1. March 4, 2014
Jennifer Evans
Assistant Director ELA
St. Clair County RESA
Evans.jennifer@sccresa.org

2. Why Reading
Workshop?
How to do a
Reading
Workshop?
Assessment /
Grouping
Intervention
School Wide
Programs
Daily Routine
Guided
Reading
Strategies
PD Plan

3. Statistics
The number of adults that are classified as functionally
illiterate increases by about 2.25 million each year.
One child in four grows up not knowing how to read.
44 million adults in the U.S. can't read well enough to read a
simple story to a child.
21 million Americans can't read at all, 45 million are
marginally illiterate, and one-fifth of high school graduates
can't read their diplomas.

4. 43 % of those
whose literacy skills
are lowest live in
poverty.
70% of America's
prison inmates are
illiterate and 85%
of all juvenile
offenders have
reading problems.
Two-thirds of
students who
cannot read
proficiently by the
end of the 4th
grade will end up
in jail or on
welfare.
90% of welfare
recipients are high
school dropouts.
When the State of
Arizona projects
how many prison
beds it will need, it
factors in the
number of kids
who read well in
fourth grade.
16 to 19 year old
girls at the poverty
level and below,
with below average
skills, are 6 times
more likely to have
out-of-wedlock
children than their
reading
counterparts.

5. Research
based
Best
Practices
Motivation

6. 
Research has suggested that addressing students’
individual needs is an important aspect of
effective reading instruction (Fielding & Pearson,
1994). Although this may challenge teachers’
traditional notions of reading instruction, forcing
them to work in guided reading groups and
individually with readers, the research is
overwhelmingly in favor of individualizing
instruction to meet the needs of all learners
Teachers need to put aside instructional practices
that have been shown to be ineffective.
(“Implementing a Workshop Approach to Reading”
Dr. Frank Seraini, 2005)

7. 


Learning in general is indeed an intentional act. Students
make the conscience decision to learn or not to learn
immediately upon entrance into the classroom each day.
The teachers and learning environments which the
student encounters certainly influence his decision to
learn.
Implementing Reading and Writing Workshop into
elementary, middle, and secondary classrooms leads to
increased levels of motivation in readers and writers.
Research has found that high levels of motivation and
engagement in elementary classrooms leads to high
levels of achievement (Pressley, M., Allington, R.L.,
Wharton-McDonald, R., Black, C.C., & Morrow, L.M.,
2001

8. In workshop approaches, the teacher is seen as a decision maker,
conducting lessons and creating learning experiences based on the
needs of the readers in their class.
Instructional decisions are made by teachers to address the needs of
the students in their classrooms. In the hands of a quality teacher,
basals and instructional materials become resources to use, rather
than a series of lessons to be read aloud.
One of the most important things we can do as educators is to
provide students with ample time for reading and writing.

9. 
Professor Pearson finds that in many classrooms,
students spend little time actually reading texts.
Much of their instructional time is spent on
workbook-type assignments. The skill/time ratio
is typically the highest for children of the lowest
reading ability (Allington, 1983). Furthermore,
the research indicates that teachers are spending
inadequate amounts of time on direct
comprehension instruction. A study completed
(Durkin) concluded that teachers used either
workbooks or textbook questions to determine a
student's understanding of content, but rarely
taught students "how to comprehend."

10. 



Both NRP and Duke and Pearson (2002) agree
that explicit teaching, including an explanation
of what and how the strategy should be used,
teacher modeling and thinking aloud about the
strategy, guided practice with the strategy and
support for students applying the strategy
independently are the steps needed to
effectively teach any comprehension strategy.
Comprehension is what it’s all about!
Reading comprehension – and how to teach it –
is probably the area of literacy about which we
have the most knowledge and the most
consensus.
It is also probably the area that gets the least
attention in the classroom.

11. “Effective classroom
teachers are the only
absolutely essential
element of an effective
school.”
 Allington & Cunningham, 1997

12. m.socrative.com
Join room 980994
Discuss: When you are observing
reading in K-2 classrooms, what do
you consistently see?
Discuss: When you are observing
reading in 3-5 classrooms, what do
you consistently see?
Record: Differences in K-2 and 35 reading instruction.

13. 
Traditional Reading Groups
◦ Groups remain stable in composition.
◦ Students progress through a specific
sequence of stories and skills.
◦ Introductions focus on new vocabulary.
◦ Skills practice follows reading.
◦ Focus is on the lesson, not the student.
◦ Teacher follows prepared "script" from the
teacher's guide.
◦ Questions are generally limited to factual
recall.
◦ Teacher is interpreter and checker of
meaning.
◦ Students take turn reading orally.
◦ Focus is on decoding words.
◦ Students respond to story in workbooks or
on prepared worksheets.
◦ Readers are dependent on teacher direction
and support.
◦ Students are tested on skills and literal
recall at the end of each story/unit.

