Annotated Bibliography

Topic: Language Workshop

Amend, M. (2014, October 30). Planning an Integrated Unit of Study with a Focus
on Language Workshop. Retrieved November 30, 2015, from
http://ualr.edu/literacy/files/2013/10/Michelle-Amend-Planning-anIntegrated-Unit-of-Study-with-a-Focus-on-Language-Workshop.pdf
This resource is a PowerPoint presentation from the Literacy Academy in Little Rock,
Arkansas. The presenter is Michelle Amend, PCL Director at the School District of
Belleville, Belleville WI. In this presentation, Michelle Amend focuses on three areas:
reviewing the Integrated Workshop Model, presenting the planning process for planning
an integrated unit, and describes how language workshop is used to build background
knowledge. I plan to use some of the information, as well as some figures and examples
in this presentation, to show teachers the framework and components of language
workshop and why it is important.
Blum, I. H., Koskinen, P. S., Bhartiya, P., & Hluboky, S. (2010). Thinking and
talking about books: Using prompts to stimulate discussion. The Reading
Teacher, 63(6), 495-499. Retrieved from
http://search.proquest.com/docview/203283266?accountid=10777
Blum is a researcher and consultant with Literacy Partners International and Koskinen is
a researcher and consultant with Literacy Partners International. Bhartiya and Hluboky
teach at Pine Spring Elementary School in Falls Church, Virginia. These authors

followed the first grade team at Pine Spring Elementary School to see how the teachers
used prompts to initiate thinking and responding to text. The prompts centered around
making personal and creative responses, retelling events in the story, and making
connections to personal experiences or familiar books. These prompting ideas will help
teachers have explicit ideas to use during group discussion of text during Language
Workshop.
Bourdage, K., & Rehark, L. (2009). Discussions in a fourth-grade classroom: Using
exploratory talk to promote children's dialogic identities. Language Arts,
86(4), 268-279. Retrieved from
http://search.proquest.com/docview/196875238?accountid=10777
In this article, a fourth grade teacher, Lisa Rehark, and a university researcher, Kristin
Bourdage collaborate to explore the framework of exploratory talk in a fourth grade
classroom. Their goal is to help students understand that asking questions about text,
collaborating with others, and thinking and reasoning together should be the main
components of a discussion about text. In this study, the authors looked at transcripts
from discussions in Lisas classroom and found that the students felt like they meaning
makers because they were able to talk about the text collaboratively with others. The
authors also gave ground rules for exploratory talk and informal assessment ideas for
teachers. I feel that I can use the ideas that these authors presented and the practical
applications provided to enhance my sections about meaningful talk and text-dependent
questions.

Buckner, A. (2009). Notebook connections strategies for the reader's notebook.

Portland, Me.: Stenhouse.
In this book, the author, an upper elementary teacher, gives practical lessons and
strategies for teachers to use when introducing and implementing reader's notebooks. The
goal is to enable teachers to help their students become deeper thinkers by using
notebook strategies to reflect on their reading. Ideas in this text could be used as minilessons during language workshop and give students several strategies for student
reflection and critical thinking.
Common Core State Standards for English Language Arts and Literacy in
History/Social Studies, Science, and Technical Subjects. (2010). Retrieved
December 1, 2015, from http://www.corestandards.org/
The Common Core State Standards Initiative is a website to inform viewers why
Common Core is important, allow them to explore the standards, and to understand how
it was created. Viewers can look at frequently asked questions and read the standards. I
will use the information from this website to inform teachers about the standards and how
they relate to specific components of Language Workshop.
Corwin Companion Site: Rigorous Reading - Nancy Frey and Douglas Fisher. (n.d.).
Retrieved October 28, 2015, from http://www.corwin.com/rigorousreading
This website is a companion site to the book, Rigorous Reading. The site offers the
videos described in the book as well as downloadable documents of figures and
templates. These resources will enhance my website by providing teachers with practical

