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Establishing a Reading Workshop in Your Classroom
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  1. Establishing a Reading Workshop in Your Classroom Ellen Larsen ELARSEN@AISQ.QLD.EDU.AU

  2. What is a Reading Workshop? • A time for the students to read, read, read! • A time to work with small groups in Guided Reading and Focused teaching groups • A time for students to apply taught strategies independently • A time for students to read with a small group or with a buddy • A time for students to meaningfully discuss literature Ellen Larsen

  3. What happens during a Reading Workshop? Focus Mini Lesson- Whole Class Individualised Daily Reading Guided Reading Groups Sharing and Reflection Time- Whole Class Ellen Larsen

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  8. Mini-Lesson • This is a 20 minute whole class teaching session in response to a class need identified through data collection and observation. • Comprehension Fix-up Strategies • Comprehension Focus Lessons • Word Attack Strategies • using Big books, picture books, digital texts … Ellen Larsen

  9. Guided Reading • This is where the students move off from the whole class context. The teacher plans for a group of students with like reading needs to work with the teacher in a guided reading session (about 15 minutes). This group works on a particular skill or strategy at an instructional level of text. • Contextualisation and Purpose • Whisper reading and teacher conferring • Discussion and reflection • Response Ellen Larsen

  10. What is guided reading? • Teacher works with 4-6 students in each group. • Children are grouped according to similarities in reading development and instructional reading levels or comprehension needs. • Teacher introduces stories, strategies, and concepts within group to increase independent application in appropriate leveled text. • Every child reads and is supported by teacher. • Emphasis is on strategic problem • solving within appropriate leveled text. Guided Reading IS NOT round robin reading! Ellen Larsen

  11. What are the benefits of guided • reading instruction? • Students develop into independent readers while being supported. • Students have more opportunities to independently use learned strategies (decoding and comprehension strategies), with support. • Instruction can occur at 1-2 levels above independent level- extending vocabulary • Teacher can observe the four components of reading- • Decoding, fluency, comprehension and vocabulary • RUNNING RECORDS Ellen Larsen

  12. How are guided reading books selected? • Always by the teacher! • High interest • Text type • Level of difficulty- vocabulary, sentence structure, text format and features Ellen Larsen

  13. How are guided reading lessons structured? • Before Reading: A rich introduction must be provided through: • Looking at the title and front cover • Activating prior knowledge • Asking questions (children) • Making Connections • Making predictions • Revising taught reading strategies for reading • Scaffolding any difficult vocabulary/sentence or text features • Goals for the reading developed Think of the discussion from this text! Ellen Larsen

  14. Initial Reading: Children read! • Students read individually (not round robin)- for a set amount of text. • You ask each child to read a small portion of the text aloud just to you (after some time to read silently) to ascertain the appropriateness of the text. • Confer with individual students. • Note any strategic needs for discussion. • Follow- up to Initial Reading: • Mini-lesson on decodingstrategies (2-3 mins) thatneed attention eg. Reading on, chunkingbigwords. • Discuss meaning of text so far, making reference to small group comprehension focus eg. inferring Ellen Larsen

  15. Completing the Reading-Independently • Students spread out to finish reading the text • Whilst students are doing this, do a running record on a child as they read aloud to you- approximately 100 words. • Spend the rest of the time conferring with the individual students as they need help. • Students may not get to read • the entire text if it is long. Ellen Larsen

  16. After Reading: • Lead or monitor a discussion about the meaning of the text and the author’s craft (comprehension). • Help students to reflect on themselves as • text problem-solvers (decoding) • Discuss unknown words and meanings in context (vocabulary) • Reread special sections chorally (fluency). • Provide support for related text choices in independent reading Ellen Larsen

  17. Independent Daily Reading Those students not involved in a guided reading group or a small book club discussion group are busy reading independently. This could be in “book nooks” around the room. These students choose a text of their own and may be given a task to complete during this time related to reading strategies taught, or directly linked to the mini-lesson. It is important that the task does not detract from the opportunity for the independent reading of “continuous text” at a “just right “ level. Ellen Larsen

  18. How Do Students Choose A “Just Right” Text? • Children require explicit teaching about how to choose appropriate texts for their independent reading. This requires students to choose a texts based upon • interest • prior knowledge • purpose • level (five finger test) Ellen Larsen

  19. Reading Response Journals • The Response Journal • provides : • A place for students to reflect on and record their thinking using a range of taught strategies • An ongoing record of the reader’s thinking and ability to independently apply taught strategies Ellen Larsen

  20. Literature Circles/ Book Clubs You may also wish to have a small group involved in a book discussion based around a class novel or a particular text. This could be led by another adult such as a teacher aide or by the children themselves. Such discussions are planned and developed to lead the students to meaningful dialogue about quality texts. Ellen Larsen

  21. Literature Circles Book Clubs Purpose Participation Planning Ellen Larsen

  22. Both Book Clubs and Literature Circles have these common attributes: • PURPOSE: • To encourage wide reading • To generate deep discussion about the meaning of texts and the author’s craft • To create reading communities within the classroom • PARTICIPATION • To encourage all students to take an active role in reading • To empower all students to have a voice in discussions on a regular basis (eg. weekly) • To allow for the gradual release of responsibility from the teacher to the students with regard to discussions and text choice • For students to self evaluate and set goals for the group • PLANNING • Careful planning in order to provide all students with access to texts (reading independently/reading with/ reading to at school or at home) • Explicit teaching of the process and roles/ protocols • Grouping- small, temporary, heterogeneous Ellen Larsen

  23. Whole Group-Small group • Teacher reads aloud • Children meet in groups of 4 to talk about text for 10-15 mins • Teacher moves from group to group • Children draw or write about their thinking What about Prep and Year 1? • Small Group Choice • Children choose a wordless picture book • Children talk for 10-15 mins • Text Set Small Groups • Children with same stories, authors or illustrators talk about their particular book in a small group • Children ask questions and share their thinking • Pair Share • Pairs select the same book • Children talk together for 10-15 mins about their thinking • Pairs then share something with the rest of the class or another pair Ellen Larsen

  24. Sharing Time • This is the time to share the learning that has occurred during the workshop. Sharing ideas include sharing: • Independent reading tasks eg. A graphic organiser of information developed in response to a non-fiction text from one of the independent readers • Learning that occurred as the teacher conferred with an independent reader eg. Sam, could you tell everyone about that inference you made- it was amazing! • An observation during Guided Reading eg. John, could you share what we found worked really well in our decoding work today? • Some of the important points made during a book club meeting eg. Can you tell us one important thing that you found out about the text today? • Free sharing- has anyone got something they learned or did today that they would like to share? • Book recommendations eg. Does anyone • want to recommend a text for the class? Ellen Larsen

  25. Launching a Reading Workshop • The success and effectiveness of the • reading workshop is dependent upon: • The explicit teaching of necessary skills • The establishment of clear expectations • The development of routines • The organisation of the classroom and resources within the workshop space • Clear and Purposeful planning • Commitment to the benefits of such practice Ellen Larsen

  26. “Setting Up the Reading Workshop” Mini-Lessons • What does independent reading look and sound like? (RULES) • What do I do during independent reading? (RESPONSIBILITIES) • How do I choose a just right book? (SKILLS) • Where do I get the resources I need to complete my task? (ORGANISATION) • Where do I go after that? • How long do I have? Where do I • put my work? (ROUTINES) • DO NOT RUSH THIS!!!!!!!!!!!!!! Ellen Larsen

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  28. Video CLIP AN ESSENTIAL WEBSITE Ellen Larsen