When I first began teaching in New York City many years ago, I utilized the reading and writing workshop during the 90 minute literacy blocks I taught daily. Today, I still welcome the reading and writing workshop into my middle school English classroom, although my schedule limits class time to 40 minute periods. I offer gradual release into the reading and writing workshop as we dive into book clubs, independent reading, and whole class novels throughout the school year. My students maintain reader’s notebooks and write about about the texts they read as well as the topics that are important to them.
Below are a few ideas and technology tools that I utilize in my Reading and Writing Workshop to help deepen my students’ comprehension, maintain accountable talk, and build writing portfolios.
Reader’s Notebooks Still Matter – Even in the digital age where many teachers have moved into Google Classroom, I use interactive reader’s notebooks — Yes, a marble composition notebook. Inside the notebook students maintain data about their reading life (Reading Timeline, information about themselves as readers, and their reading goals), interactive foldables on what they are learning, including mini-lessons and read alouds. The notebook also contains graphic organizers, sketch notes, and written reflections that highlight student’s application of independent reading in written form. The notebook is a space for students to process information and reflect on their reading.
Face to Face Conversations are just as important as Digital Collaboration – Students need to practice talking to one another face to face, read body language, and cues. Verbal communication is a necessary skill both in and out of school. Students need to get in the habit of meeting with partners and small groups to interact face to face and share their thinking about the texts.
Digital Collaboration is Beneficial – Students can collaborate digitally on a wikipage, blog, or Google Doc to help them capture their thinking about reading and highlight the conversations and accountable talk that is happening about text. Students can use digital applications to record the conversations using tools like @Recapthat or @Vine to showcase insights, questions, and new thinking.
Google Classroom as a Digital Writing Portfolio – Students can utilize Google Docs to create a portfolio of their writing about their reading. When we ask students to write long or write literary essays about their reading, it can be showcased online and shared with QR Codes or even create a digital Flip Book of student’s best writing.
Flip The Reader’s and Writing Workshop – After reading Dana Johansen and Sonja Cherry-Paul’s Flip Your Writing Workshop: A Blended Learning Approach (2016) I gained so many ideas to to create digital lessons that allow students to work at their own pace and target instruction to small groups and individuals. Creating a digital library of online lessons modeling writing strategies and setting reading goals help to free up more time for individualized instruction.
Here are a few trustworthy tech tools for Accountable Talk in Book Clubs and Reading Partnerships:
Recapthat (iPad and Laptops Only)
Polleverywhere – Utilize the new word cloud feature
Collaborate Ideas in Written Format: