Reading Workshop Structure

Jennifer EvansAssistant Director ELASt. Clair County RESA

Evans.jennifer@sccresa.orghttp://www.protopage.com/evans.jennifer

In order to create a literacy environment within your classroom, what things must be considered?

Think – Pair - Share

In order to create a literacy environment within your classroom, what things must be considered?* traffic flow * rich language environment *

rule/procedures * management of materials

*good lighting * preferred seating*interests levels * leveled library * noise level

*relevant activities * file folder games at level*trust * comfort * safety *vision

* work to keep engaged *goal setting

Think – Pair - Share

In order for a guided reading group to be successful, the rest of the students in the class need to be involved in meaningful literacy activities.

Why is structure important?

At your table, take turns sharing examples of

meaningful activities for students to do.

Each time you share, place your chip in the

center.

Everyone must share before you share again.

Take notes of meaningful activities you would like to use.

Chips in:

Students are actively engaged

Concepts and strategies are

reinforced

Collaboration and

independence are

promoted

Meaningful literacy activities are ones in which:

Literacy develops best through social

interaction and dialogue with

others.

Guided reading is essentially a

carefully managed “social occurrence”.

Research tells us that:

One of the most important things we can do as educators is to provide students with ample time for reading and writing.

It is necessary to have a classroom structure in place that supports the other students in their literacy learning.

Management and routines are key!

Whole-Class Meeting Area (This includes my

easel, rug, directors chair, etc.)

Book Shelves for My Classroom Library

My Bulletin Boards (My CAFE board,

Homeworkopoly, 6 Traits Board, Writer's & Reader's

Workshop, All About Me Board, etc.)

Check In/Paper Work Area for Students Computers Materials/Supplies Set

Up

Desks/Tables

Plan Your Space

The sisters – setting up your classroom: http://www.choiceliteracy.com/books-dvds-detail.php?id=57

Classroom set-up:http://workshopteaching.weebly.com/classroom-set-up.html

Setting Up Your Classroom

The Reading Workshop Resource page:http://www.busyteacherscafe.com/literacy/reading_workshop.html

What effective classroom libraries look like: http://teacher.scholastic.com/products/classroombooks/pdfs/research/What_Effective_Libraries.pdf

Daily 5 Literacy Block: http://pinterest.com/megandm/daily-5-literacy-block/

Reading Workshop Sites

105 Minute Reading Block Example

Amount of Time Grouping Types of Activities

10-15 minutes Whole group Mini-Lesson

15 minutes Individual Self-selected reading/journaling

10-15 minutes Whole group Mini-lesson

30 minutes Small groups Guided readingRead to SelfWord workRead to PartnerWrite about Reading

10-15 minutes Whole group Mini-lesson

30 minutes Literacy Centers or Literature Circles or Guided Reading

ConferringRead to SelfRead to PartnerWord WorkListen to ReadingDiscussionsGuided Reading

90 Minute Reading Block Example

Amount of Time Grouping Types of Activities

15 minutes Whole group SpellingBasal storyComprehension strategies/skillsVocabularyPhonicsCooperative learning

15 minutes Individual Self-selected reading/journaling

30 minutes Small groups Guided readingLeveled readersMini-lessonsWord work

30 minutes Literacy Centers or Literature Circles

FluencyComprehensionVocabularyPhonicsSpelling

Read and response

Time Subject Balanced Literacy Element

8:40 – 9:00Morning Procedures

Independent Writing – Journaling Independent Reading Book Selection

9:00 – 10:00

Writer’s WorkshopModeled Writing, Interactive Writing, Independent Writing, Guided Writing, & Read Aloud

10:00 – 11:30

Reading Block

Shared Reading, Guided Reading, Literature Circles, Work Stations, Independent Reading, Read Aloud & Word Study

11:30 – 12:15

Lunch/Recess

12:15 – 12:45

Word Study Spelling & Word Study

12:45 – 1:05

Independent Reading

Self-Selected Reading & Reading Conferences

1:05 – 1:35 Special Area Class Shared Reading, Read Aloud & Word Study

1:20 – 1:50 Intervention Groups

Reading Interventions & Enrichment

1:50 – 2:50 Math Shared Reading & Independent Writing

2:50 – 3:20 Content Area Dependent upon the lesson

The way teachers structure the learning environment and the way students spend their time influences the level of reading proficiency the students have attained at the end of the academic year. (p. 7)

The Daily 5

We wanted to change the atmosphere in our classroom to create routines and procedures that fostered independent literacy behaviors that were ingrained to the point of being habits.

