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Lisa HaugenMar. 28, 29, 30
Comprehension Fluent Background Oral Reading Repertoire Reading Knowledge Language Writing of and Connections Strategies Vocabulary Time to TalkTime to Write Time to Read Experiences and skills that cultivate children’s comprehension Sharon Taberski 2011
Typical Workshop Format:The teacher models a specific skill or strategy either tothe whole group or small groups.Students are then given ample amount of time topractice the skill or strategy, while the teachermonitors.GOOD NEWS!! Reading/Writing Workshop does nothave to be this mundane. The Workshop approachoffers a great deal of flexibility that can energize bothstudents and teachers alike.
“It’s better to do fewer things well than many things superficially.” Sharon Taberski
My Goal for Readers My Goal for WritersFor children to acquire skills and For children to acquire skills andstrategies for figuring out words. strategies to communicate information and ideas.For children to understand the For children to be able to write in awide variety of genres, and the variety of genres.various literature themes.For children to clearly express their For children to express theirthoughts and ideas about what thoughts and ideas about whatthey have read. they write.For children to love to read and to For children to develop a greaterchoose reading as a leisure time confidence about writing and howactivity. they can integrate it into their lives on a daily basis.
Promotes a Balanced Literary Model through Flexibility Scheduling Differentiating Instruction Variety of strategies Materials
10 min. Mini 10 min. Read 20 min. Paired lesson aloud reading 20 min. 10 min. Mini 10 min. Lit. Independent or lesson circles partner reading 20 min. Independent or 10 min. Mini 10 min. partner reading lesson Reading share 10 min. Reading 10 min. Reading 10 min. conferences conferences Journaling There are numerous possible schedules that teachers can create picking from the Balanced Literacy Menu.
“Researcher Donald Graves recommends thatreaders self select about 80 percent of thetexts they read.” Harvey, Goudvis, 2008
Before Reading Strategies: Setting a purpose Anticipatory guides Predicting Developing background knowledge During Reading Strategies: Modeling and the “think aloud” strategy Visualizing Questioning Highlighting – Main idea, supporting details, and inference support. After Reading Strategies: Oral and written retellings Visualizing Evaluating Making connections