1. Differentiating Instruction for ALL Readers
READING WORKSHOP
Differentiating Instruction for ALL Readers

2. Workshop KWL
Record and post one thing you know about the workshop model.
Record and post one question you have about the workshop model.
Jill - Partners share – then groups of four share!

3. Agenda What is workshop?
Mini-Lesson
Independent Work time
Sharing/Closure
2. How do I grade this? -- grading and assessment in the Workshop
3. What does it look like? -- video segments
4. What is essential to reading? -- article response
5. How do I get started? -- generating Ideas
Jill

4. What is Workshop?
Examining each component
Moe

5. What’s the purpose of Reading Workshop?
Organizational structure for the instructional components of reading.
Extended time for students to read, think, and converse about books on a daily basis.
To differentiated, or personalize instruction in order to accommodate the learning needs of students in while fostering a love of reading.
Moe

6. What is the Reading Workshop?
“What is really at the heart of a workshop approach to reading instruction is helping readers change the way they think and talk about what they read.”
- Serafini, 2006
Students read “just right” text
Students respond to their reading
Teacher works with students (small groups)
Teacher confers with students
Moe

7. Guiding Principles….. It IS…. It is NOT….
A time to involve students in authentic reading experiences that focus on strengths and needs of individual students.
A time when the teacher’s role shifts from initiating, modeling and guiding to providing, observing, acknowledging and responding to the student.
Sustained Silent Reading or DEAR.
A time for the teacher to be removed from interaction with students
Moe

8. The Reading Workshop Structure
Modeling
Explicit Teaching
Reflection
Sharing
(5-10 min)
Mini-Lesson
( min)
Guided &
Independent
Practice
WORK TIME
(30 – 40 minutes)
Independent Practice
Small Group Work
Differentiated Instruction
Moe p. 2 in packet. Some may have longer times than these. That is okay.

9. Behaviors Marking text and recording notes
Asking questions before, during, and after reading
Using context and parts of words to infer meaning
Writing in response logs.
Discussing ideas with others.
** All parts of the Monitoring Comprehension Strategy.
Jill -- Read Aloud p. 3, Shared Reading P. 4
Moe – Guided p. 6, Independent p. 7

10. Mini-Lessons
Whole Group Instruction
Jill

11. The Mini-Lesson 5 – 15 minutes Mini-lessons
- introduce a comprehension strategy, skill, or concept
- think aloud
- apply strategies to text
- students share/participate
- based on student NEED & curriculum
Book Talks (optional)
Jill

12. 5 Types of Mini- Lessons
** Skills and Strategies that ALL students at your grade level should know or learn.
Procedures and Organization
Strategic Reading Behaviors
Comprehension Strategies
Literary Elements and Techniques
Vocabulary
**Kids who struggle with these skills then get more supported practice during small group instruction so they can practice these skills with text at their reading level. “training wheels”
Jill

13. Where can we find Mini-Lessons?
In ANY picture book! By modeling what WE do to make meaning
From knowing what they need
Look at the book, story, text students will be reading: what will help them “unlock” the meaning? What may get in their way?
Comprehension strategies
Harcourt skill lessons
What’s bugging you? What do students need?
Jill

14. Independent Work Time
Small Group Instruction and One-on-one conferences
Moe

15. Independent Work Time TEACHER is… STUDENT is….
Providing instruction to small groups of students.
Conferencing with students
Listening to students read and making anecdotal notes and observations.
Reading text of their choosing. (With some guidance from the teacher)
Responding to text in their journals.
Literacy Work Stations – meaningful practice of literacy tasks
Moe

16. Reading & Conferring 30 – 45 minutes
Children read “just right” text OF THEIR OWN CHOICE
Multiple genres and text structures “encouraged” by teacher
Students respond to text in meaningful ways (response journals, letters, etc)
Small group instruction, lit. circles, etc.
Teachers confer with students (one on one) for various purposes
Centers, work boards, meaningful literacy activities going on while you’re working with groups
Moe

17. Providing the double dose…What does the data say?
Below
Approaching
Meets
Exceeds
K – Sept. (61)
16% 10
23% 14
35% 21
26% 16
K – Nov. (63)
17% 11
30% 19
37% 23
1st – Sept. (91)
33% 30
18% 17
32% 29 15
1st – Nov. (92)
0.03% 3
46% 42
31% 28
21%

18. If I am teaching small groups…What are the other students doing?
Independent Reading
“Just-right” text (95% accuracy)
Continuing small group reading practice.
Responding to their reading
Response journals
Graphic organizers
Stations/Centers (optional)
Moe

19. Response Journals
Writing helps students to learn how to organize their thinking more fluently and flexibly. Moreover, writing makes thinking visible and more tangible. This promotes conscious awareness and deeper comprehension.
When students write in response logs, they become more conscious of their thinking; they write to describe events, summarize information, formulate beliefs, and explore new ideas.
Jill – p. 8 – 9 Ideas

20. Response Journal Sections – Less is Best
My Thinking
Genre and Strategy Learning
Powerful Language
Jill – p. 10 – 12 Records for books to include

21. Using Centers/Stations
Listening Center
Buddy Reading
Jill
Word Work
Fluency Center

22. Conferencing
One-on-One Instruction
Moe

23. What is an individual reading conference?
One-on-one time with a student.
A powerful teaching tool.
Genuine conversations with students about all aspects of reading and texts.
A chance to provide:
Assistance with routines of independent reading (journals, book choices, etc.)
Modeling of fluency and phrasing
Targeted lessons on effective reading strategies and skills
Oral reading samples and assessment notes
Moe

