Overview:

1. Overview: Why Reading Workshop? Components of Reading Workshop Architecture of a Mini-lesson Snippet of a Mini-lesson (DVD 5:26) Practice a mini-lesson (You will be the students!) Video of students in action during a mini-lesson Curriculum Guides/Alignment to Common Core Units of Study Resources Testimonials Artifacts Questions Handouts

2. What is Reader's Workshop?  Reading Workshop has been based upon the research of Lucy Calkins. She is the founder of Teachers College Reading and Writing Project at Columbia University in New York City. Reader's Workshop provides students with a supportive environment that involves them in authentic reading experiences that focus on the strengths and needs of each individual student. Reader's Workshop helps kids develop strong reading skills through the use of a mini-lesson, shared reading, read aloud, conferencing, independent reading, paired reading, and reading response.The basic philosophy behind the Reading Workshop is to allow students to spend an extended amount of time reading authentic texts that interest them on a daily basis and to provide opportunities to talk about literature. The ultimate goal of a Reading Workshop is to develop life-long passionate readers. 

3. Components of a Reading Workshop • Read Aloud • Mini-lesson • Independent Reading • Conferring/Guided Reading/Small Group Strategy Lesson • Share

4. Read Aloud The workshop begins with a read aloud that lasts approximately 20-25 minutes. It focuses on a skill, strategy, or behavior that will help students become strategic readers.

5. Mini-lesson • This is a ten minute time frame where you are explicitly teaching/modeling a skill or strategy. Very often the current read aloud or prior shared texts are used as examples to support the skill or strategy of the day. • Before being released to independent reading, the children get to practice the skill or strategy within their turn/talk partnership.

6. Independent Reading • The mini lesson is followed by an independent reading time in which children apply the strategy taught or work on an individualized learning target. Each student is reading a book of choice that is on their “just right” independent reading level. They apply the skills or strategies taught to their reading. This time can last between 30-40 minutes.

7. What is the teacher doing? During independent reading time the teacher works with students doing one on one conferring or guided reading.

8. Share Reader's Workshop ends with a time of reflection and sharing. Students have the opportunity to share what they learned, show what worked for them, any struggles they may have had, exciting moments, and new discoveries.  This sharing allows children to learn from each other and to take responsibility for their own learning.

9. Architecture of a Mini-lesson

10. “Connection” • The teacher places the lesson into the context of what has been learned. This might mean giving an example from real life that connects to the lesson. • The connection helps the student understand both what they are going to learn about, and why it is important. • At the end of the connection, the teacher explicitly states what the teaching point or aim is for the day. • The connection is usually about 1-2 minutes, and is usually just the teacher talking.

11. “Teach” • This is the part of the lesson where the teacher models the skill or strategy being taught. This is done by giving examples of the skill or strategy based on our current read aloud or a past read aloud.

12. “Active Involvement” Guided Practice • Students try out the very same skill that was taught in the demonstration. They may be using their own independent reading books to practice the strategy or the current read aloud or novel. • The active involvement can be done individually, or with their turn/talk partner. • It can be done orally or in writing. • While the students are practicing the skill, the teacher circulates to listen or read over their shoulders to assess how they are doing. The accountability piece is HUGE during this time. • After the activity, the teacher recaps by sharing good examples of student work. This part typically lasts between 3 and 5 minutes.

13. Children in Action

14. “Link” • The teacher reminds students of what was just taught, and explains to them how it will apply to their ongoing work as readers and writers. • In most cases, the link should not sound like an assignment, but be more of a “forever invitation.” It usually starts with the teacher saying, “Readers, today and always, when you are reading independently think about the interactions between the characters in your book. Now, off you go!” • This usually takes about 1 minute.

15. Rick’s Reading Workshop5th Grade Teacher from California Based on the Unit of Study, Following Characters into Meaning file:///F:/Teaching%20Reading%20Workshop%20%20Working%20With%20Students%20On%20Improving%20Reading%20Skills.htm

16. Growing Theories about a Character Video

17. Demonstrate a Mini-lessonSong, Pick Myself Up, by Frank Sinatra • I will model the skill of inference and theme by noticing clues in the song. We will also discuss that some of the clues to the theme of the song are phrased in the literary device known as idioms. • http://www.youtube.com/watch?v=yN9zKpO3Qus

18. Active Involvement You will now play the role of student by practicing the skill of inference and theme using a poem called Mother to Son, by Langston Huges. This poem uses metaphors, symbolism, and repetition.

19. Mini-lesson Hand-out

20. Curriculum Guide 4th GradeReading Workshop is Common Core AlignedUnits of Study for the workshop

21. Units of Study for Reading Workshop Units of Study for Reading Workshop • Building a Reading Life • Stamina, Fluency, and Engagement • Following Characters into Meaning • Volume 1: Envisionment, Prediction, Inference • Volume 2: Building Theories, Gathering Evidence • Navigating Nonfiction • Volume 1:Expository Text; Determining Importance and Synthesizing • Volume 2:Narrative and Hybrid Text; Using Text Structures To Comprehend • Tackling Complex Text • Volume 1: Historical Fiction in Book Clubs; Synthesizing Perspectives • Volume 2: Historical Fiction in Book Clubs; Interpretation and Critical Thinking

22. Reading Resources • http://readingandwritingproject.com/- Website for the Teacher’s College Reading and Writing Project • The Art of Teaching Reading , by Lucy Calkins • Pathways to the Common Core , by Lucy Calkins, Mary Ehrenworth, Christopher and Lehman • Strategies that Work: Teaching Comprehension to Enhance Understanding by Stephanie Harvey, Anne Goudvis and Donald Graves • Non-Fiction Matters: Reading, Writing, and Research in Grades 3-8,by Stephanie Harvey • Teaching Reading in Small Groups: Differentiated Instruction For Building Strategic, Independent Readers, by Jennifer Serravallo • Conferring with Readers; Supporting Each Student's Growth & Independence, by Jennifer Serravallo & Gravity Goldberg • Mosaic of Thought, Teaching Reading Comprehension in a Reader's Workshop, by Ellin Oliver Keene & Susan Zimmermann

23. Testimonials

24. Testimonial