examples of the content I am explaining and something tangible they can take back to
their classrooms.
Corwin Companion Site: Text-Dependent Questions, Grades K-5 and 6-12 - Douglas
Fisher, Nancy Frey, Heather Anderson, and Marisol Thayre. (n.d.).
Retrieved October 28, 2015, from
http://www.corwin.com/textdependentquestions
This website is a companion site to the book, Text-Dependent Questions. The site offers
the videos described in the book as well as downloadable documents of figures,
templates, and appendixes. These resources will enhance my website by providing
teachers with practical examples of the content I am explaining and something tangible
they can take back to their classrooms.
Dorn, L. (2013, February 1). The Partnerships in Comprehensive Literacy (PCL)
Model. Retrieved December 1, 2015, from
http://ualr.edu/literacy/files/2013/02/pcl-overview.pdf
Linda Dorn, Director of Center for Literacy at the University of Arkansas at Little Rock
and Professor of Reading Education, presents The Partnerships in Comprehensive
Literacy (PCL) Model in this resource. She describes the framework for instruction and
explains the 10 features of the model in great detail. I will use this information to
describe to teachers the framework and components of language workshop.
Dorn, L., & Jones, T. (2012). Apprenticeship in literacy transitions across reading and
writing, K-4 (2nd ed.). Portland, Me.: Stenhouse.

This resource is a comprehensive look at a balanced literacy program and how you can
implement it easily and effectively in your own classroom. It explains how a workshop
framework provides students with teacher modeling, guided practice, and independent
practice, all within a social context. I would focus in on the language studies portion of
this text to provide my viewers with the information they need to create a successful
Language Workshop time in their day.
Dorn, L., & Soffos, C. (2005). Teaching for deep comprehension: A reading workshop
approach. Portland, Me.: Stenhouse.
In this book, Dorn and Soffos provide readers with explicit examples, lessons, and
strategies of how to help students comprehend deeper through reflection and discussion.
Chapter 6, A Workshop Approach to Literacy Learning, gives a great guide of what a
workshop should look like and how to implement each component. When explaining
Language Workshop to teachers, this information will help show validity in my ideas and
resources. The appendixes will also be very useful and practical items that I can provide
to teachers.
Elliott-Johns, S., & Puig, E. A. (2015). Collaborative read-alouds: Engaging middle
school students in thoughtful reading. Voices from the Middle, 22(4), 26-30.
Retrieved from
http://search.proquest.com/docview/1674172417?accountid=10777
Susan E. Elliott-Johns, PhD, is an associate professor of Education at Nipissing
University in North Bay, Ontario, Canada. Enrique A. Puig, EdD, is director of the
Morgridge International Reading Center at the University of Central Florida in Orlando,

Florida.

In this article, the authors describe what collaborative read-alouds are and how

this strategy can be used in the classroom to increase active participation, close reading
and listening, deeper comprehension, and meaningful interactions with text. This article
focuses on middle school students but I feel the information can apply to upper
elementary level students as well. The guidelines for implementing collaborative read
alouds could be great ideas for teachers to implement in Language Workshop in the upper
grades.
Fisher, D., & Frey, N. (2015). Text-dependent questions, grades K-5: Pathways to
close and critical reading. Thousand Oaks, CA: Corwin.
This text, written by the same authors as Rigorous Reading, focuses on text-dependent
questions and how teachers can use four different processes to guide students to
collaborate and think deeper about a text. These processes cover summarizing, finding
key details, vocabulary, text structure, authors craft, authors purpose, intertextual
connections, and inspiring students to write, investigate, present, and debate. These are
also the components taught, modeled, and practiced in language workshop. The
information in this book will give me practical ways of showing teachers how they can
form their questions in a way to get their students to look back into the text to find deeper
meaning.
Frey, N., & Fisher, D. (2013). Rigorous reading: 5 access points for comprehending
complex texts. Thousand Oaks, CA: Corwin.
Authors Nancy Frey and Douglas Fisher, both Professors of Educational Leadership at
San Diego State University, delve into the topic of close reading and describe five key
components in getting students to think deeper about their reading. The first 3 access

