Reader's+Workshop

= =

[|From Strategy Instruction to Student Independence] Part I from the book __Comprehension Should'nt Be Silent__- This information focuses on specific strategies for engaging your students in thoughtful literacy. It outlines the rationale for explicitly teaching reading strategies and offers ways to nurture metacognition. The complete book can be checked out from Spry in H800. **Laura Candler Site:** [|Readers Workshop] What is Reader’s Workshop? During Readers' Workshop, reading instruction takes place with the whole class, small groups, partners, and individual students. Development of reading strategies and building reading stamina are directly taught and supported during this time. Independent Reading, Guided Reading in small groups, Literature Circles, and conferencing are possible components of this workshop format. Students utilize leveled books that are appropriate for their independent/instructional reading level. During the independent reading portion of the workshop, students read "Just Right Books"- books they select that can be read without help. Classroom libraries should have a wide variety of books and poems for shared reading, posters, magazines, computer activities, and a teacher who loves reading and loves talking about reading!
 * **5-10 Minutes ** || Interactive Read-Aloud- opportunity to model HOW to "think about your thinking!" (Metacognitive strategies) ||
 * ** 5-10 Minutes ** || Mini-Lesson focusing on process/procedures, comprehension strategies and skills, and/or self-monitoring strategies **Teacher/Student conferences and small groups should occur during this time** ||
 * ** 40 Minutes ** ||  **Guided Reading** [[file:tigerliteracy/IDR Poster.docx|Individualized Daily Reading (IDR5)]], Literature Circles/Book Clubs, Partner/Group Reading, Writing about Reading ||
 * ** 5-10 Minutes ** || Wrap-Up: Students reflect and share their reading experiences with peers ||

**Reader's Workshop Lesson Components **



**Interactive Read-Aloud ** **Students should be ACTIVELY engaged in the "thinking" process while you read aloud! Allow students to write their thoughts in a daybook or on sticky notes that will be attached to an anchor chart. When you stop to model how to "Think Aloud" ask your students to do it also! **

//**7 Components of an Effective Interactive Read-Aloud **// **1. Books chosen are appropriate to students' interests and match their developmental,** <span style="color: #0905c2; display: block; font-family: arial,helvetica,sans-serif; font-size: 120%;">**emotional, and** **social levels.** <span style="color: #0905c2; display: block; font-family: arial,helvetica,sans-serif; font-size: 120%;">**2. Selections have been previewed and practiced by the teacher.** <span style="color: #0905c2; display: block; font-family: arial,helvetica,sans-serif; font-size: 120%;">**3. A clear purpose for the read-aloud is established.** <span style="color: #0905c2; display: block; font-family: arial,helvetica,sans-serif; font-size: 120%;">**4. Teachers model fluent oral reading when they read the text.** <span style="color: #0905c2; display: block; font-family: arial,helvetica,sans-serif; font-size: 120%;">**5. Teacher are animated and use expression.** <span style="color: #0905c2; display: block; font-family: arial,helvetica,sans-serif; font-size: 120%;">**6. Teacher stops periodically and thoughtfully questions the students to focus them on** <span style="color: #0905c2; display: block; font-family: arial,helvetica,sans-serif; font-size: 120%;">**specifics of the** **text.** <span style="color: #0905c2; display: block; font-family: arial,helvetica,sans-serif; font-size: 120%;">**7. Connections are made to independent reading and writing.** <span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif;">(Taken from //[|Interactive Read Alouds: Is there a common set of implementation practices?)]// **<span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">[|Sample lessons- 4th/5th grade level] ** <span style="font-family: Arial,Helvetica,sans-serif;">These lessons are written by teachers and focus on reading comprehension strategies taught during TIGER Time. They refer to a program called "Reader's Toolkit" but can be easily adapted to use WITHOUT the program! <span style="font-family: Arial,Helvetica,sans-serif;">** [|Storyline Online] ** These online videos feature actors reading children's books aloud. Each book includes activities and lesson ideas. **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> - **<span style="font-family: Arial,Helvetica,sans-serif;">children's books that can be used to model comprehension strategies with older students

