Reader’s Workshop 101 October 8, 2013

What are the components of Reader’s Workshop? Interactive Read Aloud (first or last) Mini-lesson Independent Reading Conferencing/Reading Groups Mid Workshop Teaching Point Share

Interactive Read Aloud Used to model the work students will do as a reader within the lesson or the unit as a whole Think alouds to model what good readers do 1 to 2 bands above your current grade level expectation Strategically chosen to support the work of the current unit Tied to the mini-lesson; Therefore, it needs to be done prior to the mini-lesson (day of or day before)

Mini-lesson Explicitly teach skills or strategies and/or demonstrate a teaching point. –Connection –Teach –Active Involvement (Turn and Talk, Stop and Jot) –Link What is necessary and important for majority of readers (Grade Level) Anchor Chart –Created for student use –Gives students a guide for today’s learning and independent reading work –Teaching point/I can statement (Great readers do ___ by ___)

Independent Reading Books on student level Students are reading and working on mini-lesson point for the day. Accountability is crucial for success. –Reader’s Responses –Graphic Organizers –Double Entry Journal –Exit Tickets –Sticky notes –Rubric work from conferencing

Conferencing during Independent Reading Time Student driven Topics come from rubrics from UbD units (whole class), continuum (guided/strategy groups), and student needs (individual student). Keep notes on each conference –Start with a positive and discuss previous reading work in reading notebook –Leave student with a teaching point to work on –Next time, check back in on the previous teaching point Rick’s Reading Workshop: Silent Reading

Reading Groups during Independent Reading Time Guided Reading Groups –Based on student levels –Basis of work is pulled from the continuum –Aligns with the work of the unit –Conferencing can occur during this time Strategy Groups –Based on skills students are having difficulty with during the unit

Mid-Workshop Teaching Point Will happen as needed Clarify the work of the readers Show exemplar work of a reader Extend the work of the mini-lesson if needed

Share Review of the teaching point of the day Show or share the work we have done as readers on the mini- lesson If you are going to partner share, walk around and listen to student discussions to ensure the discussion aligns with the teaching point. Strategically choose which groups share with class

Questions? What do you still need to know?