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If reading or writing workshop was the worst it could possibly be, what would my classroom look and feel like?

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If reading or writing workshop was the best it could possibly be, what would my classroom look and feel like?

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What struck you? What made you more curious? What questions do you have?

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Pronouns: She/Her/Hers
Where I Work: West Linn Wilsonville School District Online Program
Role: 4th Grade Teacher
Hopes for Induction: To support all inductees in their improvement work while also growing my own practice.

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What do you hope to understand more deeply?

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Write your problem statement on one of the post-its below. Examples: "Not all students are participating meaningfully in group work," or "Not all students in my class have found a love for reading yet."
As a group, discuss themes that you see.  Which problem statements resonate for you?

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If reading/writing workshop was the best it could be, my class would feel connected to the material. They'd be reading and writing with parallels to the real world. It would be inquisitive, ever improving, and the kids would be excited.

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My reading workshop would elevate students who lack confidence while creating a safe space to grow their reading skills.  At the same time confident readers would be able to lead and grow their comprehension skills.

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Students working independently and in small groups

Rotations that include a variety of reading/ writing activities
independent reading
independent writing
guided reading
sight word practice
group reading/writing activities

Biggest hope is that students will be confident in reading and writing.

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My hope is that students are engaged, the material is accessible and meets their learning needs, and they are having a positive learning experience.

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I hope for my students to become independent and confident readers/writers.

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If reading or writing workshop was the best it could possibly be, the only thing you’d be able to hear is quiet writing music and pencils moving because students are so absorbed in and inspired by what they are writing. Students would be eager to discover the hidden worlds in their books and stories.

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Students would not be showing interest in developing their reading and writing skills. It would be a chore for students rather than a joyful escape or creative adventure. Students would not be making growth.

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I hope for my students to feel equally supported in all ways while learning how to write and become independent readers & writers while being engaged, communicative about their process & feel connected to the content through personable lessons.

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My fear would be that my students wouldn’t enjoy the process of reading and writing and would then become uninterested in growing in their skills.

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Students do not learn routines to engage successfully in WW and we do not get to the learning piece.

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Ss: writing is relevant to students, students are focused on their writing and connected to their writing, there's writing buzz, sharing writing with writing partners/classmates giving and getting feedback. Students feel ownership over their writing

I’m conferring with writers and they know exactly what skills they are working on

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My fears are that so much gets lost in readers/writers workshop because of DL. I think that telling students what to write, and then them only being able to write a few sentences is my fear. I fear they will ask "why are we reading/writing this?" and my answer will just be "because you're supposed to know how" and I don't like that.

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Students understand routines and have good bye in and feel excited and confident to engage in learning. small group, activities, 1:1 occur. Independence emphasized.

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My fears is that my students have a negative experience with reading and writing.

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Students would see purpose and value in reading and writing. Reading would be seen as the keys to understanding the experiences of those around them and themselves. Writing would be a tool of self-expression and creativity, a place where their voices shine. They would work hard to continuously improve their skills in both areas.

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My fear is that my students don't acquire the reading/writing skills they need to achieve their academic goals.

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Fears that students are not engaged in activities, wandering the room, completing busy work.
Specifically in distance learning, limited resources for students at home, activities aren't as interactive/structured

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My hope is that my students would be eager to learn and enjoy developing their reading and writing skills. They would see reading as the foundation of all that they could learn.

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I fear my students would not have a positive experience with their first exposure to any schooling (being that I'm teaching kinder) and associate their negative feelings of the current climate with reading/ writing. So their negative fears, anxieties and confusion about the current climate will translate into their relationship with school and as a result they not feel connected nor motivated to learn to read or write.

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My biggest fear is that students are just doing the basic requirements and not really mastering the skills they need for success.

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Student's are disconnected from their writing, not engaged or excited to write, students do not have access, students are unclear about skills they are working on

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If it’s the worst it could possibly be, students are frustrated and shutting down and not wanting to delve any deeper in what they are working on.

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If reading or writing workshop was the best it could possibly be my students would feel more confident to read aloud. Reading would not hinder them from comprehending content in any of their classes.

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If reading or writing workshop was the worst it could possibly be students would continue to feel negatively and avoid reading writing.

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Not all students are engaged & motivated to meet their potential.

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Not all students have positive  experiences with Reading and Writing.

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Not all students are becoming independent readers and writers.

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Not all students are engaged/confident in their reading and writing skills yet.

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It's difficult to engage students when they have little to no access.

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4th grade Spanish teacher at Sherman Elementary.

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Kindergarten/ 1st grade teacher
she/her/hers
Learning Choice Academy (homeschool/hybrid program)
Mom of 2 girls (3 and 1.5)

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Scaffolding concepts is a foundation of teaching any subject or skill.  However, the article poses the belief that scaffolding isn't just a tool for teaching but mandatory for fluency and effective reading skills.  O'Connor at al. concluded, "Our results suggest that students with very low fluency will not improve their reading ability if they are taught with grade-level materials."  I found this important because we do reading leveled groups but the focus is often on just the comprehension and the students maybe reading with a lower leveled book but that doesn't mean that they are engaged in the reading.  I love the idea of discussion because often students bring to the table observations that are aligned to their level of life and thinking; making connections for their peers easier than a teacher led  directive.  I wonder though how to encourage this in an online platform especially with the limited time and that studies show 4.5 hrs of direct reading increase fluency during the day.  Are the discussions modeled in groups of leveled fluent readers or as teacher let groups?

