1. Reading Workshop in Middle School Presented by: Jennifer Mrozowsky 2012

2. Our Current Struggle According to the National Assessment of Educational Progress, more than one-third of children in the United States lack fundamental reading skills. This rate is even higher for children living in poverty. -National Assessment of Educational Progress, The Nation’s Report Card (National Center for Educational Statistics, Washington, DC)

3. Traditional Middle School Reading Frameworks 20-40 Minutes of Direct Instruction 10-30 Minutes of Independent/Group Work (Teacher Monitors) Homework Assignment/Dismissal 10-15 Minutes of Explanation 35-40 Minutes of Student Work Time (Teacher Monitors) Assignment/Dismissal

4. Middle School Reading Workshop Framework Mini-Lesson (10-15 minutes) Independent Reading (25-30 minutes) -Strategy Focus Groups -Conferences Closing Meeting (5-10 minutes) Benefits: A Middle School PerspectiveA Middle School Perspective

5. Mini-Lesson The portion of a class period when teachers model best practices for reading.The portion of a class period when teachers model best practices for reading Read Aloud- Model reading strategy or task Think Aloud Direct Instruction Set Up Task for Independent Reading Benefits: 1.Short 2.Focused 3.Easy to prepare

6. Independent Reading: A Student’ Role Independent reading provides students with time to apply the strategies presented in the mini-lessonIndependent reading provides students with time to apply the strategies presented in the mini-lesson. Self-select texts at their reading level from classroom library Uses sticky notes/notebook to tag reflections while reading (worksheets can also be used if desired during this piece) Benefits: 1.Very few worksheets to copy, find, create, or GRADE! 2.Students are more invested because they are reading a “just right text” that they have chosen. 3.Students are spending meaningful time reading.

7. Independent Reading: The Teacher’s Role Independent reading time provides teachers with a portion of class to work with individual or small groups of students to further teach reading strategies. Strategy Focus Groups: Strategy Focus Groups -5 Students -Similar Needs -Same Text Conferences: Conferences -One Student -Individual Need -Choice Text Benefits: 1.Minimal out of class grading 2.Individualized Instruction 3.Time with students who need it most

8. Closing Meeting The closing meeting provides time for the class to come back together and share their reflections/insights during independent reading. -Student Facilitated: Partners -Teacher Facilitated: Whole Group Benefits: 1.Shows students that their thoughts are valued. 2.Provides teachers with additional assessment and teaching opportunities. 3.Wraps up the lesson.

9. Now What? Prepare Your Students -Teach them what to do while you are working in conferences/strategy focus groups. Develop a classroom compact with consequences together. Monitor students and hold them accountable before starting groups. This could take 2-4 weeks. Organize -Strategy Focus Groups -Conferencing Schedule -Assessment System See a Reader’s Workshop in Action -Power/Warner -Online -Jennie/Suzan Classroom Support -Jennie- 2 nd /4 th Hour -Suzan- 3 rd /4 th hour

10. Resources http://www.scholastic.com/teachers/top_teac hing/2009/11/readers-notebook http://www.scholastic.com/teachers/top_teac hing/2009/11/readers-notebook http://hill.troy.k12.mi.us/staff/bnewingham/ myweb3/reading%20workshop.htm http://hill.troy.k12.mi.us/staff/bnewingham/ myweb3/reading%20workshop.htm http://www.readersworkshop.org/

11. Q & A Exit Slips Questions? Please fill out your exit slips and return them to me before you leave.