Reader's workshop explained
The Reading Workshop is a teaching method in which the goal is to teach students strategies for reading and comprehension. The workshop model allows teachers to differentiate and meet the needs of all their students. Reading Workshop helps to foster a love of reading and gives students chances to practice reading strategies independently and with guidance. This workshop model is similar to the Writing Workshop model. (see Writing Workshop link on this website) LUCY CAULKINS DISCUSSES READING WORKSHOP
Oskaloosa has chosen to use the Reading Workshop Model but there are other models of literacy instruction as well. Please see Balanced Literacy Framework page for more information on another literacy model of instruction.
Components of the Reading Workshop:
Angela Maiers broke down the time components used in a balanced literacy block. She uses the 2-5-2 formula as a way to think about the role of the teacher when facilitating any workshop (or clubhouse) method of instruction. Each of the elements is broken down below. You may find you already are using many of the techniques outlined below. They are not necessarily all done during every literacy block nor will you begin your Workshop journey by implementing all of the techniques below. Once you become an expert at one area, think about introducing another element of Workshop. In Oskaloosa we have decided to begin with the mini-lesson and the use of Anchor charts.
Amanda Doud has shared this website to help get started - it has wonderful information!!!!
Time: Component: (2) 10 - 15 minutes Mini-lesson, 5 - 10 minutes Read-aloud (can be in conjunction with mini-lesson), (5) 30 - 60 minutes Independent Reading & Conferring Guided Reading Response and Reflection, (2) 5 minutes Sharing (Total time 90 minutes)
The video below is Lucy Caulkins explaining the importance of using the Reader's Workshop to increase students' literacy skills!
Oskaloosa has chosen to use the Reading Workshop Model but there are other models of literacy instruction as well. Please see Balanced Literacy Framework page for more information on another literacy model of instruction.
Components of the Reading Workshop:
Angela Maiers broke down the time components used in a balanced literacy block. She uses the 2-5-2 formula as a way to think about the role of the teacher when facilitating any workshop (or clubhouse) method of instruction. Each of the elements is broken down below. You may find you already are using many of the techniques outlined below. They are not necessarily all done during every literacy block nor will you begin your Workshop journey by implementing all of the techniques below. Once you become an expert at one area, think about introducing another element of Workshop. In Oskaloosa we have decided to begin with the mini-lesson and the use of Anchor charts.
Amanda Doud has shared this website to help get started - it has wonderful information!!!!
Time: Component: (2) 10 - 15 minutes Mini-lesson, 5 - 10 minutes Read-aloud (can be in conjunction with mini-lesson), (5) 30 - 60 minutes Independent Reading & Conferring Guided Reading Response and Reflection, (2) 5 minutes Sharing (Total time 90 minutes)
The video below is Lucy Caulkins explaining the importance of using the Reader's Workshop to increase students' literacy skills!
components of reader's workshop
2
Mini-lesson - WATCH VIDEO
The mini-lessons (Direct Instruction) for the Reading Workshop teach concepts, strategies, and techniques for reading and comprehension while encouraging students to read and interact with good literature. The 10-15 minute mini-lessons gives teachers the opportunity to give direct instruction to students and model the lessons using authentic literature. WATCH VIDEO OF MINI-LESSON
Sample mini-lessons can include:
- Read Aloud using Mentor Texts
- comprehension strategies
- procedures for Reading Workshop
- reading strategies and skills
- literary elements - WATCH VIDEO ON TEACHING GENRES
- literary techniques (i.e. voice, descriptive words, etc.)
- Read-Aloud of genre study being conducted - A FUN WAY TO REMEMBER THE GENRES OF FICTION IN SONG
- Use of Anchor Charts -- WATCH VIDEO
- Turn and Talk Strategies
- Build on Learning Target
- Prior knowledge review
- Review the question from the day previous
- Support all levels of learners
- Helps focus on a specific skill in reading
- Time to build confidence and love of subject
- All students should be given the opportunity to answer each question - turn to neighbor, etc. techniques should be use
The read-aloud is an activity in which the teacher reads a book aloud to the whole group. The purpose of the read-aloud is to model appropriate reading behaviors and reading strategies. It is also a time to expose children to a variety of genres and literary styles. The teacher has an opportunity to show students the joys of reading and teach them how to think and discuss text. Teachers should have a set purpose for each read-aloud and should read with the proper fluency, rhythm, and intonation. The read aloud can be used in conjunction with the mini-lesson. It provides students with the opportunity to see the teacher model the lesson using an authentic text.
Sites on Read-Alouds:
Morning Meeting (Should not be skipped!)
- An opportunity to check in with selves and others
- A time to review the day before and look forward to the day
- Good time to look at the Learning Targets
- Could be part of the Mini-Lesson time
- Important for all students to have the opportunity to answer each question - they must hear their voices!
example of a mini-lesson
Examples of Anchor Charts
Next steps in reader's workshop
5
Guided Reading Groups - WATCH VIDEO
Independent Reading & Conferring: Guided Reading:
Independent Reading is the heart of the Reading Workshop. This is the time when students practice strategies modeled in the mini-lesson or practice reading. Students can read alone, in pairs, or in small response groups. Teachers have the opportunity to confer with students or teach guided reading lessons or have a small-group lesson on a specific strategy or skill. Teachers can also do various assessments such as running records, retellings, or keeping anecdotal notes on children's progress.
