I will use different groupings throughout the day in order to meet the students’ needs.
Traffic flow, rich language environment, rule/procedures, management of materials, good lighting, preferred seating, interests levels, leveled library, have at least 7 books per child, noise level, relevant activities, file folder games at their level, trust, comfort, safety, vision, work to keep engaged, goal setting
“Reading aloud to students is another way to demonstrate how much you value reading, and it also becomes an opportunity to teach students about the rewards that reading brings” (Graves, 59). Readalouds occur throughout the day within a balanced literacy program. During read aloud time, the students gather on the whole group carpet area while a text is read aloud. Read alouds provide time for new genres, cultures, themes, and social issues to be introduced. If read alouds are thoughtfully selected, they can be used to teach reading strategies and vocabulary. According to Teaching Reading in the 21st Century, “What you choose to read aloud can serve to entice students to broaden the scope of their reading interests” (Graves, 59). During read alouds, the students are granted a glimpse inside the teacher’s head when think alouds are used. During the reading, the teacher may pause and share what she is thinking. This serves as a model for the students so that they are aware that real readers have a constant conversation running in their heads. Read alouds are also beneficial in providing a model of quality writing. During writer’s workshop, we often refer to mentor texts to help us improve our writing. By having some trusty texts, students will be able to model their writing after their favorite authors. Lastly, read alouds create a sense of community. “The social nature of reading in the company of others can become a powerful motivating force, encouraging students to read, to read with understanding, and to share their ideas with others. When students have the opportunity to talk with one another about what they read, they come to realize that there are many ways to understand and respond to a text, and they also have the opportunity to enlarge their understanding and repertoire of responses by listening to the responses of others.” (Graves, 60)
We rely heavily on this instructional approach in kdg and first grade, when students are emergent readers and are learning how texts work and stories go.
Having time to actually read for pleasure is essential if a child is to become a real reader. During independent reading time, students read texts of their own choosing. The teacher should be knowledgeable about current literature and should be able to assist the students in selecting “good fit” books. At the beginning of the school year, and as needed throughout the year), students need to be taught how to select “good fit” books. During independent reading, the classroom teacher may conference with individual readers. During a reading conference, the teacher checks in to see how the student is doing, teaches a strategy, and a praise point. The teacher may listen to the student’s reading and then give one strategy that the student may use. Or perhaps the teacher will help the student select a “good fit” book. After the teacher shares a strategy, she should give a praise point and then move on to another student. These conferences allow for the teacher to assess the students reading progress and to see which students need help with what. By providing time for the students to actually read, the teacher is showing the student that she values reading. “Anderson, Wilson, and Fielding (1998) discovered that among the fifth-grade students they studies, 50 percent read 4 minutes a day or less; 30 percent, 2 minutes a day or less, and 10 percent not at all” (Graves, 59). If students are to become better readers, they need to be given time to actually read!
The Fountas and Pinnell word study is a collection of minilessons that enable teachers to help children attend to and learn about how words work. The lessons are to be connected with word solving in reading and writing across the curriculum. Children learn to solve words on the run, while reading for meaning and writing to communicate. This is a comprehensive word study program that focuses on letter/sound relationships, spelling patterns, High frequency words, word meaning, word structure, and word solving actions.
Skip unless necessary to show more – resource for teachers to look back at ontheir own
Students are often informally assessed on their reading and writing development. The informal assessments allow for the teacher to quickly decide which students need remediation, more practice or enrichment with specific skills and strategies. Teachers may informally assess their students by simply listening in as the students are talking with their peers. High level questioning should be used to guide student conversations. Teachers may informally assess the students reading and writing development by utilizing journals. The journals allow a quick peek into the students’ heads and show the students’ strengths and weaknesses. Formal assessment are also used within the classroom. Many of the formal assessments are mandated by the school district or state. The formal assessments are used to guide my instruction. Students will earn their grades by earning points. Many of the scores will come from rubrics. Rubrics are sent home on a biweekly basis so you know how your child is doing in the classroom. Students will be evaluated on the quality and quality of reading journals, reading logs, written responses, active participation during discussions, published pieces of writing, comprehension tests, and quantity of writing produced during Writer’s Workshop.
Reading workshop series day 1
Assistant Director ELA
St. Clair County RESA
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 (Allington & Walmsley, 1995).
