Students in Renee Tomita’s 1st grade class are choosing to write books instead of watching a movie during indoor recess. And, they’re having play dates after school so they can write. “It’s amazing. They can’t get enough of this,” said Tomita.
Indeed, the students are passionate about the instructional model for language arts, called Reader’s Workshop and Writer’s Workshop.
The goal is to give students explicit lessons and tasks to hone their writing and to learn to read critically.
On one day in Tomita’s room during Reader’s Workshop, she is mentoring how she wants students to read. As she reads out loud to students, she stops frequently to ask her young students for evidence and clues of what might happen, to review and explain difficult vocabulary and to ask questions that relate to the students.
She explains the teaching point of the day and gives a mini lesson on understanding the difference between fantasy and realistic fiction. Students then brainstorm ideas for realistic non-fiction topics they could write, then work in pairs on a task to solidify the teaching point. Later, students write books, illustrate and publish them using all of the teaching points they learned.
In Aubrey Ignace’s 5th grade class, a similar process plays out in Writer’s Workshop. She explains the teaching point, which is to provide details to support a main idea. Students work in partners on tasks, while Ignace conferences with each student, reviewing his or her work on the mini lesson. Later, students apply those lessons in writing their essays. They refer often to Anchor Charts, hanging on the walls, which the teacher used to teach the lesson (see photo below left).
The new models are being taught at both Brook Forest and Butler Junior High in grades K-8.
“The goal is to grow and nurture readers and writers,” said Reading Specialist Melissa Wills, who helped lead the incorporation of the new models. “We’re creating a literacy community and encouraging students to go beyond the literal to a deeper understanding of their reading and writing.”
“This is not a one-size fits all program,” said Brook Forest Principal Kelly Voliva. “It is tailored to each student’s needs.”
Students listen to the same mini lesson, then apply those skills to their individual book. “This differentiation tool allows all students to be successful as readers,” said Ignace. Regular conferencing with students allows the teacher to recognize how to help each child individually and also push and challenge them.
The model also ignites the students’ interest. “It allows for a lot more focused instruction and for students to have greater interest and higher level conversations and understanding,” said Superintendent Dr. Heidi Wennstrom. The skills taught will benefit all areas of the curriculum.
The model aligns with the more rigorous Common Core State Standards and teaches children to be deeper thinkers and lifelong writers and readers. “I’ve seen results already,” said Voliva. “They love choosing their own books; they’re engaged and find excitement in learning,” she said.
“This model creates a place where all students feel successful and proud of themselves as readers and learners,” said Ignace. Their growth as readers and writers over the year is tremendous, she said.
Teachers have been trained on the new curriculum and observed in class. Further training is planned. “You can’t just open the book, read the lesson and flip the page,” said Voliva. “There’s a lot of work and planning that goes into each lesson.”
