®TM1There’s a new star in Literacy.Complete, Connected, and Completely FlexibleDear Educator, It is with great excitement that I introduce to you a rising star in literacy: Benchmark Workshop!In English and SpanishThis star was born out of our commitment to publishing quality instructional materials that support literacy and language development for ALL children!At the heart of our new star are your stars –your students. How can we ensure they shine to their full potential and meet today’s expectations? Utilizing a common-sense instructional approach, our mission is for students to become powerful readers and writers in the classroom and in the real world. Led by an authorship team of literacy experts, Benchmark Workshop provides a clear path to meeting today’s new standards and expectations. The unique architecture offers effi ciency, fl exibility, and choice, as well as a roadmap for effective instructional decision-making. Benchmark Workshop was created for you, a responsive teacher guiding your young stars toward a very bright future. The modules, used alone or together, provide you with choice, honor your time, and give you fl exibility. We invite you to look inside and explore the possibilities of using Benchmark Workshop inyour classroom! Sincerely, Tom Reycraft Founder and CEODesigned for: • Today’s New Standards • Responsive Teaching• BiliteracyWRITER’SWORKSHOPPROFESSIONAL DEVELOPMENTTECHNOLOGYPHONICS & WORD STUDY WORKSHOPREADER’SWORKSHOPTMComplete, Connected, and Completely FlexibleTMINTRODUCINGDesigned for: • Today’s New Standards • Responsive Teaching• BiliteracyBy Adria F. Klein andPeter A erbachMEANINGFULREADINGASSESSMENTPD ESSENTIALSTMBENCHMARKBy Adria F. Klein andPeter A erbachASSESSMENT© Benchmark Education Company, LLC 76 © Benchmark Education Company, LLCSmall-group reading instruction is a part of almost every reading program—and for good reason. Effective instruction is personal and intensive, and instructing students in small groups allows us to provide them with this personalized and intensive instruction. Using appropriately selected books, we can target our instruction and provide feedback to each group member, so that all students get precisely the support they need to make progress. Small-group reading instruction is also an essential component of a comprehensive literacy framework. A key feature of comprehensive literacy is that it is based on the gradual release of responsibility approach to teaching and learning. The gradual release of responsibility was developed by literacy researchers P. David Pearson and Margaret Gallagher (1983) from the work of psychologist Lev PUTTING IT IN PERSPECTIVEVygotsky. It suggests that adults should teach and support students at “the growing edge of the [their] competence” (Bruner, 1986). In a gradual release approach to teaching a strategy, students first observe the teacher, who is modeling how and when to use the strategy, and is responsible for this aspect of the lesson (I do). Then students observe and participate in small intervals of practice (I do, you help). Next, students take on more of the work, practicing the new learning while we provide support (you do, I help). Then, students apply the strategy on their own (you do, I watch) while still in the classroom, so we can observe and return scaffolding if it is clearly needed. Finally, students begin to transfer their learning to independence. Students adjust, apply, and adapt the strategies by taking full responsibility of their learning. Small-group reading instruction is generally the you do/I help, or practice, part of the gradual release model. The teacher guides students, but students are doing more of the work.While small-group work is at the heart of guided reading, it must not be seen as an end in itself . . . Small-group guided reading, as powerful as it is, must be understood as but one part of a comprehensive literacy program.Regie Routman, 2002What are the roles of students and teacher in different approaches to small-group reading instruction?What opportunities exist to incorporate different types of small-group practices?How can we manage independent work time as we meet with small groups of students?What is the role of small-group reading in a comprehensive literacy framework?6 © Benchmark Education Company, LLC6 © Benchmark Education Company, LLCPHONICS W O R K S H O PTMDEL