Guided Reading Groups
◦ Groups are dynamic, flexible, and change
on a regular basis.
◦ Stories are chosen at appropriate level for
each group; there is no prescribed
sequence.
◦ Introductions focus on meaning with some
attention to new and interesting vocabulary.
◦ Skills practice is embedded in shared
reading.
◦ Focus is on the student, not the lesson.
◦ Teacher and students actively interact with
text.
◦ Questions develop higher order thinking
skills and strategic reading. Teacher and
students interact with text to construct
meaning.
◦ Students read entire text silently or with a
partner.
◦ Focus is on understanding meaning.
◦ Students respond to story through personal
and authentic activities. Students read
independently and confidently.
◦ Assessment is ongoing and embedded in
instruction

14. Round 1: Discuss what you currently see in
classrooms during reading instruction.
Round 2: Discuss what you would like to see
in classrooms during reading instruction.
Round 3: How will you implement this
change?

15. Such instruction involves four phases:
teacher modeling and explanation
guided practice during which teachers "guide"
students to assume greater responsibility for task
completion
independent practice accompanied by
feedback
application of the strategies in real reading
situations
Dr. Pearson emphasizes that comprehension instruction
must be embedded in texts rather than taught in isolation
through workbook pages.

18. 
After reading through the Teacher SelfReflection, think of the teachers in your
building:
◦ Where will you find most teachers?
◦ Where will you start to support your teachers to
achieve Reading Workshop with fidelity?
◦ Where will you focus your resources?
◦ What do you need to help support your teachers in
this process?

19. Informal Assessments
Listening In
Turn and Talk
Formal Assessments
Teacher/Student Conference
notes
DIBELS
Running Records
Pre/Post Assessments
Notes From Small Group
Instruction
Observations
Hand Signals
Rubrics
Journals
MEAP/NWEA/STAR ReadingMath
DRA
Comprehension Tests
Self-Evaluations
Published Writing
On Demand Writing
Presentations

20. 
Students who do not meet benchmark should
be receiving intervention. These services
include:
Reading
Recovery
Intervention
Specialist
Reading Coach
Support
Classroom
intervention
groups
Other pull-out
programs

21. Students who
qualify for
intervention
should not receive
intervention
during CORE
reading instruction
(90 minute block).
These students
need additional
reading
instruction.

22. Yearly, time should
be spent supporting
teachers to achieve:
Assessment
Fidelity
Program Consistency
throughout the
building

23. Stage
Name
The Learner
Birth to grade 1
Emergent Literacy
Phonological Awareness –
gains control of oral
language; relies heavily on
pictures in text; pretends to
read; recognizes rhyme
Beginning grade 1
Decoding
Phonics – grows aware of
sound/symbol relationships;
focuses on printed symbols;
Grade 1 to Grade 3
Confirmation and
Fluency
Develops fluency in reading;
recognizes patterns in
words; checks for meaning;
Grade 4 to 8
Learning the New
(Single Viewpoint)
Uses reading as a tool for
learning; applies reading
strategies; expands
vocabulary;
Secondary
Multiple Viewpoints
Analyzes what is read;
reacts critically to texts;
deals with layers of facts
and concepts
Higher Education
A Worldview
Develops a well-rounded
view of the world through

25. The Reading
Workshop format
is the “How”

26. 
https://www.teachingchannel.org/videos
/reading-workshop-overview (5:22)

27. Mini-Lesson (10-15
minutes): explicit
instruction of skills and
strategies
Read Aloud
Think-Aloud
Shared
Reading
Independent and
Small Groups (4560 minutes):
Independent
Reading
Collaboration
Discussions
Guided Reading
Modeled
Reading
Assessment
Review
Conferences
Assessment
Reinforce/Extend/
Re-teach skills
Centers/Menus
Shared Learning
(10-15 minutes):
time to share and
talk about reading
Sharing Projects
Author’s Chair
Assessment
Status check
Review

29. When Using Guided Reading
Students have a
high accuracy rate
in reading when the
appropriate level
text is chosen for
them.
Students are
provided with the
necessary strategies
to overcome
“reading road
blocks.”
The focus of reading
shifts to meaning
rather than
decoding; the
construction of
meaning is
imperative.
Students have the
opportunity to apply
independent reading
strategies with the
guidance and support of
their teacher and observe
proper reading strategies,
as modeled by their
teacher and peers.

