Workshop example B

Overview

The Workshop approach can be expanded to go beyond the daily 120 minutes through the purposeful links to literacy across the curriculum such as an inquiry unit to establish early literacy knowledge and skills.

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This workshop example contains seven phases over 150 minutes, three with a reading focus, a 20 minute encoding/decoding focus, and three with a writing focus. Each phase has an indicative time allocation, although these are not rigid.

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Workshop Approach Example B in detail

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

The full Workshop Approach table can be viewed here.

Reading/Viewing focus (65 minutes)

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

Teacher led reading:

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:

Practices run for 10 to 20 minutes each

Approximately 40 minutes

Whole group reading focus closure

Teacher:

  • provide opportunities for constructive feedback.

Students:

  • provide constructive feedback to peers.

Approximately 10 minutes

Decoding / Encoding focus (20 minutes)

Differentiated phonological awareness and phonics teaching

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

Teacher led:

Student decoding and encoding:

  • small group and independent practice of focus
  • handwriting practice to consolidate phoneme/grapheme knowledge

Writing focus (65 minutes)

Whole group writing mini-lesson

Whole group mini-lesson of  writing/grammar in context

Teacher led writing:

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 20 minutes each

Approximately 40 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 metalanguage to discuss what they have learnt as a writer
  • provide constructive feedback to peers with reference to learning intention and differentiated success criteria

Approximately 10 minutes