1. WELCOME! OVERVIEW OF READING WORKSHOP

2. WHAT IS READING WORKSHOP?  The workshop model is a model in which all children are involved and engaged.  A teaching method in which the goal is to explicitly teach students strategies to become more skillful at comprehending text.  Involves students in authentic reading experiences that focus on the strengths and needs of each individual student through differentiated instruction.  Emphasizes the importance of student engagement and the interaction between readers and the text.

3. 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.  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.  Reading improves when: -More time is provided in uninterrupted blocks -Students think about what they’ve read and explain their thinking -There is ongoing strategy instruction -Students have “literate conversations”

4. INTERACTIVE READ ALOUD AND DISCUSSION DescriptionTeacher’s RoleStudents’ Role Teacher reads aloud a text and interacts with students by focusing on comprehension strategies 1) models comprehension strategies 2) prompts students to practice the strategies 1) listen and observe 2) practice a comprehension strategy in writing or by discussing it with a partner

5. SHARED READING DescriptionTeacher’s RoleStudents’ Role Teacher uses an enlarged text and both the students and teacher collaboratively read, discuss, and notice specific elements of print 1) models strategies for comprehension, fluency, or word work 2) asks students to join in on the work and practice the strategies 1) observe and follow along 2)practice the strategies in writing or by discussing it with a partner

6. WORKSHOP MODEL DescriptionTeacher’s RoleStudents’ Role A brief 7-10 minute teacher-directed minilesson followed by a large chunk of independent work time for students and/or partner work and then a whole class share at the end 1) Mini-lesson: teaches an explicit strategy 2) Conferences with individual students and small groups, 3) Leads a share and conclusion at the end 1) listen during the mini-lesson 2) actively practice strategies in their independent reading and writing 3) reflect by sharing at the end or having discussions

7. STRUCTURE OF THE WORKSHOP  Mini-lesson (7-10)  Independent Reading or Writing (20-40) -teacher confers and small groups -students may read, write, discuss Partner Work (2-10) Teaching Share (5)

8. WORKSHOP TEACHING IS DIFFERENTIATED Texts:  Read at independent level  Choose books and writing topics Instruction:  One on One teaching (conferences)  Small group instruction Self-Direction:  Move at own pace  Use strategies specific to person and project

9. HOW DO I DETERMINE A READING LEVEL?  Scholastic Reading Inventory  Fountas & Pinnell Benchmark Assessment  MAPS Test  Teacher/student conferences

10. TO RECAP… STUDENTS ARE GIVEN:  Time to choose books, read, think about their reading, and interact with others about what they read.  Choice about the books they read and the strategies they use to help them comprehend.  Structure that allows them opportunities to work with the teacher, one another, and independently.  Opportunities to share their thoughts and feelings about reading.

11. Questions?