30. Independent Level
96%- 100% Accuracy
with good
comprehension and
fluency
“Just Right”
Instructional Level
90-95% Accuracy
Students can read with
teacher support and
instruction
Frustration Level
< 90% Accuracy
“Too Hard”

31. If Harcourt is the
foundation
Works best for onlevel students
Key
Look at needs of
students
Other options
Book rooms
Struggling readers
and advanced
readers need more
or different
School library
All readers need
real literature
Classroom libraries
Leveled Readers
Cover the same
skills covered with
the leveled readers

32.  Three
criteria for a good
worksheet…
1. Must involve
some reading
and/or writing
2. Majority of my
class (75-80%)
must be able to
do it
independently
3. Students must
need work on
that skill

33. How big can the
groups be?
Struggling
readers/belowlevel groups (3-4)
Proficient/on-level
groups (5-6)
Advanced/abovelevel groups (7-8)
How often do we
meet?
Who meets with
groups?
Struggling
readers/below
-level groups
(every day)
Classroom teacher
meets with EVERY
group.
Proficient/onlevel groups (4
days)
Future
considerationGuided reading
training for
paraprofessionals
Advanced/above
level groups
(every other day)
What can the
paraprofessionals
be doing now?
Work with groups
of students
reviewing
skills/strategies
already covered
Conference with
students as they
read
independently
Help students
as they work
at centers

34. Teacher’s Role
Before:
-Selects appropriate text.
-Prepares an introduction to
the story.
-Previews some challenging
word patterns, vocabulary,
and concepts that are
present in the story.
During:
After:
- “Listens in” to what
students are reading.
- Facilitates a discussion
on the book.
-Interacts with individual
students to address specific
challenges.
-Assess student’s
response to what they
read.
-Observes student strategy
use and takes anecdotal
notes.
-Focuses on a particular skill
-Confirms student’s
or strategy.
problem-solving attempts
-Occasionally creates
and their success using a
extension activities to
particular strategy.
improve fluency, decoding,
and comprehension.
-Returns to the text to
point out one or two
teaching points that
reflect the main purpose
of the lesson.
-Points out strategies
used by students during
their independent
reading.
See Essential Elements of Guided Reading Handout

36. Picture walk
Text Structure
Genre
Share response from previous day
Set purpose for reading
Preview/ Review Vocabulary
Discussion
Book introduction
Prediction Chart
Reread previous guided reading book (k-2)
Build sentences from a previous guided reading
book(k-2)
◦ KWL Chart , Thinking Map etc. to activate
schema
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37. Focus on Comprehension
Strategy While…
◦ Students read text
through:






Choral
Echo
Partner
Independent
Paraphrase
Summarize
The comprehension strategy used
during guided reading should
have been taught to students,
whole group; during guided
reading students are able to
practice the strategy with teacher
support and in instructional level
text.
The primary purpose of reading
is to obtain meaning from text.
Even at the K-2 level students
need to be reading to make
meaning from text.
NOT ROUND ROBIN!

38. ◦
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Independent reading
Graphic organizer
Questioning
Response journals
Summarize
Book share
Discussion
Graphic Organizer
Sort
Redo the ending of the story
Act out the story
Rebuilding/rereading sentences from text
Draw or write a response to the story

39. Conversation about the
texts students read
Literate conversations
mimic the conversations
real readers in the real
world have about real
books they really want to
talk about!
Model types of
connections readers make
(T-S, T-T, T-W).
Conduct discussions with
readers as conversations –
not interrogations.
Arrange for students to
have literate conversations
in small groups.

40. At your table, take turns
sharing examples of
meaningful activities for
students to do. Be sure to
explain how you know it’s a
meaningful activity.
Each time you share, place
your chip in the center.
Take notes of meaningful
activities you would like to
see when you observe
reading.
Everyone must share before
you share again.

41. Collaboration
and
independence
are promoted
Students are
actively
engaged in
activities based
on need
Concepts and
strategies are
reinforced

42.  Independent
Reading
 Word Study/Making
Words
 Big Book
 Writing
 Poetry
 Computer/iPad
 Listening
 Extension activity
Handwriting
Strategy work
Vocabulary
Reading Logs
Skill Activity
Challenges
Fun Folder
Activity
Content Areas
Writing Workshop
Newspaper
Activity
Book Response

43. 
http://www.youtube.com/watch?v=NBy6Bg
o7lvg (8 min. 3 grade lesson)
rd

44. Group: A
10
Book: The Hungry Giant
Level:
Comprehension Strategy : Making predictions
Essential Question: How do I make predictions as I read?
Before: Create a prediction chart. Have students look at the cover of the book
and make predictions for the story.
During:
1. Introduce vocabulary words: bommy-knocker and roared.
2. Choral read with students
1. On page 13 stop and have students revisit their predictions. Check to see if
they still think their predictions will be true.
3. Partner read with students
4. Independent read
After: Revisit the prediction chart and have students compare the story ending to
their predictions.

45. At your tables
identify if this was a
good or bad lesson.
Work together to
identify the good and
bad components of
the lesson.

47. See additional plans

48. At your table, revisit what components you
would like to see in every reading lesson.
Develop a list of necessary components.
Develop a list of things you do not want to
see.
Develop a plan to implement necessary
components into every classroom lesson.

51. 

ELA Look-Fors:
(3 day PD)
◦ Day 1 – introduce
◦ Day 2 – model lesson
◦ Day 3 - classroom walkthrough and support
This year – academic vocabulary
 Next year – see suggested PD plan
