Workshop example A

Overview

This example of the workshop framework runs for approximately 120 minutes, integrating reading, writing and speaking and listening.

The 120 minute workshop contains seven phases, with indicative time allocations, although these are not rigid.

The full Workshop Approach table can be viewed here.

Workshop Approach Example A in detail

Each of the phases for the Example A Workshop Approach are explained below, expand each accordion to view details of the teacher and student roles of each stage of the Workshop.

Differentiated phonological awareness and phonics teaching

Differentiated phonological awareness (PA) and phonics teaching for decoding and encoding

Teacher led:

explicit teaching of a PA skill or phonics focus for reading and/or spelling.
Linking of handwriting to focus.

Student decoding and encoding:

small group and independent practice of focus.
handwriting practice to consolidate phoneme.

Approximately 20 minutes

Whole group mini-lesson with an enlarged text (read or viewed)

Teacher led reading:

modelled,
shared, or use of
close reading and
think aloud
to articulate the thinking behind the explicit teaching of a reading strategy or skill.

Goals are set: the learning intention and differentiated success criteria for the session are articulated and/or displayed.

Approximately 15 minutes

Guided, differentiated reading work

Guided differentiated work - teacher led small group and/or one-on-one instruction and conferencing.

Teacher led:

Student reading:

independent reading.
partner reading/cross-age reading.
readers' theatre small group independent activity.
independent work for multiple exposures to irregular spelled words and vocabulary work.
reader's notebook for recording learning.

Practices run for 10 to 15 minutes each.

Approximately 25 minutes

Whole group reading focus closure

Teacher:

provides opportunities for constructive feedback linking learning back to the learning intention and differentiated success criteria.

Students:

report back on their learning with relation to the learning intention and differentiated success criteria using extended and dialogic talk.
provide constructive feedback to peers

Approximately 10 minutes

Whole group writing mini lesson

Whole group mini-lesson of writing/grammar in context.

Teacher led writing:

modelled,
shared and
use of think aloud to articulate the thinking behind the explicit teaching.
modelled use of metalanguage.

Goals are set: the learning intention and differentiated success criteria are articulated and/or displayed.

Approximately 15 minutes

Guided, differentiated writing work

Guided differentiated work - teacher led small group and/or one-on-one instruction and conferencing.

Teacher led:

Student writing:

Practices run for 10 to 15 minutes each.

Approximately 25 minutes

Whole group writing focus closure

Teacher:

provide opportunities for constructive feedback, linking learning back to the learning intention and differentiated success criteria.

Students:

share their writing with others.
use a metalanguage to discuss what they have learnt as a writer.
provide constructive feedback to peers with reference to the learning intention and differentiated success criteria.

Approximately 10 minutes