1

I have the schedule for each week's lessons and activities posted at the front of the class for students to consult when they are unsure of what we are doing. I usually stick the date on as we go along for their convenience as well, because they are required to date rough drafts, and entries in reading logs, and notebooks.

2

The books from the Department of Education have been categorized into genres. The Fiction bookcase contains the genres Historical, picaresque,  naturalistic, , Troubled Teens, Science-Fiction, Mystery, Adventure, Detective, Middle Ages Period), Fantasy, Multicultural, and Animals (Anthropomorphic). I have placed a list of these books above the bookcase so students can return the book to the proper bin.

3

The second bookcase contains NON-FICTION titles. A list has also been made for these and placed on the wall to the right. The bins have been labeled: History, Political Figures, Science Topics, African Canadian, First Nations Canadian, Informational, Sports and Literature, Poetry, Comics, Autobiographical, Biographical, The Body, Earth, Land & Sea, Animals of the World, Canadian Geographic.

4

I use pocket folders to hold the Reading strategy sheets, group activities, Individual writing activities, vocabulary exercises etc. I change these as the workshop goes on. Look at week one's activities and make appropriate sheets.

5

I use longer pocket folders for the Writing Section. I include instructions on Poetry, Essay, Short Story writing, how to keep a notebook, writing strategies, letter writing, role exercises, Plot Structure. I vary these as the workshop progresses. 

6

At the back of the room, I hang instructions for Capitalization, Punctuation, Parts of Speech, Habits of Good Reader's and Habits of Good Writers, Check your work before handing in rules, and the Friendly Letter format.

7

On the white board I have a Revision Chart and A Completed Tasks chart. It is the students responsibility to check off the tasks they have finished. I write in the tasks that I expect them to have complete.

8

I use charts that have been laminated for my read aloud strategy sessions or I use them as a daily strategy lesson throughout the workshop.

9

I have a supply of thesauri, dictionaries, Canadian historical reference books, etymological dictionaries, a set of encyclopedias, reader's digest, a set of atlas, and a set of old National Geographic magazines for interest reading and information seeking.

10

I write up the BIG SEVEN Comprehension Strategies and put them up. I hang the first four in the beginning and add three more as the workshop progresses.

11

I have quick write can  where students place interesting phrases and things that happen to them or anything about the novels they are reading.

I also clearly mark a Hand-In box. This is the only place students leave their good copies. They locate the folder for their class (8A or 8B) On the folder is the list of names with the assignments marked, as they pass the assignment in, they must put a check mark in the box that matches the assignment. I try to supervise this as some students get confused with the boxes.

13

Students work in not more than four per group. I like three the best, however some days the four grouping is more convenient.

I also do paired work frequently. I find pairs work well when editing, TPS, and when peer helping. Students seem to use quiet voices much better during pair groupings.

14

Discussion Circle Rules are placed in clear view and where students can easily be reminded to stay on task.