Dissecting and Experiencing the Reading Workshop for Teachers

and Administrators

Pacific Union ConferenceOf Seventh-day AdventistsLynal Ingham / Martha Havens

Reading Workshop Rationale

Strengths: Students read at their own level Reading skills (comprehension strategies, fluency,

word solving) are taught based on individual and group needs

Activities are student-directed with students working at their own pace

Teachers work individually with students Love of reading may increase! Extended time daily

for students to read authentic texts that interest them

Drawbacks: Teacher may feel a loss of control Students must learn to be task oriented and use

time wisely to succeed.

What happens during Reading Workshop?

Students choose books and read and respond independently

Teachers monitor students’ work through conferences making note of areas of need

Students share books they have read with their classmates during sharing time

Reading Workshop Schedule/Components:20-30 minutes or 50 minutes every other day

Teacher Sharing Time (5-10 minutes) Reads aloud / Teacher sells a book

Workshop Time (35 minutes) Mini-lesson (5-10 minutes) State of the class (5 minutes) Independent reading Responding to independent reading Conferencing Record keeping Reading project

Student Sharing Time (5-10 minutes)

Teacher Sharing Time/Read AloudChoices may include:

Books connected to the monthly theme or other subject matter

“Sell” books from your classroom library

Share some favorites!

Workshop Time:Mini-lesson Topics

**Mini-lesson topics should be driven by student needs as shown in conferences and reading behavior.

Other Topics may include: Procedural lessons Literary concepts lessons Strategies/skills lessons

Workshop Time: State of the Class

Students set daily goals to accomplish during workshop time

Students identify their daily goal by responding in code – quick response

Some classes use charts, cup and stick or clothes pin method

Workshop Time: Independent Reading (Student Rules for Reading Workshop)

1. You must read your book or story.2. You cannot do other homework.3. Do not talk to or disturb others during

silent reading.4. You must have a book with you when

reading begins.5. You may sit wherever you like.6. Keep records.

Workshop Time: Responding to Reading (After independent reading/student rules)

Fill in reading log Prepare for conference Conference with the teacher or

friend Choose a new book Students work on reading projects Writing projects, book publishing Other ideas – student decides

Workshop Time: Conferencing with the Teacher:student’s role

Have your book read Be sure your reading log is up to date Think of things you want to share

Oral reading Favorite part, confusing part Connection to your life Response project Next step or goal

Conferences, cont.teacher’s role

Listen to the student read a selection Check book, reading log, project Interact according to student needs

Check on progress toward previous goals Discuss one or two ideas/connections Extend the mini-lesson Work on a specific skill Assess progress

Set a new goal Record progress in notebook

Sample Conferencing Questions teacher’s role

How is your reading going? Why did you choose this book? Tell me about what you’re reading. Are there sections of the book where you think

the author has done a good job? How does the book begin? What are some things you have learned about

reading? Is there a part you would like to read to me? What would you like to learn to become a better

reader?

Conference Etiquette teacher’s role

Really listen to the student Look at the student Hear their responses Repeat the student comments Don’t let your records get in the way of

a great conference.

Workshop Time: Record Keeping

Reading log Reading journal Check the reading program for

backline masters or teachers make their own

Use a folder Make note of re-reading (Emergent

readers should read books 3-5 times)

Workshop time: Reading Project

Reading projects are student responses to literature Reading projects are to be completed during workshop

time

Students select a book to creatively share with the class and present as assigned by teacher.

Students discuss reading project plans with the teacher during conference time

Projects are shared with the class during sharing time

Reading projects may include: PowerPoint presentation, slide show, dramatization, diorama, book box, shadow puppet show, game, demonstration, poster presentation, etc.

Student Sharing Time time to “show off”!

Teacher must model to student how to share the Literary talk – or time to talk about what is being read.

Buddy or small group can share Keep sharing time short – 2-3 minutes What to share (favorite parts, pictures,

opinions or read a page or two) On occasion – student shares/makes a

plug for his/her book to the whole class

Your Turn:

What do you remember?

Your Turn:

What did you observe?

Your Turn:

What did you learn?

Questionsand Comments

RESOURCES www.readersworkshop.org

Revisiting the Reading Workshop by Barbara Orehovec and Marybeth Alley From Scholastic ISBN 0-439-44404-7

Inside Reading and Writing Workshops by Joanne Hindley

From Stenhouse Publishers www.stenhouse.com ISBN 1-57110-4852

www.puconline.org

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