Reading Workshop Example Daily Lesson Grade 6 (95 Minute Block)
Practice “A” of ABC Writing – Address the Prompt: (Restate) How can you make a difference in someone’s life?
Students will respond: “I can make a difference in someone’s life by…”
Comprehension Strategy: Determine What is Important in the text – Shared Reading
Use the first paragraph of the article: http://voices.yahoo.com/how-difference-someones-life-
654477.html?cat=70 (From WriteWell Explanatory Unit 2)
(“To”)Model: http://www.slideshare.net/evansjenb/determining-the-importance-in-text an example from this
strategy (In the article: what is the central idea?) Think Aloud to show students how to determine Central idea.
(“With”) Students will continue reading text independently or with a close reading partner and determine
what is important in the article to determine a main idea or central idea. They will record in the “Mini-
Lesson” section of their notebook or in reading response journals.
Students will share out.
(“By”) Students will read independently in their choice book (or appropriately leveled text that share a central
theme) to determine what is important and what the central idea is. They will leave a sticky note on the page
with the central idea to share.
Students may work in centers.
Teacher will confer with students and/or pull a guided reading group focusing on the comprehension strategy.
Explicitly teach the words “absorbed, conscious, and fortunate” based on day 1 vocabulary model of academic
Students will continue independent reading, working at centers – be sure one is vocab., or writing.
Teacher will confer with students and/or pull another guided reading group focusing on the comprehension
Mini-Lesson (10 minutes) WriteWell Unit 2 Session 6 or 7– reinforce the importance of the text using the same “How to Make a Difference in
Someone’s Life” article or another similar one. Show students how to pull the specific information out of the text,
and show them how to be sure to include important information in what they are writing; how to write a strong
opening paragraph of an informational piece making sure the central idea is clear.
Students will work on a piece of explanatory writing and be sure to include what is important in their text. The
will write a strong opening paragraph making sure the central idea is clear.
Students will share opening paragraphs.
Students will continue independent writing, reading, or working at centers.
Teacher will confer with students as they work and/or pull another guided reading group focusing on the
*Note: Reading should include 50/50 split of Literary and Informational text. Guided groups can be skill based or instructional level based.
*Intervention may take place with students moving classrooms for all to receive instruction and novel study at their level.
Jennifer Evans, St. Clair County RESA