Getting Started

Whether you're new to the classroom or merely new to the reading-writing workshop, Getting Started is the concise primer you're looking for that will help you implement these powerful teaching frameworks. Workshop teaching is simple, research based, and rewarding for you and your students. It can be launched by any teacher in any type of classroom, and Getting Started shows you the doable strategies for planning, organizing, teaching, and reflecting that make the workshop so effective. Linda Ellis and Jamie Marsh provide smart, practical advice about working with readers and writers of varying levels - including struggling students - differentiating your instruction to support everyone's needs, and helping diverse groups of children move toward a single classroom-wide goal of improved literacy. Ellis and Marsh strip the workshop down to its most vital parts and offer you straight-ahead techniques for reading and writing, including: reading aloud implementing independent reading conferring with readers working with struggling readers conducting writing minilessons conferring with writers sharing students' work. With valuable one-on-one instructional strategies, examples of student work, forms, checklists, and other tools, Getting Started includes everything you need to launch your workshop, to better understand your students' literacy needs, and to give them the support they deserve.

Foreword	p. ix
Introduction	p. xiii
Reading Workshop
What Really Matters for Readers	p. 2
What Do Readers Need?	p. 3
What Are the Basic Components of Reading Workshop?	p. 4
Reading Aloud	p. 8
What Are the Benefits of Reading Aloud?	p. 9
What Are Some Good Books to Read Aloud?	p. 13
How Do I Get Students Engaged?	p. 15
How Do I Keep Students Engaged?	p. 17
What's the End Result?	p. 19
Independent Reading	p. 20
Why Does Independent Reading Really Matter?	p. 21
What Does the Teacher Do During Independent Reading?	p. 23
How Do I Help Students Choose Appropriate Books?	p. 24
How Do I Know Whether a Student Is Really Reading?	p. 26
How Do I Help a Reader Who Is Struggling with Text?	p. 27
How Do I Use Assessments to Inform Instruction?	p. 29
How Do I Help Students Who Can't Read?	p. 30
What If the Student Can Read but Struggles with Text?	p. 31
How Do I Help Students Develop Fluency?	p. 33
How Do I Help Students Who Struggle with Comprehension? What if a Student Can Read but Won't?	p. 33
How Do I Combine These Strategies in the Classroom?	p. 35
What Are Some Favorite Books of Readers in Grades 4 through 8?	p. 37
A Final Word	p. 38
Sharing Reading	p. 40
Why Does Sharing Really Matter?	p. 40
How Can I Group Students for Sharing?	p. 41
How Should Students Share?	p. 42
Why Book Projects?	p. 45
What About Written Responses?	p. 46
A Final Word	p. 47
Writing Workshop	p. 49
What Really Matters for Writers	p. 50
What Do Writers Need?	p. 52
What Are the Basic Components of Writing Workshop?	p. 54
What If a Student Refuses to Write?	p. 56
Assessing Writers Through Kidwatching	p. 56
Record Keeping	p. 57
Why Does Sharing Really Matter	p. 58
Whole-Group Share	p. 58
Small-Group and Pair Shares	p. 59
What Do Students Share?	p. 60
How Do Students Publish Their Writing?	p. 60
Prewriting Minilessons	p. 63
Topics I Can Write About	p. 65
Blueprinting	p. 67
Reading-Writing Connections	p. 73
A Final Word	p. 73
Revision Minilessons	p. 75
Joan Lowery Nixon's Three Rules for Revision	p. 78
Using the Senses to Pull the Reader In	p. 78
Leads	p. 85
Conclusions	p. 93
Paragraphing	p. 96
A Final Word	p. 98
Editing Minilessons	p. 99
Run-On Sentences	p. 102
General Punctuation	p. 103
Commas	p. 104
Punctuating Dialogue	p. 105
Capitalization	p. 106
Subject/Verb Agreement	p. 106
Spelling	p. 106
A Final Word	p. 108
Getting Down to Basics	p. 111
Launching the Workshop Classroom	p. 112
How Do I Organize the Workshop Classroom?	p. 112
How Do I Organize the Schedule?	p. 125
What Do I Do the First Days of School?	p. 126
Getting Started Checklist	p. 130
Go Right to the Source: Student Evaluations Show the Way	p. 131
On Endings and Beginnings	p. 137
Student Information Sheet	p. 141
Reading Survey	p. 142
Personal Interest Inventory	p. 144
The Burke Reading Interview Modified for Older Readers	p. 147
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