24. Roles in conferencing Teachers Role Students Role
Learn about reading interests
Discuss book with teacher
Determine appropriate text levels
Read orally if asked
Observe strategies used while reading
Retell, respond, reflect
Listen to oral reading
Applies strategies to reading
Determine a “teaching point”
Explain any confusions
Keep a record of the conference
Listens to assessment
Provide a focus for the child’s reading
Determine goals with teacher
Moe

25. KEEPING RECORDS Take notes of what you discuss in your conferences.
What were they reading? What did they do well? What was your teaching point
As you note “teaching points” for students at individual conferences:
Look for patterns in overall student needs – These may become your whole group mini-lessons if many students need a boost.
You may also notice a small group need if only a few students are lacking in a skill or strategy.
OR you may notice if a skill or strategy you taught is working.
Moe

26. How long should a conference last?
Conference length can vary – depending on what you are noticing with a student.
Some students may only need a quick reminder of a skill to use.
Others you may feel it is important to spend a little more time with.
In general – they last between 3 -5 minutes for most students.
Moe

27. How often should I conference with students?
If you are only doing conferences during the work time, you should be able to see 4-5 students a day.
This would allow you to meet with each student once a week.
If you are doing conferences AFTER small group instruction, you will probably see only 1-2 students each day.
This would allow you to see each student approximately once a month.
Moe

28. Sharing and Closure
Whole Group
Jill

29. SHARING TIME 5 – 10 minutes Gather in meeting area
Often, connects back to mini lesson
Whole group, pairs, small group share
Evaluation of individual and group work & problem-solving
“What did you learn about yourself as a reader today?”
Share thinking (journals, post-its, etc)
Share parts of their books and reactions
Jill

30. Assessments and Grading in the Workshop Model
How do I grade this?
Assessments and Grading in the Workshop Model
Jill

31. Grading in the workshop…
Reading response notebooks rubric
Mini-Lesson skill or assignment
Small group skill or assignment
Reading options learning center activities
Conferencing notes and running records
Jill p

32. What do I put on the grade card?
You can score these assessments!
Reading logs - # books and retelling?
Running record - # miscues
Retellings – rubric
Literature response projects –rubric
Fluency rate – rubric
Reading Notebooks (journals)

33. What does this look like?
Video Segments
Moe

34. What is essential?
Article Response
Jill

35. Segment 1: Structures that work
Read p 41 – top of 43. (first paragraph)
Mark your thinking as you read.
Share and discuss your thinking with someone around you.
Jill p. 17

36. Segment 2: Components of Reading
Read 43 – 45. (middle of page)
Mark your thinking as you read.
Share and discuss your thinking with someone around you.
Jill p. 18

37. Segment 3: Scheduling Read 45 – 47. (end of section)
Mark your thinking as you read.
Share and discuss your thinking with someone around you.
Jill p. 19 Planning Sheet

38. Planning and Generating Ideas
How do I get started?
Planning and Generating Ideas

39. Before you get started….
School Bookroom – Leveled Library for small group instruction
Classroom library – Organized by genre
Adequate supplies, materials, and equipment – chart paper, journals, pocket charts, etc.
Getting to know your students – Assessment to guide instruction
Building a climate of safety and trust – Setting the tone.
Moe

40. School Bookroom basics…
A minimum of 10 titles per level per classroom K-3*
Text sets
Genre sets
Literature circle sets
Big books
Mentor texts
An agreement for usage
Moe

41. A peek into a school’s bookroom…
MOe

42. Classroom libraries… 8-15 books per student (minimum)
One new book per student added every year
40% of the books published in the last 5-10 years
A balance of fiction, informational, poetry
Moe

43. Classroom Library
Moe

44. Adequate supplies, materials, and equipment
Chart paper
Reading Journals
Sticky notes
Pocket charts
Organization “tools”
Moe

45. Getting to Know your students
Assessment, Assessment, Assessment
Assessment FOR learning
WHAT DO THEY KNOW HOW TO DO AS A READER?
Interest Inventories or surveys
Screening – Dibels or other
Diagnostic – Fountas and Pinnel
Benchmark Assessment
Progress Monitoring – Running Records
Jill

46. Climate of trust….
Students must TRUST that the teacher is there to help them -- Reading workshop must be a place where students feel free to take risks.
Teachers must TRUST that the students will work independently. Students must also be taught the routines and procedures in order to make the INDEPENDENT WORK TIME effective!
Students must TRUST other students to ask for help when working.
Jill

47. Keys to workshop…. Organization Well-established routines Rituals
Carefully kept assessment records
Time devoted to reading and writing
Let’s hear from an experienced workshop teacher
Jill

48. Next steps for teachers….
Generate a list of five things that teachers can do to get started in implementing the workshop model. We’ll share in about minutes
Jill

49. Wrap – Up and Reflection

50. Reflection
Take a post-it note and record one thing that you’ve learned about the workshop model

51. Candy Quiz…. Which candy best represents…… A mini-lesson?
Independent reading?
Classroom libraries?
Guided Reading?
Written response?
Sharing Time?
Assessment?
Moe

52. Exit ticket….
What are the essential components of literacy instruction?
What do we want for ALL students at Brigham?