points (purpose and modeling, close and scaffolded reading instruction, and collaborative
conversations) give great examples of what could be included during language workshop
in upper elementary grades.
Fisher, D., & Frey, N. (2014). Understanding and teaching complex texts. Childhood
Education, 90(4), 306-313. Retrieved from
http://search.proquest.com/docview/1550131762?accountid=10777
Douglas Fisher and Nancy Frey are professors at San Diego State University and teacher
leaders at Health Sciences Middle and High Schools. In this article, the authors explore
the qualitative levels of text complexity and explain how aspects of close reading need to
be attended to in elementary classrooms while investigating complex texts. This
information will help me describe to teachers the components of choosing a complex text
and planning for close reading.
Fisher, D., Frey, N., & Lapp, D. (2015). Learning cycles that deepen students'
interactions with text. Voices from the Middle, 22(4), 15-19. Retrieved from
http://search.proquest.com/docview/1674172414?accountid=10777
Douglas Fisher and Nancy Frey are professors at San Diego State University and teacher
leaders at Health Sciences Middle and High Schools. Diane Lapp is professor emeritus
of literacy education and teacher leader at Health Sciences Middle and High Schools.
The authors describe learning cycles that deepen students interactions with text and the
phases involved including, compelling questions, close reading, collaborative
conversations, and being inspired. I plan to use information and tables from this article to
support teachers use of collaborative talk, text-dependent questioning, and close reading

activities.
Griffin, E. (2010). Talking about books to improve comprehension. The Reading
Teacher, 64(1), 77-80. Retrieved from
http://search.proquest.com/docview/750361875?accountid=10777
This resource is an actual lesson plan from readwritethink.org created by Erika Griffin.
Erika is from Trumbull, Connecticut and a member of the International Literacy
Association. The objective is for students to be able to choose a topic from a text that
they could have a meaningful conversation about in order to build conversational skills,
deepen thinking about a text, and increase comprehension. Components include
introducing, modeling, and guided practice of the strategy, as well as a reflection and
assessment piece. I can use components of this lesson to describe to teachers the
importance of meaningful conversations to build comprehension and speaking skills.
Hartman, K. (2012, October 15). Integrated Workshop Approach. Retrieved
November 30, 2015, from http://www.gbaps.org/DistrictBoard/Departments/Teaching_and_Learning/Documents/Balanced Literacy
Tabs 0-4/0.1c Integrated Workshop Approach.pdf
The Green Bay Public Area School District website has a few great resources from the
Teaching and Learning department. Under the Balanced Literacy tab, there are
documents related to the Integrated Workshop Approach as well as Language Workshop.
I will use these resources to describe to my teachers what language workshop is, the
components and framework, and why it is important.

Hartman, K. (2012, October 15). Language Workshop Description and Guide.

Retrieved November 30, 2015, from http://www.gbaps.org/DistrictBoard/Departments/Teaching_and_Learning/Documents/Balanced Literacy
Tabs 5-10/Language Workshop 8.1.pdf
The Green Bay Public Area School District website has a few great resources from the
Teaching and Learning department. Under the Balanced Literacy tab, there are
documents related to the Integrated Workshop Approach as well as Language Workshop.
I will use these resources to describe to my teachers what language workshop is, the
components and framework, and why it is important.
Hasty, M. M., & Schrodt, K. E. (2015). Using writing to support close reading:
Engagement and evidence from the text. Voices from the Middle, 22(4), 20-25.
Retrieved from
http://search.proquest.com/docview/1674172374?accountid=10777
Michelle Medlin Hasty teaches at Lipscomb University, where she works with literacy
coaches through a university partnership with Metro Nashville Public Schools. Katie
Edwards Schrodt, is a doctoral candidate and instructor at Middle Tennessee State
University, where she works with pre-service teachers. In this article, the authors talk
about how using literacy notebooks alongside close reading can increase students
engagement and understanding of text. They also provide several tables and visuals to
show how writing can support close reading and student response to text. This
information will be helpful as I explain close reading to teachers and the tables can
provide practical examples of how to incorporate written responses in Language

