1. Readers’ Workshop Debi Ardon Literacy Specialist/Coach Hadley School

2. Readers’ Workshop o Swampscott began implementation of Readers’ Workshop the Fall of 2014. o Teachers have been receiving on-going professional development from the consultants at the Teaching and Learning Alliance.

3. What is Readers’ Workshop? Reader’s Workshop is a structure for teaching reading that combines explicit, teacher-directed instruction in reading strategies and literary elements with lots of time for students to practice reading independently with books of their own choosing at an appropriate independent level. It is designed to facilitate: differentiated instruction in reading strategies plenty of time for students to read/build stamina expose students to quality literature in a variety of genres a classroom community where reading is a source of excitement and joy

4. Research says… In the workshop model, students are invited to become actively involved in their learning, and in the process learn more about how to read various kinds of texts (Atwell). If you want kids to fail, give them “hard books,” or text they can’t read with at least 96% accuracy and comprehension. Reading text that is too hard leads to frustrated and unmotivated students (Allington).

5. Research says… Students are given an opportunity to read at their own level and choose their own books. Research has shown that motivation predicts reading volume, which improves achievement (Allington). Reading improves when: More time is provided in uninterrupted blocks Students think about what they’ve read and explain their thinking There is on-going explicit and strategic instruction Students have “literate conversations” (Allington).

6. Basic Components of Readers’ Workshop ①Focus Lesson ②Independent Reading (guided reading groups, strategy groups, one-on-one conferring) ③Group Share

7. Focus Lesson Focus lessons are brief teaching opportunities (approximately 10 – 15 minutes) Types of focus lessons: procedural (how-to), literary, and strategy and skill Organization of Focus Lessons: a)Connection (makes a connection with prior learning) b)Teaching Point (model or verbally present lesson focus) c)Active Engagement (Children have an active role in understanding teaching point) d)Link to ongoing work

8. Guided Reading Groups Strategy Groups Guided Reading 3-6 students Students are at the same reading level Students practice skills at their instructional level (one level higher that their independent reading level) Strategy 3-6 students Students may be at different reading levels Teacher re-teaches the strategy previously taught for those who need another “dose”

9. During Independent Reading The teacher is: teaching a small guided reading group teaching a small strategy group conferring one-on-one with students conducting formative assessments The students are: reading their just right books applying and demonstrating skills to their own books Demonstrating understanding through post-it notes, stop and jots, etc. responding to the text in their journals

10. Independent Reading/ “Just Right” Books at School A text is “just right” for our purposes at school if: the student can read it with 96%-100% accuracy it’s not too long, so the students can practice the skills taught (ex: while a student may be able to read Harry Potter, this book is probably too long for most students to benefit from the focus lessons) is appropriate for age group (consider content, theme, etc.)

11. Conferring During independent reading, teachers are conferring one-on-one with students. Conferences allow time for the teacher to individualize instruction. Parts of a conference: Celebrate something the students has done well Offer a teaching point/area for improvement Set goals

12. Group Share The group share helps readers feel a sense of belonging in a community of readers. Approximately 5 minutes Classmates get the opportunity to hear what others are reading. Students verbalize connections with the text, make recommendations and talk about parts of a story that they enjoyed, disliked, found interesting, or confusing.

13. Materials Needed Leveled and diverse classroom library, easily accessible to students Storage bins or baskets for leveled texts Tote bags, tubs, gallon-size baggies, or magazine files for each student’s “just-right” books

14. How does Readers’ Workshop meet the needs of all learners? “When children read independently during independent reading workshop, they read just-right books, which are books that match their independent reading levels” (Collins 2004). Texts are student-selected, which caters to their specific interests. Student talk and reading responses are authentic. Readers’ Workshop allows for opportunities for individualized instruction with the teacher.

15. Thank you for your interest and support in your child’s literacy development! Comments? Questions?

16. References Allington, R. L. (2002) What I’ve Learned About Effective Reading Instruction. Phi Delta Kappan, 83, 740- 747. Boushey, G. and Moser, J. (2006) The Daily 5: Fostering Literacy Independence in the Elementary Grades. Portland, Maine: Stenhouse Publishers. Bryan, J.W. (1999) Readers Workshop in a Kindergarten Classroom. The Reading Teacher, 52(5), 538-540. Collins, K. (2004). Growing Readers: Units of Study in the Primary Classroom. Portland, Maine: Stenhouse Publishers. Harvey, S. and Daniels, H. (2009) Inquiry Circles in Action: Comprehension and Collaboration. Portsmouth, New Hampshire: Heinemann. Taylor, S.V. and Nesheim, D.W. (2000) Making Literacy Real for “High-Risk” Adolescent Emerging Readers: An Innovative Application of Reader’s Workshop. Journal of Adolescent & Adult Literacy, 44(4), 308-318. Williams, M. (2001) Making Connections: A Workshop for adolescents who struggle with reading. Journal of Adolescent & Adult Literacy, 44(7), 588-602.