<span style="color: #fe4006; font-family: Arial,Helvetica,sans-serif; font-size: 170%;">**Focused Mini-Lesson** **<span style="color: #0905c2; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">A mini-lesson should be explicit and taught using direct instruction. ** <span style="color: #0905c2; display: block; font-family: arial,helvetica,sans-serif; text-align: left;"> <span style="color: #0905c2; display: block; font-family: arial,helvetica,sans-serif; font-size: 160%;">//**3 Types of mini-lessons:**// __**1. Process/Procedural**__ (See the ) Examples: __**2. Comprehension Strategies and Skills**__ __**3. Self-Monitoring/Goal Setting**__
 * <span style="color: black; font-family: 'Comic Sans MS'; font-size: 12pt; line-height: normal; tabstops: list .5in;">The teacher instructs the **whole class** on a skill, strategy, or habit that students need to learn and use during independent reading.
 * <span style="color: black; font-family: 'Comic Sans MS'; font-size: 12pt; line-height: normal; tabstops: list .5in;">A mini-lesson connects to a previous lesson, ongoing unit of study, student work, or student experience.
 * <span style="color: black; font-family: 'Comic Sans MS'; font-size: 12pt; line-height: normal; tabstops: list .5in;">The “teaching point” (TP) is stated clearly and demonstrated or modeled (“Think Aloud”). Students are actively engaged in trying out the skill or strategy, watching a demonstration, or planning work aloud.
 * <span style="color: black; font-family: 'Comic Sans MS'; font-size: 12pt; line-height: normal; tabstops: list .5in;">Mini-lessons are the perfect time to create “Anchor Charts” that can be displayed on your classroom walls.
 * <span style="display: block; font-family: arial,helvetica,sans-serif;">How to set up Reader's Notebook
 * How to choose a "Just Right" book
 * How the classroom library is organized
 * <span style="display: block; font-family: arial,helvetica,sans-serif;">Strategies should be taught explicitly and directly using your read-aloud text or another appropriate text. Focus on ONE skill at a time using "think-aloud" and allow students to practice before using independently.
 * <span style="display: block; font-family: arial,helvetica,sans-serif;">Teach the importance of setting reading goals (ex. increase fluency, use specific strategies more often, read a more variety of genres, etc.)
 * <span style="display: block; font-family: arial,helvetica,sans-serif;">Allow students to set personal reading goals during conferences and then check their progress at the next confere

**Examples of effective mini-lessons:**

 * [[file:tigerliteracy/Minilesson for Sticky Note Strategy.docx|Minilesson for Sticky Note Strategy]]**
 * Other Mini-Lesson Resources:**
 * [[file:tigerliteracy/Minilesson planning sheet.docx|Minilesson planning sheet]]**
 * [[file:tigerliteracy/Suggested mini-lessons.pdf|Suggested mini-lessons]]**

<span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 120%;">**Strategy Lessons at [|ReadWriteThink]** <span style="display: block; font-family: arial,helvetica,sans-serif;">This site is an excellent place to find lessons on each comprehension strategy. The lessons are based on research and provide step-by-step plans with links to any print or online resources that you may need. NOTE: They are written for larger blocks of time, so you will need to break the lesson into segments for use during a mini-lesson. This means that ONE lesson plan can be stretched over the week;o)! Simply type the strategy name into the search box and choose the one that fits your class the best!
 * Examples:**
 * [|Questioning Lesson]**
 * [|Visualizing Lesson]**
 * [|Making Connections Search Page]**



