Reading and Writing Workshops at Secondary Schools

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of the districts profiled added additional permanent staff to support the implementation of the workshop model

Research suggests reading and writing workshops at secondary schools improves academic outcomes, and has gained enthusiastic support from stakeholders nationwide. Reading and writing workshops refer to a model of literacy instruction popularized by educator Lucy Calkins and the Teachers College Reading and Writing Project (TCRWP). Lucy Calkins and TCRWP designed their approach to the model for elementary school students. However, both TCRWP and administrators at districts have adapted the model for secondary schools.

This project explores the use of the reading and writing workshop model to teach English Language Arts at the secondary level. It includes details on implementation, supporting the model through resources and professional development, and assessing the model.

Program implementation

Districts that implement the workshop model typically use the curriculum developed by TCRWP, though some districts develop reading and writing workshop curriculum based on the principles of the workshop model. To effectively instruct the workshop model, students need access to books that represent different writing styles, stories, and reading levels. This diversity allows students to choose books that best support their educational needs and interests (i.e., students read books calibrated to their reading level on topics that interest them). However, contacts at profiled districts note that they often lack funds to purchase books for a classroom library.

Supporting the model

To prevent pushback, ensure teachers understand the research that supports the workshop model. Emphasize that research supports the workshop model during the initial professional development offered to teachers prior to implementation. This focus on the workshop model efficacy research ensures teachers understand how to instruct students effectively.

Assessment and feedback

Administrators at profiled districts assessed the efficacy of the workshop model through observational data collected during classroom walkthroughs. Classroom walkthroughs allow administrators to assess the effectiveness of the model holistically, whereas assessment data only allow administrators to assess discrete aspects of the model. To properly assess the workshop model, district administrators train school administrators on the elements of a well-run workshop. School administrators observe workshop lessons in the classroom and ask teachers and students about their lessons as part of every walkthrough.

Praise for the reading and writing workshop model

“[Reading and writing workshops] is what all our students need to find love in reading and joy in reading through their choice of books and their choice of writing. And from that comes great things.”