The document provides an agenda and materials for a reading workshop training. It includes an introduction, objectives, components of a reading workshop like read alouds and shared reading. It discusses the importance of structure, routines, and meaningful independent activities. Research shows guided reading is a social process and balanced literacy incorporates various components like read alouds, shared reading, mini lessons and independent reading.

1. Jennifer Evans
Assistant Director ELA
St. Clair County RESA
Evans.jennifer@sccresa.org
http://www.protopage.com/evans.jennifer

3. Agenda
Introduction
Background
Objectives
Initial Reading
Workshop
Reflection/Plan
Essential
Components of
a Reading
Workshop
Assessment
Overview
Practice Homework

5. Entrance Ticket

6. Teacher Self-Reflection

7. Essential Collaboration
With your table group,
discuss the meaning of
each box on the Teacher
Self-Reflection tool.
Determine an essential
understanding of what
each box means.

8. Where We Are Now ?
Highlight
where you feel
you are on the
Teacher Self-reflection
tool.
Compare the
Initial Reading
Survey with the
self-reflection.
Set a goal for
your continued
implementation
of Reading
Workshop and
what you
would like to
accomplish by
the end of this
year.
Throughout
this series,
develop and
add to a plan
detailing what
you will do to
achieve your
goal.

10. Keep This in Mind:

11. Why Workshop?
Research
based
Motivation
Best
Practices

12. Research Based
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.

13. Attachment A
Research Base
for Readers and
Writers
Workshop Article
Big Five from the
Reading First
Panel of the
Federal
Government
7 Habits of Good
Readers
What are the Big Five? How do you teach them?

14. Motivation
 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 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.,
2001

15. Best Practices
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, 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.

16. “Basals with fidelity”
 not authentic text
 every piece (worksheets)
 skills in isolation
 one size fits all
 decline in reading scores
 often times the teacher does all of the
talking not providing the students with the
time to practice
 Don’t promote teachers making good
instructional decisions based on student
need

17. One of the most important things we can do
as educators is to provide students with
ample time to practice 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!

19. The Reality
 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

20. How?
Such instruction involves four phases:
teacher modeling and explanation with explicit instruction
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.

21. Reading/Writing Workshop Comparison

22. Comparison of Traditional and Guided Reading
 Traditional Reading Groups
 Groups remain stable in composition.
 Students progress through a specific
sequence of stories and skills.
Groups
 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

23. Think – Pair - Share
 In order to create a literacy environment
within your classroom, what things must be
considered?
* traffic flow * rich language environment *rule/procedures
* management of materials
*good lighting * preferred seating *interests levels
* leveled library * noise level
*relevant activities * file folder games at level
*trust * comfort * safety *vision
* work to keep engaged *goal setting
Collaborate , research, plan to determine the best set-up for your classroom.

24. Plan Your Space
Whole-Class Meeting Area
(This includes my easel,
rug, directors chair, etc.)
Book Shelves for My
Classroom Library
My Bulletin Boards (My CAFE
board, Homeworkopoly, 6
Traits Board, Writer's &
Reader's Workshop, Anchor
Charts, All About Me Board,
etc.)
Check In/Paper Work Area
for Students
Computers Materials/Supplies Set Up
Desks/Tables

25. Setting Up Your Classroom
 The sisters – setting up your classroom:
(6 min. )
http://www.choiceliteracy.com/books-dvds-
detail.php?id=57
 Classroom set-up: (pictures)
http://workshopteaching.weebly.com/classr
oom-set-up.html

29. Break

30. 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
literacy activities.
 It takes time to establish routines

31. 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.
Everyone must share
before you share again.
Take notes of meaningful
activities you would like
to use.
Chips in:

32. Meaningful literacy activities are
ones in which:
Students are
actively
engaged
Concepts and
strategies are
reinforced and
based on student
need
Collaboration
and
independence
are promoted
PLC opportunity: How do you determine what literacy activities you will teach? Have
at centers?

33. Research tells us that:
Literacy develops
best through social
interaction and
dialogue with
others.
Guided reading is
essentially a
carefully managed
“social occurrence”.

34. The Components of Balanced
Literacy
 http://www.youtube.com/watch?v=8nhZ7g0955Q
(6.42)

35. Essential Components of a Reading
Mini-Lesson (10-15
minutes): explicit
instruction of skills and
strategies
Read Aloud
Think-Aloud
Shared
Reading
Modeled
Reading
Review
Assessment
Independent and
Small Groups (45-60
minutes):
Independent Reading
Collaboration
Discussions
Guided Reading
Assessment
Conferences
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
Workshop

38. Components of a Reading Workshop
 http://www.youtube.com/watch?v=cgN2WUM
W6zM (Calkins – Structures of a Reading
Workshop– 5min)
 Rick’s Reading Workshop Overview:
https://www.teachingchannel.org/videos/read
ing-workshop-overview
Handout of Components

39. Read Aloud
Teacher reads selections
aloud to students.
Benefits:
•Students are introduced to a
variety of texts
•Students hear fluent reading
•Teacher shares her thinking
(Think Alouds)
•Students are provided with
quality writing models
•Creates a sense of community

