Beyond the Basal: Beyond the Basal: Reader’s WorkshopReader’s Workshop

February 17, 2011…schools shouldn’t be about handing down a collection of static truths to

the next generation but about responding to the needs and interests

of the students themselves-Alfie Kohn

Today’s Class

• Describe Comprehension Instruction in our Classrooms

• Describe the Readers’ Workshop Approach

• Participate in a simulation of Readers’ Workshop

Comprehension Quiz

Take the quiz-• How did you do?• What did you do?• What does this tell us about

comprehension?So what does this mean for

comprehension instruction?

What do good reader’s do?

Think of yourself as a reader• How do you approach reading?• Where do you like to be when you

read?• What do you do when a text is

difficult?• What do you enjoy? • How does it affect you?

What is Reading?

• Reading is thinking. Readers are aware of what they are thinking as they are reading and use strategies interchangeably as they read.

• Reading teachers model the thinking process through “Think Alouds” to model the thinking that takes place while reading

5 Behaviors of Readers • Focus reading attention and set purpose in

some way (Predicting strategies)• Ability to organize information during and

after reading (Categorizing, remember what to keep and what to throw away)

• Elaborate on ideas and clarify information (Able to answer questions of others or ask questions themselves)

• Summarize• Self-monitor and Self-correct (Understand

when they don’t understand)

Comprehension

• The process by which we read and get meaning from text

• It is the heart of reading• It happens while we read and as

a result of reading• Different types of texts require

different comprehending strategies

Analyze your Instruction

• Complete the continuum about Reader’s Workshop

• Think about the comprehension instruction and materials available to you in your classroom, complete the chart.

Reader’s Workshop

• Format for classroom reading instruction

• Students interact with texts and each other in a meaningful way.

• Students learn how to select reading material.

• Apply the reading strategies and skills of proficient readers.

Schedule

• Meeting Time (10 minutes)

• Minilesson (15-20 minutes)

• Work Time (30-45 minutes)• Ending Meeting (5-10

minutes)

The Daily 5Gail Boushey and Joan Moser – “The Sisters”

1. Read to Self2. Read to Someone3. Listen to Reading4. Work on Writing5. Word Work

Meeting Time

Meeting Time- • Discuss expectations• Review procedures• Check to see which students

would like a conference or inform students that you need to conference with them

MinilessonMinilesson (15-20 minutes)- In most cases this is done

with the whole group. The teacher can focus the minilesson on:

• Comprehension strategy• Use of a graphic organizer• Modeling a method for responding to reading• Share a piece of reading and a response• Modeling a reading strategy thought a Think-Aloud• Read-aloud• Introducing an Author/Illustrator (Students can do this

too)• Plan for what students will be doing during work time.

– Can give an assignment at the end of the minilesson (“Everyone is to choose a character trait graphic organizer and complete it ” or “Everyone should write a Found Poem using the text they are reading”)

– Determine which students will be working in the guided reading group, if it is happening that day.

Work Time• Guided reading groups- teacher

works with a small group who need help with a strategy. Students still read their individual texts

• Independent reading time• Partner reading• Small groups reading a common text

meet together• Teacher individual conference• Peer Conferences• Opportunities for Reader Response

Ending Meeting

• Students can share a story or response

• Discuss the assignment for the day and share responses

• Review successes• Solve problems that may have

arisen during workshop time

What it looks likehttp://www.learner.org/libraries/readingk2/pursley/

index.html#

Teaching Reading: K-2 Workshop(12:00)1. What grouping formats does the

teacher have?2. What was the “minilesson”3. How did the teacher transition the

students?4. What happens during the conference?Complete the Venn Diagram as you view

Our Reader’s Workshop• Class Meeting

– Expectations during RW

• Minilesson– Found Poems Readwritethink.org

• Small Group Work– Vocaroo– Guided Reading Group

• Independent Reading– Write a Found Poem– Do a character analysis– Select a Reading Response from the list (Doodle Splash,

Character Chart, Diary Entry, Story Map, Connections, Chart, Compare/Contrast

Ending Meeting (share what you did)

Practice, Practice, Practice-Explicitly teach the expected behaviors and routines of

Reader’s Workshop. The first minilessons should focus on:

• How to move around the room during reader’s workshop (how to come together as a group, where you can read during independent reading time)

• How to treat books and other reading materials (audio tapes, computers, etc.)

• Modeling how to have conversations about books• Selecting “just right” books• How to use the classroom library• Where to find and how to care for materials

(highlighters, post-it notes, writing materials, art materials)

Have a Variety of Texts• Expand your definition of texts. Reluctant

readers can be motivated to read magazines, newspapers, comics, graphic novels, books on tapes, film. They can incorporate the comprehension strategies using these texts and may be motivated to read other texts when they see that reading is a valuable pastime.

• This is a time for readers to actively engage in reading that is genuinely interesting to them.

• Reader’s Workshop is an opportunity for the English Language Learners in your class to engage with texts in their first language.

Stop, Start, Continue

• Snow Day Make-up: Thursday, March 3

• Meet in ACEC 2204/2205

Provide a Variety of Ways to Respond to Text

• All response to texts do not have to be written!

• Reader’s Workshop is a great opportunity to differentiate. Students have “different ways knowing” and can show their responses to texts through art, music, drama, etc.

http://oak.cats.ohiou.edu/~glasgow/Glasgow-activities.pdf

Inquiry Time

• Use this time to explore materials for your Inquiry Topic

• Discuss with others in your group

• Take an ideas you would like to try in your classroom before the next meeting

Next Time

• Snow Day Make-up: Thursday, March 3

• Meet in ACEC 2204/2205