1. March 19 2015 Dianne Wilkinson
Reading Workshop
March
Dianne Wilkinson

2. Start Up Write What do you know about Reading Workshop?
Share your thoughts with the person next to you
What questions do you have about Reading Workshop?
Share at tables.
Put questions on board to be referred to later.

3. Purpose To gain an understanding of the Reading Workshop
To investigate the CAFÉ system as a way of facilitating a reading workshop

4. Learning A New Skill Think about a new skill you learned recently
What was the process involved in you learning the skill?
What conditions helped you to learn the new skill?
Share at your table
Whole group share

5. Conditions for Effective Learning
Demonstration
An expert shows how the skill is applied
Practice
Guided by the expert
Independent
Lots of time
Feedback
From the expert
Regular
Specific

6. Independent Reading
“Good teachers create effective independent reading programs by motivating students reading, guiding student book choices, conducting effective conferences, maintaining careful records, and encouraging response to literature.”
Barbra Moss and Terrell Young – “Creating Lifelong Readers Through Independent Reading”

7. Typical Structure of an Independent Reading Workshop Session:
Whole class focus (mini lesson)– Teacher explicitly teaches a comprehension strategy. Usually by modelling in a think aloud
Independent reading for all students. Students read self selected texts independently. Teacher works with a small group for part of the time and then confers with individual students
Whole class teaching share or partner share

8. 60 Minute Reading Workshop
Workshop Section
What happens
Whole Group
(10-15min)
Mini Lesson:
Incorporating a ‘think aloud’
Independent Reading
(20-45min)
Guided Reading
Strategy Group
Conferring
(10min)
End of Workshop Teaching Share

9. The Mini-lesson
“ A Minilesson is a short lesson focused on a specific procedure.” (Calkins, 1986)
To explicitly teach workshop expectations and comprehension strategies
Think alouds:
Teacher’s thoughts are verbalised so the students can see how the strategies are used to enhance comprehension

10. Independent Reading Time
Independent reading for all students on self-selected texts
Guided reading P-2 and at risk students
Strategy group for students needing support on the same strategy
Conferring one on one with the teacher

11. After Workshop Teaching Share
The share always includes teaching
State the skill/strategy
Explain when and why to use it
Ask students to share how they successfully used the strategy taught in the mini lesson

12. Research on Independent Reading
Better Fluency and Comprehension
Increased Vocabulary Development
Greater Domain and Background Knowledge
Builds Language Syntax
Increases Engagement and Motivation
Improved Reading Achievement
(Creating Lifelong Readers Through Independent Reading, Barbara Moss, Terrell A. Young)
Also improves writing as vocab is improved.

14. Read, Write, Pair, Share Read the excerpt from
Reading Essentials by Regie Routman leaving tracks of your thinking as you go
Share your thinking with a partner
Whole group share

15. Photo Gallery What does reading workshop look like?
Scribe feedback on whiteboard.

16. Link to early years

20. Scribe feedback on whiteboard.

23. Explain classroom library

25. What does Independent Reading Workshop look like and sound like?
Looks like
Sounds like
Kids reading avidly
Writing about their reading
post-it notes
notebooks
margins
Filling in reading logs
Choosing books from the classroom library
Kids sitting comfortably around the room – sitting, lounging, lying down
Some kids sharing a book
Teacher sitting with one kid
The teacher writing in an assessment folder
Kids organising their book boxes
Quiet
Some kids talking about their reading
Some kids sharing a book – reading to each other
The teacher and a student chatting about the kid’s reading
The teacher working with a small group

26. The Role of the Student The Role of the Teacher
Self-select Just Right books
Interest
Level of appropriate ability
Practice reading goals
Accountability
Maintain a reading log
Respond to their reading:
reader’s notebook entries
annotations on post-it notes
think sheets
talk about their reading
Self-assess their reading progress
Engage in conferences with the teacher
Engage in substantive conversations with peers
Provide a supportive reading environment that includes a classroom library
Texts - quality, quantity & variety
Engage with students around their reading /texts being read – conferencing
Provide support and guidance for students’ choice of Just Right books
Monitor student progress by conferring with students
Support goal setting
Explicitly teach comprehension strategies in mini lessons
Reinforce norms and expectations
Provide structures and opportunities for substantive conversations
Continuously read students’ reading responses
More responsibility on student for own learning