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Where I work: Heritage Flex Academy (hybrid/homeschool program)
Title: Kindergarten Teacher
Family: Married with 3 kids (ages 14, 11, and 8)

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Where I work: Sherman Elementary.
Role: 4th grade teacher (Spanish).
Hopes for induction: Help my students become independent readers and writers.
Family: Married and dog mom to two fur babies.

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Reading the article: "Are Classroom Reading Groups the Best Way to Teach Reading? Maybe Not" was very intriguing for me. The article talks about how reading groups may not be the best way to teach reading. This is especially interesting to me because reading groups at my school are non-negotiable. We must have reading groups every day and used texts that are at the level of the students in that group. For example, I should not be using a 4th grade level text during small group time with my lowest readers, I must accommodate to their level. The article mentions there is evidence that group reading time may actually be increasing the achievement gap and slow down reading growth for students.  The article also talks about wether students should be placed in reading groups by level or if it should be random. Since I started teaching, I always grouped my students by their reading level. Students with similar reading skills are grouped together. I wonder what is more beneficial to students? To be placed in reading groups by level or if they are assigned randomly and can read with students who have different or higher reading skills?

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School: Albert Einstein Elementary
Role: education specialist
Hope: complete induction in the midst of life in 2020, nurture my students social emotional well being and develop their writing skills.

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How are my students really feeling about themselves in this moment? How are they doing?

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Literacy  and reading have always fascinated me as a teacher and as a student when I was in school myself. I read the article "Are Classroom Reading Groups the Best Way to Teach Reading? Maybe Not", and was very interested and curious to open my mind and continue my education on best practice for teaching reading. I did my own early learning in leveled small literacy groups, the reading specialists I work with teach in this way, and I teach reading small group to my own students! One part on the fluid grouping read "we were focused on making instruction more meaningful for all students. Teachers need to focus on struggling students, but on the other end of the contiuum where students needed to be enriched, those students were being left behind..." I was reminded to dig deeper and and be aware to how ability grouping can be harmful to students.

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Wondering if they are here and present wanting to achieve or check a box off?

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Where I work: Heritage Elementary School in Escondido, CA (K-6)
My role: Third grade teacher
Hopes: Find a balance with my work and the induction process. Help my students become more confident and capable independent writers.
Personal tidbits: I live with my wonderful partner of 6 years in San Diego. I am a huge Star Wars fan, and a lover of books (particularly of the fantasy genre).

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In the article, "What Does Research Say that All readers Need?", it reviews what every reader needs in order to succeed and grow. I teach Kindergarten so I enjoyed reading about what the basic things are that are necessary for growing as a reader. All readers need access to books, time to read, and expert instruction. And they need all 3 of these things. They all need to be strong. Sometimes we can feel like giving kids "free reading" time is a waste of time, however, this article reminds us that the way to grow n reading is to read more and for longer. This skill takes time. I also liked how they talked about the types of books that are important for my struggling readers. It can be tempting to want to push them to read more difficult books, however, it's more helpful for them to spend time reading books that are easy for them.

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Where I work: NewBridge School, Poway, Ca
My Role: Ed Specialist
Hopes: Are to continue growing as a teacher and find ways to meet all the needs of my students. I also hope to focus on my family more this year and find a balance.
Personal Info
I have 3 kids ages 2, 4, and 10. They keep me busy and on my toes. I love to run, be outside, or a nice run outside helps bring me peace.

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Where I work: High Tech Elementary Explorer
Role: 2nd Grade Teacher
What I hope: To learn from other educators and improve my practice.

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After reading the article What Does The Research Say That All Readers Need, I was able to gain a general understanding of the skillsets students need to be efficient readers. I enjoyed reading this article because I have been trained to teach phonics in a very specific way. However, it was clearly highlighted that in order for students to become successful they need the time and space to read. Continuous practice at their level is essential. In reflecting on my own teaching practices I don't think I give my students enough time to just read. Even though there is so much to get through in a day, it's so important to allow them that time.

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Pronouns: they/them/theirs
Where I work: High Tech Middle Media Arts
Role: 8th-grade Education Specialist, and GSA Advisor
Hopes for Induction: To improve and grow as a special educator, to learn more about inclusive practices, neurodiversity, and social emotional being wellbeing.

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A lot of Calkins’ statements in Chapter 3 totally connected with what my third grade coworkers have been telling me regarding our students’ daily assigned reading homework. For third grade we have them read at least 20 minutes a day when they’re at home, with the message being that even completing that small amount of reading practice every day will have a large impact on students’ reading skills in the long run as those minutes start to add up.

Chapter 4 made me question whether I’m providing enough in-class reading practice, whether it’s whole-class, small group or partnered, or even more independent. With everything being so crazy this year it always feels like reading practice is the last thing we have time for, but hopefully I am able to find more ways to better incorporate it into our day through this program.

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What really struck me about this article was the importance of exposure to reading and the evidence that supports it. I feel like I struggle in this area since I teach k/1. I know that exposure to reading is important and in the physical classroom there is always a time for read aloud and drawing attention to text features and the basics of print. I feel starting off with this and moving into indeoendent readuing of simple decodable books would help my students utilize the tools presented in this article.
What made me curious, and what sparks a lot of questions for me, is working in a distance learning model. Because I only meet with my students for 1 hour a day, how can I maximize the 30minutes of LA time to make sure ALL of my students are getting what they need? I know some students are reading at home, but how can I encourage the ones that are not to spend more time reading? Distance learning has presented a number of challenges, but these articles, have drawn my attention to even more challenges surrounding reading and the readers workshop model.

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How my students feel about reading overall, and how interested they are in being able to build reading skills