Workshop.
Laminack, L., & Wadsworth, R. (2006). Learning under the influence of language
and literature: Making the most of read-alouds across the day. Portsmouth,
NH: Heinemann.
Authors Laminack and Wadsworth provide a meaningful outlook on read-alouds in this
book. They focus on 6 different instructional goals and provide an array of read-aloud
lessons for e2006, ach topic. This is a very practical book that is basically a glorified
book list of endless teaching opportunities. Since reading aloud and discussion are such
major parts of Language Workshop, this resource will provide teachers with a large
collection of book titles to use for several different purposes within the workshop.
Literacy Design Collaborative. (2015). Retrieved December 5, 2015, from
https://ldc.org/
TheLiteracyDesignCollaborativeisanationalcommunityofeducatorsthat
providesonlinetoolsandresourcesforcreatingliteracyrichassignments.Iwilluse
resourcesfromthissitecontaininggradespecifictasktemplatesdesignedaround
specificCommonCoreStandardsthatcouldbeusedaspromptsinreadingresponse
journals.
Martinez, M., & Roser, N. L. (2008). Writing to understand lengthy text: How first
graders use response journals to support their understanding of a
challenging chapter book. Literacy Research and Instruction, 47(3), 195-210.
Retrieved from
http://search.proquest.com/docview/205337482?accountid=10777

Miriam Martinez, a professor at the University of Texas, San Antonio, and Nancy L.
Roser, a professor at the University of Texas, Austin conduct this case study involving
three first graders and how they use response journals to make meaning of chapter book
read alouds. The authors describe the findings of these studies and explain the strategies
that each student used while responding in their journal. This information will be useful
to be as I am describing the importance of choosing complex text and responding to text
in meaningful ways.
Miller, D. (2013). Reading with meaning teaching comprehension in the primary
grades (2nd ed.). Portland, Me.: Stenhouse.
Author, Debbie Miller, draws from her thirty years of teaching experience to write this
yearlong guide to creating engaged and independent learners who reflect and think
critically about texts. This book is a very practical, well-organized planner that follows a
gradual release of responsibility model to comprehension strategy instruction. Chapter 2
discusses components of reading aloud, mini-lessons, and reflection and sharing. This
chapter specifically will help me in providing teachers the background information about
these critical components of Language Workshop. Pictures, student work samples, and
books lists make Millers ideas come alive for the reader.
Paquette, K. R., Fello, S. E., & Jalongo, M. R. (2007). The talking drawings strategy:
Using primary children's illustrations and oral language to improve
comprehension of expository text. Early Childhood Education Journal, 35(1),
65-73. doi:http://dx.doi.org/10.1007/s10643-007-0184-5

In this article, the authors describe a strategy called Talking Drawings. This strategy
helps teachers assess students prior knowledge on a topic and their reading and listening
comprehension. The authors describe the steps in implementing this strategy and explain
that a key component of the strategy is that students discuss and confer about their
drawings. I feel this would be a great strategy to include as a resource for K-2 teachers to
incorporate into their language workshop time.
Soffos, C. (2014, November 6). Language Workshop. Retrieved December 1, 2015,
from http://ualr.edu/literacy/files/2013/10/Carla-Soffos-LanguageWorkshop.pdf
Carla Soffos is a University Clinical Coach for the Partnerships in Comprehensive
Literacy (PCL) model and the Comprehensive Intervention Model (CIM). This resource
is a PowerPoint presentation given by Carla Soffos about language workshop. She
describes the framework of language workshop and goes through the components of
complex texts, close reading, text-dependent questions, annotation, and interactive
readings. This is a very helpful resources and I will use many parts of it to inform
teachers about each component of language workshop.
Wollman-Bonilla, J., & Werchadlo, B. (1995). Literature response journals in a
first-grade classroom. Language Arts, 72(8), 562. Retrieved from
http://search.proquest.com/docview/196847004?accountid=10777
Julie E. Wollman is the president of Edinboro University in Edinboro, Pennsylvania.
Barbara Werchadlo is a first grade teacher who invited Julie into her classroom to study
more about literature response journals. After studying students responses they

categorized them into text-centered responses and reader-centered responses. The

authors also explained the importance of oral discussion and text selection. This
information will help me show teachers how response journals can be used as a form of
meaningful response and discussion to text during Language Workshop.