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Dissecting and Experiencing the Reading Workshop for Teachers and Administrators Pacific Union Conference Of Seventh-day Adventists Lynal Ingham / Martha.

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Presentation on theme: "Dissecting and Experiencing the Reading Workshop for Teachers and Administrators Pacific Union Conference Of Seventh-day Adventists Lynal Ingham / Martha."— Presentation transcript:

1 Dissecting and Experiencing the Reading Workshop for Teachers and Administrators Pacific Union Conference Of Seventh-day Adventists Lynal Ingham / Martha Havens

2 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.

3 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

4 Reading Workshop Schedule/Components: 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)

5 Teacher Sharing Time/Read Aloud Choices may include:  Books connected to the monthly theme or other subject matter  “Sell” books from your classroom library  Share some favorites!

6 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

7 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

8 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.

9 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

10 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

11 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

12 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?

13 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.

14 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)

15 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.

16 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

17 Your Turn: What do you remember?

18 Your Turn: What did you observe?

19 Your Turn: What did you learn?

20 Questions and Comments

21 RESOURCES   Revisiting the Reading Workshop by Barbara Orehovec and Marybeth Alley From Scholastic ISBN  Inside Reading and Writing Workshops by Joanne Hindley From Stenhouse Publishers ISBN 


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