Some activities include:
Response & Reflection:
Students need opportunities to respond and reflect about what they are reading. It helps clarify their thinking, ponder questions, and develop divergent thinking. There are many ways students can respond to text:
Sites on Reader's Response:
The class regroups to discuss what they learned or did in their groups, such as which strategies they employed for reading, or projects they worked on. Share time is VERY IMPORTANT and should not be skipped. Some of the benefits include:
Guided Reading Groups - WATCH VIDEO
- Practice transitions
- Call the Guided Reading Group to table with all materials - this is why you must practice, practice, practice routines!!!
- Keep Guided Reading Groups SACRED - unless there is an emergency, do not interrupt - WATCH VIDEO ON GUIDED READING GROUPS
- Use synonyms to build vocabulary
- Share feeling statements
- Good way to practice English Language Arts rich words, speaking and listening skills
- All students are reading books at their level
- Time for the teacher to conference or focus on one student
- Literacy Centers - WATCH VIDEO
- Students all have and keep their own reading log
- They can reflect or respond to prompts
- They can jot down how they feel about what they are reading or how a book makes them feel as they read
- Perfect opportunity to have students be metacognitive
- Build stamina for reading and writing
- Work on individual student skill deficits
- EXAMPLE OF A READING LOG INCORPORATING CONTENT
- Angela Maiers suggests during the independent reading time to take time to "love up" your students by "whisper in the ear" time is used to ask reflective questions to students
- This is time to "check in" with students about their reading or math work. Depending on your goal for that student each conference will sound differently - WATCH VIDEO ON CONFERENCING
Independent Reading & Conferring: Guided Reading:
Independent Reading is the heart of the Reading Workshop. This is the time when students practice strategies modeled in the mini-lesson or practice reading. Students can read alone, in pairs, or in small response groups. Teachers have the opportunity to confer with students or teach guided reading lessons or have a small-group lesson on a specific strategy or skill. Teachers can also do various assessments such as running records, retellings, or keeping anecdotal notes on children's progress.
Some activities include:
- Responding to text in reader's response notebook.
- Participate in literature circles.
- Story chat with a group of students.
- Work with a reading partner.
- Do some silent reading
- Plan for and Monitor IR
- Developing Reading Plans
- Independent Reading Contract
- 50 Reproducible Strategy Sheets That Build Comprehension During Independent Reading
Response & Reflection:
Students need opportunities to respond and reflect about what they are reading. It helps clarify their thinking, ponder questions, and develop divergent thinking. There are many ways students can respond to text:
- share connections made with text or mini-lessons
- use a reader's response journal to write responses and reactions while they are reading or afterwards
- keep a reading log
- respond to directions given by teacher (i.e. write a summary, fill in a character map, etc.)
- have conversations with teacher or classmates about their reading
Sites on Reader's Response:
- Instant Independent Reading Response Activities
- Independent Reading Activities That Keep Kids Learning. . . While You Teach Small Groups (Grades 3-6)
- Reader's Response Journals
- Reader's Response Journal (Great slide show!!)
The class regroups to discuss what they learned or did in their groups, such as which strategies they employed for reading, or projects they worked on. Share time is VERY IMPORTANT and should not be skipped. Some of the benefits include:
- a way to assess what students have and have not learned.
- students learn to listen, think, and talk about their learning
- keeps kids on task, knowing that they will have to discuss their work during share time
- Knee to knee: partners go knee to knee to discuss a teacher's question or share what they learned/did in Reading Workshop.
- Individual Share: teacher asks one student to share something they practiced that the teacher noticed during Reading Workshop.
- Group Share: Have students sit in groups to have discussion on a topic or a strategy.
guided reading groups and the daily five examples
last steps of reader's workshop - important to reflect and wrap up with a review!
2
Sharing - Closing or Wrap-Up
- This is a time to review the goals for the day
- How did they feel about their learning today?
- Good time to journal
- Good time to review
- Important for all students to answer and hear their voice
overview of reader's workshop
things to consider -
Angela Maiers might call this time “Living the life of a reader, and living the life of a writer.”
Setting Norms: Rituals and Routines to Support the Workshop Approach
Many who have perfected the Workshop Model spend half to two months doing just rituals and routines. Begin with one element of the Workshop at a time to integrate and once they have perfected it, move to the next phase of the workshop. (To remind students of the routines, use posters hung on the wall.)
Questions to ask students as you learn the Workshop Method:
Many who have perfected the Workshop Model spend half to two months doing just rituals and routines. Begin with one element of the Workshop at a time to integrate and once they have perfected it, move to the next phase of the workshop. (To remind students of the routines, use posters hung on the wall.)
Questions to ask students as you learn the Workshop Method:
- What is a just-right book?
- How do you use a classroom library?
- How do you come to the carpet?
- How can you be an active listener?
- What should student behavior be like in a one-on-one conference
- What is your notebook?
- What is your in-progress folder?
- How do you write independently?
- What is a draft?
- What does the word edit mean?
- How do you get help, without interrupting a conference?
- What should student behavior be like in a one-on-one conference?
Additional Links to Check out!
- Living the Life of Reader and Writer
- Reading Workshop - from the Expert
- Reflecting on Reading Workshop