**<span style="color: #fe4006; font-family: Arial,Helvetica,sans-serif; font-size: 170%;">Individualized Daily Reading ** **<span style="color: #0905c2; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">IDR can be done through Self-Selected Reading, Literature Circles/Book Clubs, Guided Reading Groups, or Partner/Group Reading. ** > <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 130%; text-align: center;">**** **should be followed to maintain consistency during TIGER Time!** **<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Relax, Read, Reflect, Respond, and Rap ** <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">
 * <span style="color: black; display: block; line-height: normal; margin: 0in 0in 10pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Students independently read [[file:tigerliteracy/just-right-bk.pdf|"Just Right Books"]] they have previously chosen from the classroom or school library. Each student has a **book box, baggie, or organized area that holds enough books to last the ENTIRE reading time.** This place also holds their Reading Logs/Response Journals.
 * <span style="color: black; display: block; line-height: normal; margin: 0in 0in 10pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> This time may also may be for partners to read together and/or discuss their reading, Guided Reading groups, or Literature Circles/Book Clubs.
 * The teacher has brief instructional conferences with a few individual students and/or guided reading with small group(s). The instructional conference between the teacher and student is the cornerstone of the workshop model. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 130%;">

<span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; text-align: center;">Download **, ,** and **** **<span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 190%;">Options for IDR ** **<span style="color: #0905c2; font-family: Arial,Helvetica,sans-serif; font-size: 160%;">Self-Selected Reading ** **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">- **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">assess students' efforts during independent reading **<span style="color: #0905c2; font-family: Arial,Helvetica,sans-serif; font-size: 160%;">Literature Circles/Book Clubs ** <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Click **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;"> here **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">for resources on Literature Circles/Book Clubs **<span style="color: #0905c2; font-family: Arial,Helvetica,sans-serif; font-size: 160%;">Guided Reading Groups ** <span style="font-family: Arial,Helvetica,sans-serif;">**GUIDED READING **is designed to help students learn how to problem solve increasingly challenging texts with understanding and fluency.
 * The teacher works with small groups of students reading at similar levels, selects and introduces texts to readers, supports individual students as they read instructional level texts and engages the readers in a discussion after reading.
 * Students are grouped and regrouped according to ongoing observation and assessment by the teacher.
 * The amount of support given by the teacher varies with the reading skill of students in a group.
 * STRATEGY/SKILL GROUP **: A group of students who are reading at the same or different levels may work with the teacher on a particular reading strategy or skill.

**<span style="color: #0905c2; font-family: Arial,Helvetica,sans-serif; font-size: 160%;">Partner Reading ** **<span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Student Conferencing during IDR ** <span style="color: #0000ff; display: block; font-family: arial,helvetica,sans-serif; font-size: 130%;"><span style="color: #000000; font-family: 'Comic Sans MS'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">While the children are reading independently, the teacher provides direct instruction to a group of students (guided reading) or to individual students (conferences). These conferences have a certain structure to be effective. The teacher:
 * <span style="color: #000000; display: block; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in;"> Sits by the child, reviews notes of previous conference, and observes the child as he/she reads.
 * <span style="color: #000000; display: block; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in;"> Begins conference with a comment about an observed strength the child shows - a compliment.
 * <span style="color: #000000; display: block; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in;"> Teaches a skill or strategy that is needed to help improve the child's reading. Just as in a mini-lesson, it's best to decide on one teaching point for a reading conference.
 * <span style="color: #000000; display: block; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in;"> Demonstrates and then has child try to do it.
 * <span style="color: #000000; display: block; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in;"> Compliments the effort and restates the teaching point as a goal for student to work on.
 * <span style="color: #000000; display: block; line-height: normal; margin: 0in 0in 10pt; tabstops: list .5in;"> Jots notes for each conference including strength mentioned and new goal

<span style="color: #0000ff; display: block; font-family: arial,helvetica,sans-serif; font-size: 130%; text-align: center;">****

<span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 130%;">Conference Forms: <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 130%;">****- Conferencing from a teacher's perspective <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 130%;">****- Questions written in flash card format <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 130%;">****- Questions that focus on student thinking during reading <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 130%;">****- Individual student form for weekly observations/conferences <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 130%;">****- Conference form in a rubric format- focuses on reading behaviors <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 130%;">****- Use to assess comprehension strategy use <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 130%;">****- Use to assess reading behaviors/skills during conferencing

<span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 130%; line-height: 0px; overflow: hidden;"> **<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 170%;">Student Sharing/Wrap-Up **