Reading Workshop Presented by Yvonne Shay

The world is full of happiness and plenty to go around, if you are only will to take the kind that comes your way. The whole secret is in being pliable --Daddy-Long-Legs, --Daddy-Long-Legs, Jean Webster, 1912 Jean Webster, 1912

Reading Workshop is Real Reading!

“It is difficult to provide natural motivation for reading in an environment where books are things you work through rather than things you come to depend on for special pleasure and enlightenment.”

Reading Workshop is… “a child centered approach to teaching reading that brings the “real” world of reading into the classroom. Like all “real” readers, the students select their own reading material, read at their own pace, and talk to others about what they’ve read. We learn about reading by spending time reading, listening to others, and talking with others. It’s the same with readers’ workshop. Through self-selection, self-pacing, sharing, listening, and spending significant amounts of time reading, the children not only learn how to read, they also learn what reading is about.” - Patricia Hagerty

Independent Reading Children must have a daily extended period of time for independent reading. Children must have a daily extended period of time for independent reading. A wide variety of genres of texts are made available to children for independent reading. A wide variety of genres of texts are made available to children for independent reading. Children are taught skills and strategies that they are expected to use during independent reading. Children are taught skills and strategies that they are expected to use during independent reading. The classroom library is organized in a manner that is accessible and understandable for all. The classroom library is organized in a manner that is accessible and understandable for all. There are comfortable places around the room where kids can go and get lost in their books. There are comfortable places around the room where kids can go and get lost in their books. Students maintain a collection of books that are on their independent reading level in their book baskets. (These books are selected by the teacher and student.) Students maintain a collection of books that are on their independent reading level in their book baskets. (These books are selected by the teacher and student.)

Mini-Lesson Whole Class Share Whole Group Conferencing (1-4 Students ) Publishin g Editin g Revising Prewriting And Planning Drafting Response Group Book Studies Author, Genre, And Topic Writers’ Workshop Readers’ Workshop Mini-Lesson Whole Class Share Whole Group Guided Reading (4-8 Students) Booktalk s Book Studies, Author, Genre, and Topic Independent Reading Partner or Paired Reading

The Structure of Reading Workshop for Older Students 5-10 minutesMini-lesson minutesIndependent Practice Read Read Respond Respond Confer Confer minutesShare Large or small group Large or small group

Different Kinds of Mini-Lessons Procedural Mini-Lessons Models classroom procedures Models classroom procedures Literary Mini-Lessons Teaches the concepts of literature Teaches the concepts of literature Strategies/Skills Mini-Lessons Strategy lessons are broad, process based lessons Strategy lessons are broad, process based lessons Skills lessons are more focused on specific skills needed to aid in comprehension Skills lessons are more focused on specific skills needed to aid in comprehension

Mini-Lessons A mini-lesson begins with a connection in which we tell students what we will be teaching them and why. A mini-lesson begins with a connection in which we tell students what we will be teaching them and why. Next, we teach students about a kind of reading work, either by giving them information or by helping them gather information about that work. Next, we teach students about a kind of reading work, either by giving them information or by helping them gather information about that work. After we teach, we often have students have-a-go with the work we’ve taught them, they give the work a brief try. After we teach, we often have students have-a-go with the work we’ve taught them, they give the work a brief try. Finally, we end the mini-lesson by linking the lesson to students’ independent reading. Finally, we end the mini-lesson by linking the lesson to students’ independent reading.

The Old Man of the Earth stooped over the floor of the cave, raised a huge stone from it, and left it leaning. It disclosed a great hold that went plumb-down. “That is the way,” he said. “But there are no stairs.” “You must throw yourself in. There is no other way.” --”The Golden Key”, Dealing with the fairies, George MacDonald, 1867