Como Passamos o Dia em “Reading and Writing Workshop”?


Writing and Reading Workshop Components

Writing and Reading Workshop Components

Implemeting Reading and Writing workshop is not an easy task because there are many things to do in very little time. Therefore, every minute counts. Since I am departamentalized, managing time is one of the main priorities in order to still fit math, science, and social studies during the day too. Even though I teach the same content for both of my groups, I have two different schedules to fit the students’ needs.

My morning schedule:

  • Read aloud
  • Writing mini-lesson
  • Independent writing while conferring and pulling small groups
  • Word study
  • Reading mini-lesson
  • independent reading while pulling guided reading groups and conferring

My afternoon schedule:

  • Reading mini-lesson
  • Independent reading while pulling guided reading groups and conferring
  • Writing mini-lesson
  • Independent writing while conferring and pulling small groups
  • Word study
  • Read aloud

As you can see, there is not a recipe for scheduling, but definitely I believe that my morning one flows better than my afternoon because each component build in each other. On top of fitting everything, I teach a state tested grade level. It means that my 4th graders will have a 40-question multiple choice test  in the end of the school year. As usual in a public school setting, I  have kiddos who are academically low so my school provides all teachers interventionists who also work with those students. For this reason, I had to change my afternoon schedule in the middle of the school year in order to give better support to all pupils.

Below, you will find a suggested number of minutes for each component:

Suggested targets for reading for upper rades (3-5 grades)

  • Modeled Reading (10 min/day) or Shared Reading (15-20 min/day),
  • Mini-lesson (15-20 min / 5 days a week),
  • Guided Reading (1 text / group; 15-20 min / wk),
  • Independent Reading (30-45 min / day)

Suggested targets for writing for upper grades (3-5 grades)

  • Mini-lesson (15-20 min / 5 days a week),
  • Small Groups (15-20 min/ groups/ every day)
  • Independent Writing (30-40 min per day).

Picture  extracted from Fairfax County Public School

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Leia também:

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Pôsteres de gêneros narrativos

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