2014 by Linda Rief from Read Write Teach: Choice and Challenge in the Reading-Writing Workshop

Reading-Writing Workshop Expectations

Structure:

Monday–Tuesday-Wednesday … 300 reading log pages of reading per six weeks

(Except the first six weeks which will be 150)…in addition to in class reading

Monday teacher modeled reading along with students prior to conferencing

Monday 35 minutes (silent reading, teacher conferences with individuals/ notebook checks)

Monday 10 minutes to work on entry in reading log section of Reader Writer Notebook

Tuesday Vocabulary Word of the Day, prefixes and suffixes; writing in context

Tuesday (in-depth reading lesson/ notes); writing in R-W Notebooks; discussions about reading; reading with small groups, pairs or individually on selected text; quick writes should be done in relation to the mini-lesson

Wednesday Vocabulary Word of the Day, prefixes and suffixes; writing in context

Wednesday (mini-lesson/ review and additional notes as needed) continue writing in R-W Notebooks; discussions about reading; reading with small groups, pairs or individually on selected text; quick writes should be done in relation to the mini-lesson

Thursday through Friday …1OER and two completed essays per six weeks

Thursday Vocabulary Word of the Day, prefixes and suffixes; writing in context

Thursday read aloud from a sample essay/ OER and/or mini-lesson; 30 minutes silent writing

Friday Vocabulary Word of the Day, prefixes and suffixes; writing in context

Friday individual conferences with teacher, peer conferences, revisions, editing or drafting at various stages

Expectations: To Maintain the four sectioned Writer’s-Reader’s Notebook:

I. Reading Log:

■to read 50 pages from a self-selected text per week

■to keep a list of books read and books you want to read

■to pay attention in your reading to what the author does well that you’d like to do as a writer and note it in responses portion of the reading log

■to draw/sketch/write down any observations about yourself, about the world, about the reading you are doing

II. Notes Section:

■to record all notes, in Cornell note form when possible, given in class

III. Vocabulary Section:

■to copy the “Word of the Day” and the meanings from the dictionary

■to write the word in a sentence where context shows the definition

■to copy the daily prefix or suffix and its meaning and try to come up with a word with that prefix/ suffix and list it next to the definition

IV. Response Section:

■to collect writing ideas and initial drafts of writing

■to collect/respond to/react to/reflect on reading, writing, observations, and discoveries with quick writes (short responses), OERs and essays

■to read like a writer, by noticing what the author does to craft his or her writing

Remember:

· Sketches and drawing may be done in #2 pencils or map colors/ crayons.

· All writing in the Writer’s-Reader’s Notebook must also be done in blue or black pen or on the computer and glued into the WRN.

· Challenge/push yourself to try new things as a reader and writer.

· Aim for the highest quality writing, reading, and response.

· Be cooperative, respectful, and courteous to yourself and other learners around you (including peers and adults).

***This is a typical week without interruption. We will have 3 tests and an OER every six weeks as well as I- station work as scheduled.

***Students testing below an 8th grade reading level on I-station will need to come to tutorials to log additional time to improve their reading level.

***Tutorial times are available on each ELA teacher’s website.

***Homework is a part of eighth grade ELA. Students should be reading and writing at home throughout the week.

***If you do not know your Skyward password, it can be yours by calling the office and asking for it. (817)547-4800