LECTORT A L L E RTMREADER ’SW O R K S H O PTMTMDE FONÉTICAT A L L E RTMT A L L E RTMT A L L E RTMAPPROVED SIZE RELATIONSHIP WHEN USED SIDE BY SIDELinda Hoyt, M.A.Reading specialist, curriculum developer, Title I teacher, staff developer, and Title I District CoordinatorDebbie Whitt Jarzombek, M.Ed.Educational consultant, literacy professional development specialist, and curriculum development leaderPeter Affl erbach, Ph.D.Professor of Reading in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland Wiley Blevins, Ed.M. Early reading specialist, children’s book author, curriculum developer, and author of many professional books on phonics and word study René Boyer, Ed.D.Professor Emeritus of Music Education at the University of Cincinnati; nationally and internationally recognized for multicultural and urban music educationOur Author & Consultant TeamBenchmark Workshop’s authors are pedagogical leaders and instructional innovators. Their work is grounded in real-world classroom practice. Each workshop is supported by comprehensive professional development solutions delivered by highly qualifi ed trainers – experts in comprehensive literacy. Our PD solutions are customizable and delivered in formats tailored to your school needs.PD Essentials Critical resources from the fi eld’s most practical and profound authors.By Patty McGeePD ESSENTIALSTMBENCHMARK7 ESSENTIALSOF WRITER’S WORKSHOPBy Patty McGee© Benchmark Education Company, LLC 76 © Benchmark Education Company, LLCSmall-group reading instruction is a part of almost every reading program—and for good reason. Effective instruction is personal and intensive, and instructing students in small groups allows us to provide them with this personalized and intensive instruction. Using appropriately selected books, we can target our instruction and provide feedback to each group member, so that all students get precisely the support they need to make progress. Small-group reading instruction is also an essential component of a comprehensive literacy framework. A key feature of comprehensive literacy is that it is based on the gradual release of responsibility approach to teaching and learning. The gradual release of responsibility was developed by literacy researchers P. David Pearson and Margaret Gallagher (1983) from the work of psychologist Lev PUTTING IT IN PERSPECTIVEVygotsky. It suggests that adults should teach and support students at “the growing edge of the [their] competence” (Bruner, 1986). In a gradual release approach to teaching a strategy, students first observe the teacher, who is modeling how and when to use the strategy, and is responsible for this aspect of the lesson (I do). Then students observe and participate in small intervals of practice (I do, you help). Next, students take on more of the work, practicing the new learning while we provide support (you do, I help). Then, students apply the strategy on their own (you do, I watch) while still in the classroom, so we can observe and return scaffolding if it is clearly needed. Finally, students begin to transfer their learning to independence. Students adjust, apply, and adapt the strategies by taking full responsibility of their learning. Small-group reading instruction is generally the you do/I help, or practice, part of the gradual release model. The teacher guides students, but students are doing more of the work.While small-group work is at the heart of guided reading, it must not be seen as an end in itself . . . Small-group guided reading, as powerful as it is, must be understood as but one part of a comprehensive literacy program.Regie Routman, 2002What are the roles of students and teacher in different approaches to small-group reading instruction?What opportunities exist to incorporate different types of small-group practices?How can we manage independent work time as we meet with small groups of students?What is the role of small-group reading in a comprehensive literacy framework?6 © Benchmark Education Company, LLC6 © Benchmark Education Company, LLCJeff Zwiers, Ed.D.Senior researcher at Stanford University; co-director of the Academic Language Development Network, focusing on accelerating students’ literacy, language, cognition, and conversation skillsPeter Affl erbach, Ph.D.Professor of Reading in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland Silvia Dorta-Duque de