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Readers’ Workshop

Readers’ Workshop. Elizabeth Lane Elementary School Fall 2012. What is Readers’ Workshop?. A learner-center approach to teaching reading in which the reader is involved in the process of discovery

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Readers’ Workshop

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  1. Readers’ Workshop Elizabeth Lane Elementary School Fall 2012

  2. What is Readers’ Workshop? • A learner-center approach to teaching reading in which the reader is involved in the process of discovery • The workshop format emphasizes the importance of student engagement, facilities the interaction and connection between readers and texts, and allows for authentic learning to occur. • Allows time for read-alouds, mini-lessons, student choice, social interactions, and reader’s response opportunities. • This instructional approach allows for endless opportunities to differentiate instruction. • PURPOSE: Readers’ Workshop fosters independence among all readers while effectively utilizing reading strategies.

  3. Guiding Principles • “Readers have time to read just-right books independently every day.” • “Readers select their own appropriate books.” • “Readers take care of books.” • “Readers have daily opportunities to talk about their books in genuine ways.” • “Readers don’t just read the words but also understand the story.” • Cited directly from: Collins, K. (2004). Growing Readers: Units of Study in the Primary Classroom. Portland, Maine: Stenhouse Publishers.

  4. Basic Components of Readers’ Workshop • Mini-Lesson • Independent Time Reading Time (Incorporate One-On-One Conferences, Small Group & Partner Time) • Sharing Time

  5. Mini-Lesson • Mini-Lessons are brief teaching opportunities (approximately 10 minutes or less) Organization of Mini-Lessons: • Connection (mini-lesson makes a connection with ongoing units, students, experiences, etc.) • Teaching Point (model or verbally present the skill of the day) • Active Engagement (Children practice the skill taught) • Link to ongoing work (send students off to read independently)

  6. Independent Reading Time • Begin to work on Student Stamina and learning routines and procedures • Short Conferences that promote stamina and strategies • Then work on One-on-One Conferences, Small Group Instruction, Partner work

  7. Conferencing • Teachers are conferring with individuals, partners, or small groups during independent reading and response time. • Conferences allow time for the teacher to clarify the text for students, encourage connections with the text, assess student comprehension, and individualize instruction. • Teachers perform on-going assessments during the reading block.

  8. Sharing • Classmates get the opportunity to hear what others are reading. • Students can talk about the book that they are reading. • PURPOSE: helps beginning readers feel a sense of belonging in a community of readers

  9. Additional Components of Readers’ Workshop • Read Aloud • Shared Reading

  10. Teacher Read-Aloud • Purpose: Helps promote a community of readers and allows modeling opportunities • Approximately 10-15 minutes • Teacher models reading strategies • Teacher scaffolds fluency (accuracy and automaticity) • Think-Alouds • Numerous “Turn and Talk” opportunities throughout the reading • Build comprehension

  11. How does Readers’ Workshop meet the needs of all learners? • “When children read independently during independent reading workshop, they read just-right books, which are books that match their independent reading levels” (Collins 2004). • Texts are student-selected, which caters to their specific interests. • Readers’ Workshop allows for opportunities for individualized instruction with the teacher

  12. References • Allington, R. L. (2002) What I’ve Learned About Effective Reading Instruction. Phi Delta Kappan, 83, 740-747. • Boushey, G. and Moser, J. (2006) The Daily 5: Fostering Literacy Independence in the Elementary Grades. Portland, Maine: Stenhouse Publishers. • Bryan, J.W. (1999) Readers Workshop in a Kindergarten Classroom. The Reading Teacher, 52(5), 538-540. • Collins, K. (2004). Growing Readers: Units of Study in the Primary Classroom. Portland, Maine: Stenhouse Publishers. • Harvey, S. and Daniels, H. (2009) Inquiry Circles in Action: Comprehension and Collaboration. Portsmouth, New Hampshire: Heinemann. • Taylor, S.V. and Nesheim, D.W. (2000) Making Literacy Real for “High-Risk” Adolescent Emerging Readers: An Innovative Application of Reader’s Workshop. Journal of Adolescent & Adult Literacy, 44(4), 308-318. • Williams, M. (2001) Making Connections: A Workshop for adolescents who struggle with reading. Journal of Adolescent & Adult Literacy, 44(7), 588-602.

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