Reading and Writing Project Workshop – 2 of 7 'Reading and Writing Skills'

the teaching of writing has been transformed by people becoming writers and then talking about their process of writing and in the same way we think the teaching of reading needs to be transformed by teachers being you know passionate and active readers and then being able to sort of talk out of that there's an approach to struggling readers that is not one size fits all struggling readers by definition struggling readers means they're sitting on a stool that's lacking one leg and they're not all lacking the same leg you know so we so struggling readers especially need assess all teacher all teaching should be assessment based but it's particularly important that teaching of struggling readers is assessment based and that it's not one one you know one size fits all in terms of the scope I mean whether you described at the beginning of the number of schools and the number of teachers that are practicing this it also sounds like a considerable degree of skill is required to do it well yep so so how do you train and and how much training is required well one of the things that's I mean it is all about teacher education I mean that there's me that the Sun rises and sets on teacher education and if you have a good teacher who's been used to been taught well particularly a teacher who's got some natural talent ends been taught well you know that that's everything we one of the things that's nice about reading and writing workshop is that the same methods are used in to teach reading and to teach writing and really to teach science um and to teach probably I don't know math well but probably to teach math as well that is there are there are replicable teachable methods that that and it's not an avast number of them that teachers can use and that those methods are the same for kindergarten teachers and for high school teachers I mean they're they turn out differently because the kids work is different and the content is different but you know there's only maybe ten methods of teaching that that you use repeatedly so and actually the nucleus of the method so so for example um in a in a reading workshop or a writing workshop one of the things out that I'll do is I'll come up to a reader or a writer let's say this is a writer and we'll do some work here I'll make a suggestion you do it it's like oh my goodness it went from keeping this to being this because this this strategy really helped you okay so now I might say to them to the class writers also always up here no wait – all the kids are watching and then I say I just have to tell you about the smart tell me in advance the smart work that Nancy just did you know she was doing this and then she came up with the idea which she didn't I told her but you know she came up with the idea to do that this step one or two and oh my goodness look at what she did now okay that's what I would call a mid worker and then I say some of you might want to try Nancy smart work okay this is strategy that Nancy's teaching us that's what I'll call a mid workshop interruption so it's right in the middle of the workshop everybody's working but I want to kind of like get a little more information out that same strategy I could use at the end of a workshop all right to say you know today you know you all did some new work and I want to teach you and I can use the same strategy I did with Nancy to broadcast it as at the end of the workshop or tomorrow if I want to do a mini lesson I could say today writers I want to teach you a strategy that Nancy invented yesterday okay and I basically can take that same method that I use now the way I talk about Nancy's work has to be generalizable to other texts and other days so I can't say let's pretend you were a kindergarten first grader and you was said I went bowling and then you added I went bowling at Canarsie Park okay I can't say Nancy did really smart work she added that she went bowling at Canarsie Park I'm wondering if the rest of you can add that you went bowling at Canarsie party that's not replicable but I can say Nancy did really smart work she said to myself oh my goodness I forgot the setting I gotta tell the setting that's so smart to remember when you're telling a story that just like the books you read have settings your stories have to have settings that's so smart so from this day on I'm wondering if any of you can try Nancy strategy of adding the setting okay you see how if that little thing that I just teach a teacher to do which is to take this little thing that first I had to teach the teacher this that you can take the elements of story that you talked about in literature class and you can remind kids to do those in their own writing and that by the way can be a first grader that can be a sixth grader I mean the truth the matter is is we all sat here right now and wrote stories a lot of us would not develop the setting you know because we we tend to do the characters doing these actions you know we tend not to bring out the setting or we just bring it out at the very beginning and we don't like sprinkle it throughout we just put a big glob of at the beginning anyhow the methods of teaching aren't all that complicated because and it's partly because remember we're working to scale and we're working in hundreds of schools you know but you you teach you get a few methods and you can show teachers how that method can help them and if you learn it in writing it's the same method in reading I'm not the same setting thing but the same method of okay but yes it is about teacher education and and we can talk we can talk a lot about that but we we have a very we do teacher education in systemic ways that are we have as much sort of thinking done on teacher education as on teaching reading and writing like teacher education is the work that we do day in and day out so we have methods of teacher education that you know are as important to us as methods of teaching writing you

2 thoughts on “Reading and Writing Project Workshop – 2 of 7 'Reading and Writing Skills'

  1. Like once upon a time, when you used to ride on a train and watch scenes you would never see any other way.

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