Teachers need to put aside instructional
practices that have been shown to be ineffective.
for Readers and
Big Five from the
Panel of the
7 Habits of Good
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
Implementing Reading and Writing Workshop into
elementary, middle, and secondary classrooms can lead
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.,
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. Having all students working in
the same book at the same time is about control and
comfort, not effective teaching.
Instructional decisions are made by teachers to
address the needs of the students in their
classrooms, rather than coming from a commercial
program. 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.
It is necessary to have a classroom structure
in place that supports the other students in
their literacy learning.
Management and routines are key!
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 in
1979 (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." In 1987, Dr.
Pearson (and Dole) described the importance of
"explicit instruction" for teaching comprehension
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.
Comparison of Traditional and Guided Reading
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
Questions are generally limited to factual
Teacher is interpreter and checker of
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
Introductions focus on meaning with some
attention to new and interesting
Skills practice is embedded in shared
Focus is on the student, not the lesson.
Teacher and students actively interact with
Questions develop higher order thinking
skills and strategic reading. Teacher and
students interact with text to construct
Students read entire text silently or with a
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
Types of Groups
Modeled reading and writing
Independent reading and
Think – Pair - Share
In order to create a literacy environment
within your classroom, what things must be
* traffic flow * rich language environment
* management of materials
* preferred seating
* leveled library * noise level
* file folder games at level
* safety *vision
* work to keep engaged
Plan Your Space
Whole-Class Meeting Area
(This includes my easel,
rug, directors chair, etc.)
Book Shelves for My
My Bulletin Boards (My CAFE
board, Homeworkopoly, 6
Traits Board, Writer's &
Reader's Workshop, Anchor
Charts, All About Me Board,
Check In/Paper Work Area
Materials/Supplies Set Up
Setting Up Your Classroom
The sisters – setting up your classroom:
(6 min. )
Classroom set-up: (pictures)
Why is structure important?
In order for a guided reading group to be
successful, the rest of the students in the
class need to be involved in meaningful
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
Take notes of meaningful
activities you would like
Everyone must share
before you share again.
Meaningful literacy activities are
ones in which:
Research tells us that:
best through social
Guided reading is
The Components of Balanced
Essential Components of a Reading
instruction of skills and
Small Groups (45-60
time to share and
talk about reading
Goal: Reading Process for the Strategic
Components of a Reading Workshop
W6zM (Calkins – Structures of a Reading
Rick’s Reading Workshop Overview:
Handout of Components
Teacher reads selections
aloud to students.
•Students are introduced to a
variety of texts
•Students hear fluent reading
•Teacher shares her thinking
•Students are provided with
quality writing models
•Creates a sense of community
What it Looks Like:
All Eyes on One Text
Repeated Readings of
New, Familiar and
Fluency and Phrasing
Love for reading
Teacher works with small, flexible groups of
children who have similar reading strengths &
Small Group Strategy
Small groups at the
same reading level
Prepares students for the
next reading level
Teach the skills within
their instructional level
Books match their
Small groups that are
Students may or may not
be at the same reading
Books match their
Students read texts that
they have chosen.
Books should be “Good
Meet their need (to inform,
entertain, or persuade them)
Match their interests
At an appropriate reading
Students are given time to
Students are encouraged
to get comfortable.
Individual Instruction for Readers and
Take place between the teacher and
Differentiation at its Best!
Mini-lesson : Teacher explicitly teaches a skill in
phonics, spelling, vocabulary, reading, or writing
Practice: Students practice the skill independently or
with a partner
Sharing: Students share what was learned and how
it will help us in everyday reading and writing
Components of Language/Word
Rules and Procedures are Clearly Established
Relevant tasks are prepared at each center
Key to success:
When trust is combined with explicit instruction,
our students acquire the skills necessary to become
independent learners. Students will continue their
learning even when they are not being “managed”
by the teacher. (p. 18)
Establish clear routines and procedures
Explicitly explain why
Reading Workshop Videos
h.htm (multiple videos showing different components of a
Typical Reading Workshop Structure)
Turn and Talk
Notes From Small Group
On Demand Writing
Small Group Profile
Using assessment data (NWEA
example), group your students into
guided reading groups.
Confer with a partner to share how you
grouped your students. Be sure to
defend your decisions.
Again using assessment data, group
your students into skill groups.
The Reading and Writing
first page of
until the last
Starting with your skill groups, determine
what lesson you will teach them.
Confer with a partner
1. Plan and
4. Use Data to
2. Develop Your
8. Readjust and
and be prepared to
Next time you come bring
a sheet showing how you
grouped your students for
guided reading and skill
groups and the