dissecting and experiencing the reading workshop for teachers and administrators pacific union...
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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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