TLC uses a Reader’s Workshop and Writer’s Workshop format for instruction in reading and writing. Students develop as writers as they participate in mini lessons, literature studies, peer conferences, and one-on-one conferences with their teacher. This child-centered format encourages a lifelong enjoyment of reading and writing, as well as gives students daily opportunities to share their original written work.

Reading and writing workshops are instructional strategies as well as organizational frameworks for language arts instruction. In the workshop, students participate in three broad areas: a mini-lesson conducted by the teacher, writing time, and sharing time. In the workshop strategy, students hold most of the decision-making power regarding material to be read or written, and responses to that reading or writing. The teacher participates as more of a coach or facilitator.

1. Students gather around the teacher for a mini-lesson on a specific reading or writing (including grammar conventions) that the teacher has noticed is needed by the majority of the group. Mini-lessons are kept to 5 –10 minutes.

2. Students spend time reading or writing, as well as time participating in peer and one-on-one teacher conferences. In Reader’s Workshop, students find a comfortable spot to get “into the zone” of reading. In Writer’s Workshop, students participate in all stages of the writing process.

3. The workshop time is concluded with a sharing session, where students share what has been read or written, or share ideas they have come to during the workshop.

TLC Language Arts teachers attend as many as three conferences each year with Writer’s and Reader’s Workshop professionals, including Carl Anderson, Nancy Atwell, Lucy Calkins, Lester Laminak, Katie Wood Ray, and more.