Previously Implemented Instructional Approaches DEAR time (Drop Everything and Read) Whole Group Instruction Literacy Centers Work Stations Guided Reading Reading Groups

Questions I Pondered… How do I allow more opportunities for student-selected reading at their independent reading level? How do I structure my reading instruction to allow more student talk? How do I engage my students with reading in a way that keeps them intrinsically motivated?

Readers’ Workshop Our district announced that implementation of Structured Indpendent Reading will occur in the Fall of 2016.

What is Readers’ Workshop? A learner-center approach to teaching reading in which the reader is involved in the process of discovery The workshop format emphasizes the importance of student engagement, facilities the interaction and connection between readers and texts, and allows for authentic learning to occur. Readers’ Workshop is an organized and managed system of implementing authentic learning opportunities. Allows time for read-alouds, mini-lessons, real reading, student choice, social interactions, and reader’s response opportunities This instructional approach allows for endless opportunities to differentiate instruction. PURPOSE: Readers’ Workshop fosters independence among all readers while effectively utilizing reading strategies.

Guiding Principles “Readers have time to read just-right books independently every day.” “Readers select their own appropriate books.” “Readers take care of books.” “Readers respect each other’s reading time and reading lives.” “Readers have daily opportunities to talk about their books in genuine ways.” “Readers don’t just read the words but also understand the story.” “Readers’ work in the independent reading workshop is replicable outside the classroom.” Cited directly from: Collins, K. (2004). Growing Readers: Units of Study in the Primary Classroom. Portland, Maine: Stenhouse Publishers.

Basic Components of Readers’ Workshop Teacher Read-Aloud Mini-Lesson Reading Independently for 20 minutes Reader Response in Journal Sharing Time/Closure

1. Teacher Read-Aloud Purpose: Helps promote a community of readers and allows modeling opportunities Approximately 10-15 minutes Teacher or student can select the text Teacher models reading strategies Teacher scaffolds fluency (accuracy, prosody, and automaticity) Think-Alouds Numerous “Turn and Talk” opportunities throughout the reading

Organization of Mini-Lessons: Mini-Lessons are brief teaching opportunities (approximately 10 minutes or less) Types of Mini-Lessons: procedural (how-to), literary, and strategy and skill Organization of Mini-Lessons: Connection (mini-lesson makes a connection with ongoing units, students, experiences, etc.) Teaching Point (model or verbally present lesson focus) Active Engagement (Children have an active role in understanding teaching point) Link to ongoing work

3 & 4. Reading and Responses Is the focus of Readers’ Workshop Establishes the reading block as valued and quiet reading time Should include independent reading time RESPONSE: Students keep a readers’ response journal to reflect on the story’s setting, characters, synthesize questions, and make connections with the text.

Conferencing Teachers are conferring with individuals, partners, or small groups during independent reading and response time. Conferences allow time for the teacher to clarify the text for students, encourage connections with the text, assess student comprehension, and individualize instruction. Teachers perform on-going assessments during the reading block.

5. Sharing 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. PURPOSE: helps beginning readers feel a sense of belonging in a community of readers

Teacher & Student Roles TEACHER ROLE: Facilitating independent learning, conferring, observing, teaching, and assessing. STUDENT ROLE: Actively engaged in reading, responding to text (verbal and written responses), talking about text, and sharing thoughts and ideas with peers.

Procedures Before Implementation Patiently model, demonstrate, and clearly state your high expectations Model how-to read, care, select, and organize the books Teach the three ways to read a book: read and talk about the pictures, read the words, & retell Model correct procedures and incorrect procedures (role play)

How will this benefit students? “Children can read their just-right books with fluency, comprehension, and at least 90-95 percent accuracy” (Calkins 2001). Reading becomes valued, meaningful, achievable, and fun for students of all ability levels. Students have time for real reading that caters to their interest and ability, and the opportunity to respond to the text Student talk and reading responses are authentic Readers’ Workshop allows for opportunities for individualized instruction with the teacher Teaches students how to be lifelong readers

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