Our goal was for all students to have internalized these expectations and shared experiences in a way that allowed for every child to become engrossed in their reading. (p. 9)

The Daily 5 Literacy Block

The Daily 5 Literacy Block Routine

When trust is combined with explicit instruction, our students acquire the skills necessary to become independent learners. Students will continue their learning even when they are not being “managed” by the teacher. (p. 18)

Providing choice Establish routines Explicitly explain why Build Stamina Good-fit books Anchor Charts Correct Modeling

Key to success:

http://www.youtube.com/watch?v=cgN2WUMW6zM (Calkins – Structures of a Reading Workshop– 5min)

Rick’s Reading Workshop Overview: https://www.teachingchannel.org/videos/reading-workshop-overview

Structures of a Reading Workshop

Mini-Lesson (10-15 minutes): explicit

instruction of skills and strategies

Read Aloud

Think-Aloud

Shared Reading

Modeled Reading

Review

Assessment

Independent and Small Groups (45-

60 minutes):

Independent Reading

Collaboration

Discussions

Guided Reading

Assessment

Conferences

Reinforce/Extend/Re-teach skills

Centers/Menus

Shared Learning (10-15 minutes): time to share and talk about reading

Sharing Projects

Author’s Chair

Assessment

Status check

Review

Essential Components of a Reading Workshop

Goal: Reading Process for the Strategic Reader

Comparison of Traditional and Guided Reading Groups

Traditional Reading Groups◦ Groups remain stable in

composition.◦ Students progress through a

specific sequence of stories and skills.

◦ Introductions focus on new vocabulary.

◦ Skills practice follows reading. ◦ Focus is on the lesson, not the

student. ◦ Teacher follows prepared "script"

from the teacher's guide. ◦ Questions are generally limited to

factual recall. ◦ Teacher is interpreter and checker

of meaning. ◦ Students take turn reading orally. ◦ Focus is on decoding words. ◦ Students respond to story in

workbooks or on prepared worksheets.

◦ Readers are dependent on teacher direction and support.

◦ Students are tested on skills and literal recall at the end of each story/unit.

Guided Reading Groups ◦ Groups are dynamic, flexible, and

change on a regular basis. ◦ Stories are chosen at appropriate

level for each group; there is no prescribed sequence.

◦ Introductions focus on meaning with some attention to new and interesting vocabulary.

◦ Skills practice is embedded in shared reading.

◦ Focus is on the student, not the lesson.

◦ Teacher and students actively interact with text.

◦ Questions develop higher order thinking skills and strategic reading. Teacher and students interact with text to construct meaning.

◦ Students read entire text silently or with a partner.

◦ Focus is on understanding meaning.

◦ Students respond to story through personal and authentic activities. Students read independently and confidently.

◦ Assessment is ongoing and embedded in instruction

http://www.ourclassweb.com/center_activities/readers_workshop/rw_poster_goldilocks_rules.pdf

Five Finger Rule

Choosing Just Right Books

“Just Right” Books

Independent Level 96%- 100% Accuracy with good comprehension and fluency

“Just Right”

Instructional Level 90-95% Accuracy Students can read with teacher support and instruction

Frustration Level < 90% Accuracy “Too Hard”

Components of Language/Word Study

Phonemic Awareness

Phonics Instructions

Vocabulary Instruction

Spelling Instruction

Interactive Edit Vocabulary HandwritingTest

Reading/Writing

Current Events

Modeled or Shared

Reading/Writing

Interactive Read Aloud

http://insideteaching.org/quest/collections/sites/myers_jennifer/workshopapproach.htm

Reading Workshop Videos

ELA Look-fors

1. Plan and Organize Your

Classroom

2. Develop Your Schedule

3. Establish Clear Routines

and Expectations

6. Prepare Relevant

Activities at Level

4. Use Data to Group Students

5. Determine Instruction

7. Progress Monitor

8. Readjust and Plan Instruction

Recap

1. What your classroom will look like (sketch it out)

2. What your schedule will look like (write it out)

3. List your routines and procedures to

explicitly teach

Questions? / Planning Time

Work by yourself or with a partner to develop: