Reader’s Workshop Implementation and Benefits Inaya Bazzi Literacy Coach Salina Intermediate

Students who engage in frequent discussions about what they read are more motivated and have higher achievement scores than students who do not interact with books. Mullis, Campbell & Farstrup, 1993 Engaging students in writing about their responses to reading leads to better reading achievement. Tierney & Shanahan, 1991

A Mini-lesson Step 1: Review anchor chart of comprehension strategy Step 2: Model the process. Model the comprehension strategy being introduced using a think aloud or a mentor text. Step 3: Provide guided practice. Have the students apply the strategy with teacher guidance. Step 4: Provide Independent practice. Step5: Sharing at the end of the reading workshop. Adapted from Teaching for Deep Comprehension By Linda J. Dorn and Carla Sofos

Structure of an Effective Mini-Lesson ZA mini lesson provides direct, explicit instruction for one specific teaching point. The teacher engages students in strategy with a demonstration and modeling of skill using a think aloud (5-10 minutes). The structure of an effective mini lesson is as follows:

Explicit Instruction is the KEY Z1. Connect lesson with lesson from the day before stating what will be learned and setting the purpose for today's reading work. Z2. Teach the new strategy using a mentor text and modeling with think aloud. Be very explicit and direct modeling what proficient readers do to comprehend text.

Guided Practice with Students Z3. Actively engage students in strategy use with a quick opportunity to try it out or discuss with a partner. Z4. Link the lesson to the students on- going reading work, "Today and everyday when you read you will.... because that is what good readers do."

Sharing at the end of the Workshop Z5. Revisit the strategy at the end of the workshop with a whole group share. This allows the teacher to make specific connections to on-going reading work in the classroom.

What do you do after the Mini-Lesson? ZTeacher conducts a reading group while the rest of the students are: ZReading independently. ZWorking in centers. ZListening to stories. ZSharing their responses or reading in literature circles. ZWriting about their reading. ZUsing technology such as the Promethean Board or laptops.

Work with Another Group ZTeacher will ask students to rotate centers while she/he takes another group of students with similar needs. ZUse a timer if necessary. ZIf time permits, take another group. ZMake sure you make time to see the neediest group daily and/or first. ZMake a schedule of rotations.

Sharing at the end of the Workshop This is the most important piece and most neglected element of the Workshop! (5-10 minutes)

Shared Reading ZWhat the child can do in cooperation today, he can do alone tomorrow. Therefore, the only good kind of instruction is that which marches ahead of development and leads it; it must be aimed, not so much at the ripe as the ripening function. L. S. Vgotsky

Shared Reading Definition ZThe whole group/shared reading component is an intentional interactive reading experience with print (enlarged texts, picture book, portions of extended texts, song and poem charts, etc.). During this time the teacher uses the selected text to model and point out specific teaching emphases or grade level expectations

Guided Reading ZWe want to be sure children are working with materials that help them take the next step in learning to read. The books they read should offer just enough challenge to support problem solving but be easy enough to support fluency and meaning. Fountas & Pinnell, 1996

Guided Reading Definition ZGuided Reading is an instructional setting in which a teacher has brought together a small group of children who are similar in their reading behaviors at a particular point in time (20-25 minutes). Each student has his/her own copy of the text at their instructional level from which to read. During this time, the teacher is modeling and teaching reading strategies.

Guided Reading Before Reading ZSelect an appropriate text, one that will be supportive but with a few problems to solve ZPrepare an introduction to the story ZBriefly introduce the story, keeping in mind the meaning, the language, visual information in the text, the knowledge, experience, and the readers’ skills ZLeave some questions to be answered through reading

Guided Reading During Reading Z"Listen in" ZObserve the reader's behaviors for evidence of strategy use ZConfirm children's problem-solving attempts and successes ZInteract with individuals to assist with problem solving at difficulty (when appropriate) ZMake notes about the strategy use of individual readers

Guided Reading After Reading ZTalk about the story with the children ZInvite personal response ZReturn to the text for one or two teaching opportunities such as finding evidence or discussing problem-solving ZAssess children's understanding of what they read ZEngage the children in extending the story through activities as drama, writing, art, more reading, or simply conversation

Sustained Silent Reading ZSustained Silent Reading is one of those common sense ideas that is so obvious and uncomplicated it is often overlooked in today's complex educational scheme. Jim Trelease

SSR Definition ZStudents read texts at their independent reading level for an uninterrupted period of time.

Independent Reading Teacher Role Before Reading ZSet up a classroom library ZKnow independent reading level of students for appropriate book selection ZTeach "book selecting" strategies to students ZSet up expectations for SSR time

Independent Reading After Reading ZEncourage students to connect SSR to previous experiences (text to text, text to self, and text to the world) ZConnect SSR experience to small group, whole group and read aloud skill instruction

Literature Circles A Literature Circle is a student centered reading activity for a group of 4-6 students at any grade level. Each member of a circle is assigned a role which helps guide the group in a discussion of the title they are all reading. Literature Circles provide an opportunity for students to control their own learning; to share thoughts, concerns and their understanding of the events of the novel.

Literature Circles ZIn Literature Circles, small groups of students read the same book. After reading a chapter or two, each student completes a different task. After completing the tasks, the group gets together and discusses what was read and shares what they did.

Why Doing all of this? ZThe more students read and write, the more their prior knowledge grows, which in turn, strengthens their ability to construct meaning as they read. (Allington & Cunningham, 1996) ZStudents considered at risk need more time to read—really read in real texts—in contrast to drills in particular skills. (Allington, 1994) Z"Just plain reading" improves students comprehension, vocabulary knowledge, ability to monitor their own reading for sense, disposition to read independently and English grammar skills. (Herman, Anderson, Pearson, & Nagy, 1987)

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