Reyes, M.A.2018 NABE Leadership Award winner, member of the Expert Panel – California English Language Development (ELD) Standards, Curriculum Framework and Evaluation Criteria Committee Allison Briceño, Ed.D.Assistant Professor of Elementary Education, San Jose State University – English Learner Leadership Fellow, California Association of Bilingual EducatorsPatty McGee, M.Ed. A professional development specialist, prolifi c writer, consultant, presenter, and author of professional books on writing Adria Klein, Ph.D.Sought-after educational speaker, author, and expert in literacy instruction; author of children’s books and director of a center focused on early literacy intervention at Saint Mary’s College of California Table ofContentsBenchmark Workshop Overview Pages 6–11Reader’s Workshop Pages 13–38Phonics & Word Study Workshop Pages 41–50TMWRITER’SWORKSHOPPROFESSIONAL DEVELOPMENTTECHNOLOGYPHONICS &WORD STUDY WORKSHOPREADER’SWORKSHOP6Combine Modulesfor a Comprehensive Solution• Modules connect through topic and skills. • Cohesive framework for integrated reading, writing, listening, and speaking instruction FlexiblePrint and Digital Resources Celebrate Teacher Expertise• Flexible paths provide teachers with choice. • Tools enhance teacher decisions. • Mini-lessons respect teachers’ time. Build Your Own Workshop• Mix and match modules to meet your classroom’s needs. • Looking for a reader’s workshop but already have a phonics solution you like? Have a word study program but need a writer’s workshop? • Benchmark Workshop’s modules work together or stand on their own. Unit12345678910Life ScienceCharacter MattersGovernment and CitizenshipPerspectives in LiteratureTechnology and SocietyThemes Across CulturesHistory, Culture, and GeographyEarth ScienceEconomics Physical ScienceGrades K–5 Multi-Text Topic-Based Units Vertically AlignedScienceGrades K–5 Knowledge Strand7Meet ELA StandardsAligned Curriculum Within and Across Grade Levels Build Content Knowledge and Expand Vocabulary • Ten vertically aligned knowledge strands connect Grades K–5, building content-area concepts and vocabulary. • Three-week units focus on a topic and skills that cut across Reader’s, Writer’s, and Phonics & Word Study Workshops. In each 3-week unit across the grades, you’ll fi nd: • Mini-lessons focused on a cluster of skills• Gradual release within mini-lessons and across each unit• Students will have time to acquire, master, and transfer learningEngage Students in Targeted Mini-LessonsKnowledge strands focus on: Literary • Science • Social StudiesBENCHMARK WORKSHOP OVERVIEWTECHNOLOGYWHOLE GROUPSMALL GROUPSTANDARDSTOPIC GENRETECHNOLOGYTECHNOLOGYSTANDARDSTOPIC GENRETECHNOLOGYTECHNOLOGYSTANDARDSTOPIC GENRETECHNOLOGYTECHNOLOGYSTANDARDSTOPIC GENREWHOLE GROUPSMALL GROUPWEEK 1WEEK 2WEEK 38Responsive TeachingSupport Teachers to Be Effective Instructional Decision-Makers Assessment to Inform Teaching Decisions • “Look-Fors” in daily mini-lessons • Explicit support for differentiated instruction • Oral Reading Records • Item-based assessment (print and digital)Tools to Support Teacher Expertise and Student Growth• Whole-group and small-group professional guides• Tools to promote whole- to small-group strategy transfer• Constructive Conversation Posters and Cards • Prompting Cards for Scaffolding Readers, and more!Culturally Responsive Practices to Foster a Learning Community • Social and emotional mindfulness emphasized throughout • Constructive conversations encouraging multiple perspectives • Authentic literature refl ecting students’ cultures and experiences9BiliteracyComplete Instructional Solutions for Dual Language Completely Equitable Resources in English and Spanish• Equivalent resources and instruction • Complete alignment to both English and Spanish Language Arts standards • 100% digital in English and SpanishLanguage Development for Biliteracy• Language development for Spanish Learners and English Learners at point of use• Phonics scope and sequence unique to each language • Grammar instruction unique to each languageHigh-Quality Literature in English and Spanish• Authentic, previously published literature in English and Spanish • Engaging new texts written and illustrated by authors from many world cultures • Award-winning contemporary, classic, and traditional talesEnglish English Spanish Spanish BENCHMARK WORKSHOP OVERVIEWNext >