Transcript Reading Workshop

Dissecting and Experiencing the
Reading Workshop for Teachers
and Administrators
Pacific Union Conference
Of Seventh-day Adventists
Lynal 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?
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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)
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Reads aloud / Teacher sells a book
Workshop Time (35 minutes)
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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 Aloud
Choices may include:
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Books connected to the monthly
theme or other subject matter
“Sell” books from your classroom
library
Share some favorites!
Workshop Time:
Mini-lesson Topics
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**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
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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)
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You must read your book or story.
You cannot do other homework.
Do not talk to or disturb others during
silent reading.
You must have a book with you when
reading begins.
You may sit wherever you like.
Keep records.
Workshop Time: Responding to
Reading (After independent reading/student rules)
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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
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Have your book read
Be sure your reading log is up to date
Think of things you want to share
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Oral reading
Favorite part, confusing part
Connection to your life
Response project
Next step or goal
Conferences, cont.
teacher’s role
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Listen to the student read a selection
Check book, reading log, project
Interact according to student needs
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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
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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
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Really listen to the student
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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
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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
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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”!
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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?
Questions
and Comments
puc elem resources.htm
RESOURCES
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www.readersworkshop.org
Revisiting the Reading Workshop by
Barbara Orehovec and Marybeth Alley
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From Scholastic ISBN 0-439-44404-7
Inside Reading and Writing Workshops by
Joanne Hindley
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From Stenhouse Publishers
www.stenhouse.com ISBN 1-57110-4852
www.puconline.org