If there are certain activities you want every
  student to complete in Workshop during a week,
  keep a chart at that Workshop area for students
  to check off their names once the activity is
  completed.
• Keep a chart with the names of the different
  Workshop activities down the side and the date
  for a two week period of time across the top.
  Give one to each student to keep track of what
  they did. Conference with students periodically
  to discuss their choices.
• What other ways can you think of?

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Keeping Track, K-6

• Pie Graph and Clothespins
• Circle divided into sections and label
  and color to correspond
  to Area.
• Dots or stickers at edge of circle
  refers to number of
  students who
  can work in the Area.
• Clothespins with students names
  on them.
• Teacher attaches clothes pins toassigned areas.

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Keeping a Record
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Remember

• Setting up Workshop takes time.
• Start by doing whole-class workshops and
  gradually move into groups.
• Review the rules regularly. Make the children
  responsible. If necessary stop Workshop time if
  rules are not being respected.
• Have a way to keep track of the children and what
  they are doing. Some children may do the same
  thing every day and may need some encouragement
  to try something new or needed.

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Think about it!

• Work with a partner or small group.
• Using the following chart and your Teacher
  Edition, identify program resources you have that
  will support Workshop, which areas you will put
  those resources in, and the purpose for the
  children using those materials.

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Workshop Resources
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Other Resources

• Using the following chart, what other resources
  do you have in your classroom that you could use
  for Workshop?
• Remember Workshop activities should be connected
  to language arts and support what the children
  are learning.

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Workshop Resources
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Workshop Ready, Set, Go!It Works!

• Ready
• Set
• Go

• Whole Group
• One activity
• Teacher assigned
• Teacher monitored

• Students
• One assigned activity
• One choice

• Teacher
• Monitors workshop
• Works with groups

• Teacher
• Works with groups
• Assessment

• Students
• Make choices
• May do more than
• one activity
• Multiple groups of
• students working on
• different activities