 Reading is developmental  Children read at all different times according to all different schedules, the majority end up reading.  Wanted to implement a reading program that provided more differentiated learning vs. whole group lessons  Successfully piloted Reading Workshop in Kindergarten Spring 2013

 Research supported and recognized as containing all the essential elements of language arts instruction  It is a Balanced Literacy Program  Decoding Skills – Phonovisual  We are so lucky that we already have a phonics program in place. PDS is Phonovisual!  Snap (sight) Words  Writing  Independent reading  Read aloud  Practice and repetition  Word Study  Reading Comprehension

 Emphasis on all children viewing themselves as readers  More time reading builds better readers › “The more you read, the more you know, the more you know, the further you’ll go!” –Dr. Seuss  Individualized instruction through small groups and conferences  Allows for diverse learning styles and differentiation  Guided Reading and Strategy Groups  Reinforces Phonovisual instruction

 Collaboration with an expert at St. Stephens and St. Agnes  On-site training for entire faculty  Attendance at The Reading and Writing Workshop Summer Institute at Columbia University Teachers College, New York City  On-going professional development  Developed monthly and daily Curriculum Plans (see handout)  All teachers have worked hard this summer to familiarize themselves with the program

 Monthly curriculum and themes to expose children to a wide variety of genres and skills  Familiarize children with routines › Mini lesson › Independent reading › Working with a partner › Conferring with a teacher › Partner share with group regarding mini lesson › Book shopping and book sharing › Exposes children to excellent literature through mentor text

 Fountas and Pinnell Benchmark Assessment System to determine independent reading level › Reading is more than decoding. It is a piece of the puzzle. We are looking at decoding, comprehension and fluency. › While some children are able to read everything by a certain age, it is the recommendation of Columbia Teachers College that children read material with subject matter that is appropriate for their age.  Just Right Books › Children read books that they choose at their independent reading level › 5 finger rule

 Reading Room › Purchased over 1500 leveled books for teachers to use in classrooms › Extension activities to reinforce skills  Purchased additional books for classrooms  Leveled libraries in all K, 1, & 2 classrooms  Continued collaboration with other schools

 Collaboration among teachers, Sharon and Connie  Curriculum  Mini lessons  Strategies  Individual children  Connie and Sharon will work together with the teachers to support all the children in their Language Arts instruction.  The library critter system, already in place, correlates with the children’s independent reading levels.  We are available at any time to talk with you if you have questions.  We will be sharing periodic highlights and pictures of Reading Workshop in action!

 Reading workshop fosters a lifelong love of reading and learning  Reading Workshop builds skills necessary to become an excellent reader including: › Increasing reading stamina › Active reading › Talking about books › Appreciation of both fiction and informational texts  Prepares our students for future school experiences and academic responsibilities  Builds upon itself from grade to grade  We are in good company. For example: Holton, Landon, Potomac School, and Maret