27. John Hattie Research

28. John Hattie Research
Meta-analysis of the research about student achievement
Effect size answers the question ‘what has the greatest influence on student learning?’
Ranks each influence according to its effect size.
ES = 0.4 Average effect size
ES <0. 4 Are these influences worth it? Cost? Interaction effects? Other non academic achievements?
ES > 0.4 Worth having

29. John Hattie Research

30. John Hattie Research Formative evaluation - .90 Feedback - .73
Direct Instruction (gradual release of responsibility model) - .59
Goal setting - .56
Reading Comprehension Programs with a dominant focus on processing strategies – 1.04
These are not new – have been around for many years.

31. How can I facilitate the Reading Workshop?

33. C - Comprehension A - Accuracy F - Fluency E - Expand Vocabulary

34. What Is CAFÉ? A management system for reading workshop
A list of reading strategies that teachers can teach to their students and refer to when establishing goals in conferences with students

35. Page 143 in CAFÉ

36. Explain class board

37. Video of Wesburn PS
Write down any thought/questions you have as you watch the video
..\..\..\..\Karoo\Wesburn IR - From GB.mov

38. Implementing a Reading Workshop
The first consideration is to establish a comprehensive classroom library
Attractive and inviting
A variety of text types and genres
A range of reading levels
Well known and popular authors
Books arranged cover out
Comfortable spaces to read

39. Classroom Libraries
Read the excerpt from Creating Lifelong Readers by Moss & Young
Share your thoughts with a partner
Whole group share

40. Classroom Libraries
Research shows that students read 50-60% more in classrooms with libraries
Many students do not have access to books or rich reading material at home
Involve students in the choice of texts and the arrangement of the library
Change the texts in the library on a regular basis
Magazines comics and articles are great to include in the library. They help turn our struggling readers into competent readers

41. Room set up and classroom libraries
Photo Gallery
Room set up and classroom libraries

49. Steps to Implement a Reading Workshop
Establish a comprehensive classroom library
Organise student tools for reading – post its, book boxes, book marks, clipboards, reading journals, reading records
Organise teacher tools – anchor chart paper, big book easel, conferring folder

50. Establishing the Reading Workshop
Begin by incorporating independent reading after a mini lesson – gradually increase length as student stamina increases
Need to explicitly teach all aspects of the reading workshop routine
Develop a chart with students about what reading workshop looks and feels like – needs to reflect the guidelines eg remain seated, quiet, have book box with you
Create a chart that clarifies the student’s and teacher’s roles during the reading workshop

51. Establishing the Reading Workshop
Establish the reading workshop routine:
Choose a ‘good fit’ or ‘just right’ book that interests you
Get enough books to last the whole reading session
Choose a place to read and stay there
Read quietly
Practice the strategy explicitly taught in the mini lesson
Keep tracks of your thinking
Complete your reading log

52. Establishing the Reading Workshop
Teach students to select ‘good fit’ books
Teach ‘Why do readers abandon books?’
Teach how to keep a reading log and where to store it
Teach the importance of having a balanced reading diet
Teach students how to leave tracks of their thinking. Create a chart and add to this over the year– post-it notes, notes in margins, notes in journals, think sheets. Sometimes students must do a particular type, sometimes they can choose a way to record thinking.

53. Establishing the Reading Workshop
Teach students about reading response journals/notebooks
What do we write in them?
Suggested responses to our reading
Where will we put our artefacts, such as post- its in the journal?
Where will they be kept for easy access?
Where will we keep our CAFÉ menu or goal sheet?

54. Establishing the Reading Workshop
Book Boxes
Contain books the student is currently reading and their Reader’s Notebook.
Maybe some post-it notes.

55. Questions
Revisit the questions you wrote at the beginning of the session.
Are there any questions that haven’t been answered?

56. Planning for Launching CAFÉ
Discuss with a partner how you could implement the CAFE approach to reading workshop in your classrooms
Write down 3 things you will implement before the end of term
Go through the Launching CAFÉ pages and lessons

57. Contact For further support in the implementation of reading workshop
Coaching
Staff/team meetings
Curriculum days
Phone: