1. Beyond the Basal: Reader’s Workshop …schools shouldn’t be about handing down a collection of static truths to the next generation but about responding to the needs and interests of the students themselves -Alfie Kohn

2. Today’s Class Describe Comprehension Instruction in our Classrooms Describe the Readers’ Workshop Approach Participate in a simulation of Readers’ Workshop

3. Comprehension Quiz Take the quiz- How did you do? What did you do? What does this tell us about comprehension? So what does this mean for comprehension instruction?

4. Analyze your Instruction Complete the continuum about Reader’s Workshop Think about the comprehension instruction and materials available to you in your classroom, complete the chart.

5. What do readers do? Think of yourself as a reader How do you approach reading? Where do you like to be when you read? What do you do when a text is difficult? What do you enjoy? How does it affect you?

6. Discuss How do you have students respond to text?

7. Reader Response Transactional Theory- the act of reading involves a transaction between the reader and the text. Each "transaction" is a unique experience in which the reader and text continuously act and are acted upon by each other. – A written work does not have the same meaning for every reader – Each reader brings individual background knowledge, beliefs, and context to a reading From the work of Louise Rosenblatt

8. Reader’s Workshop Format for classroom reading instruction Students interact with texts and each other in a meaningful way. Students learn how to select reading material. Apply the reading strategies and skills of proficient readers.

9. Schedule Meeting Time (10 minutes) Minilesson (15-20 minutes) Work Time (30-45 minutes) Ending Meeting (5-10 minutes)

10. Meeting Time Meeting Time- Discuss expectations Review procedures Check to see which students would like a conference or inform students that you need to conference with them

11. Minilesson Minilesson (15-20 minutes)- In most cases this is done with the whole group. The teacher can focus the minilesson on: Comprehension strategy Use of a graphic organizer Modeling a method for responding to reading Share a piece of reading and a response Modeling a reading strategy thought a Think-Aloud Read-aloud Introducing an Author/Illustrator (Students can do this too) Plan for what students will be doing during work time. – Can give an assignment at the end of the minilesson (“Everyone is to choose a character trait graphic organizer and complete it ” or “Everyone should write a Found Poem using the text they are reading”) – Determine which students will be working in the guided reading group, if it is happening that day.

12. Work Time Guided reading groups- teacher works with a small group who need help with a strategy. Students still read their individual texts Independent reading time Partner reading Small groups reading a common text meet together Teacher individual conference Peer Conferences Opportunities for Reader ResponseReader Response

13. Daily 5 Reader’s Workshop format developed by Gail Boushey and Joan Mosher Read to Self Work on Writing Read to Someone Listen to Reading Word Work

14. Ending Meeting Students can share a story or response Discuss the assignment for the day and share responses Review successes Solve problems that may have arisen during workshop time

15. What it looks like http://www.learner.org/libraries/readingk2/pursley/index.html# Teaching Reading: K-2 Workshop (12:00) 1.What grouping formats does the teacher have? 2.What was the “minilesson” 3.How did the teacher transition the students? 4.What happens during the conference? Complete the Venn Diagram as you view

16. Our Reader’s Workshop Class Meeting – Expectations during RW Minilesson – Found Poems Readwritethink.orgReadwritethink.org Small Group Work – Vocaroo – Create a Glog Independent Reading – Write a Found Poem – Do a character analysis – Select a Reading Response from the list (Doodle Splash, Character Chart, Diary Entry, Story Map, Connections, Chart, Compare/Contrast) Ending Meeting (share what you did)

17. Practice, Practice, Practice- Explicitly teach the expected behaviors and routines of Reader’s Workshop. The first minilessons should focus on: How to move around the room during reader’s workshop (how to come together as a group, where you can read during independent reading time) How to treat books and other reading materials (audio tapes, computers, etc.) Modeling how to have conversations about books Selecting “just right” books How to use the classroom library Where to find and how to care for materials (highlighters, post-it notes, writing materials, art materials)

18. Have a Variety of Texts Expand your definition of texts. Reluctant readers can be motivated to read magazines, newspapers, comics, graphic novels, books on tapes, film. They can incorporate the comprehension strategies using these texts and may be motivated to read other texts when they see that reading is a valuable pastime. This is a time for readers to actively engage in reading that is genuinely interesting to them. Reader’s Workshop is an opportunity for the English Language Learners in your class to engage with texts in their first language.

19. Provide a Variety of Ways to Respond to Text All response to texts do not have to be written! Reader’s Workshop is a great opportunity to differentiate. Students have “different ways knowing” and can show their responses to texts through art, music, drama, etc.

20. What do you think? …schools shouldn’t be about handing down a collection of static truths to the next generation but about responding to the needs and interests of the students themselves -Alfie Kohn

21. Connecting to Practice Consider the texts you’ve been using and the Web Tools you’ve explored. How can you fit that into a unit you will be doing.

22. Next Time Reading/Writing Connection – Bring magazines that can be cut up Literacy Assessment