40. Shared Reading
What it Looks Like:
 All Eyes on One Text
Reading Together
 Repeated Readings of
New, Familiar and
Favorite Texts
Supported Skills
 Fluency and Phrasing
 Love for reading
 Comprehension
 Word familiarity
 Phonemic
awareness/phonics
 Safe environment

41. Guided Reading
Teacher works with small, flexible groups of
children who have similar reading strengths &
needs.
Guided Reading Small Group Strategy
Lessons
 Small groups at the
same reading level
 Prepares students for the
next reading level
 Teach the skills within
their instructional level
 Books match their
instructional reading
level
 Small groups that are
skill based
 Students may or may not
be at the same reading
level
 Differentiated Instruction
 Books match their
independent reading
level

42. Independent Reading
 Students read texts that
they have chosen.
 Books should be “Good
Fits”
 Meet their need (to inform,
entertain, or persuade them)
 Match their interests
 At an appropriate reading
level
 Students are given time to
actually read.
 Students are encouraged
to get comfortable.

43. Conferring
 Individual Instruction for Readers and
Writers
 Take place between the teacher and
student
 Differentiation at its Best!

44. Word Study
 Mini-lesson : Teacher explicitly teaches a skill in
phonics, spelling, vocabulary, reading, or writing
 Practice: Students practice the skill independently or
with a partner - a white board for everyone is key
 Sharing: Students share what was learned and how
it will help us in everyday reading and writing

45. Components of Language/Word
Study
Phonemic
Awareness
Phonics
Instructions
Vocabulary
Instruction
Spelling
Instruction
Interactive Edit Vocabulary Handwriting
Test
Reading/Writing
Current Events
Modeled or
Shared
Reading/Writing
Interactive Read
Aloud

46. Literacy Centers
Rules and Procedures are Clearly Established
Relevant tasks are prepared at each center

47. 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)
 Providing choice
 Establish clear routines and procedures
 Explicitly explain why
 Provide lots of time for students to practice
 Build Stamina
 Good-fit books
 Anchor Charts
 Correct Modeling

49. Reading Development
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 reading

50. Back Page of Flip Book

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

52. Test Administration
Collaboration
Get into
assessmen
t groups
Discuss the
protocols
used to
administer
and record
the test
Discuss any
issues/
problems
that were
faced during
testing or
recording of
the
assessment
and how
they were
solved
Determine
protocol for
administration
and recording
Record on
Notes Page
for all to
follow the
determined
protocol
with fidelity

53. Assessment Administration
Protocol Notes

54. See Selena Example
An assessment states: (page 8)
“Have a conversation with the student, noting the
key understandings the student expresses. Use
prompts as needed to stimulate discussion of
understandings the student does not express. It
is not necessary to use every prompt for each
book. Score for evidence of all understandings
expressed – with or without a prompt. Circle the
number in the score column that reflects the level
of understanding demonstrated.”

55. “It is not necessary to use every
prompt for each book.”
 Teachers may interpret this in different ways.
 What if they don’t ask any prompts on any test?
 What if they ask every prompt on every test?
 What if they change what the prompt says?
 What if they add their own prompts?

57. Scoring Collaboration
Discuss the
protocols they used
to score the test
Discuss any issues/
problems that were
faced during scoring
of the assessment
and how they were
solved
Determine protocol
for scoring the
assessment and
record notes

58. “Note Any Additional
Understanding”
 If a student provides other information, how
do you score it?
 Selena did not state that the picture showed the
skunk was happy (or had lots of room) in her
retell, so she received a score of a 2.
○ What if Selena gave additional much deeper
information?
○ What if Selena gave additional irrelevant
information?
○ What if Selena gave similar information?
○ What if Selena goes off on an incorrect tangent
and changes what she said earlier?

59. Assessment Scoring Protocol
Notes

60. Practice/Investigation
We will have lots of practice
to make instructional
decisions based on data
during this series. Start by
practicing assessments.
Or Spend the remaining time
exploring these websites or
my Protopage to learn more
about Reading Workshops

61. Assessment Practice
 Practice specific examples of
assessment protocol for:
 Dibels
 DRA
 Informal Reading Inventory
 Benchmark Assessment
• OR…

62. Student Assessment Record
 Working individually or with a grade level
team, discuss and develop tools to :
 1. Record student assessment information
 2. Plan for monitoring progress
 3. Plan for recording observations
 4. Plan for using data to guide instruction

63. Small Group
Name Reading
Level
Interests Strengths Skills/
Strategies
Needed
QSI
Level

66. Reading Workshop Videos
 http://insideteaching.org/quest/collection
s/sites/myers_jennifer/workshopapproac
h.htm (multiple videos showing different components of a
reading workshop)
 http://www.scholastic.com/teachers/top_
teaching/2009/10/reading-workshop (5:49
Typical Reading Workshop Structure)

67. Reading Workshop Sites
 The Reading Workshop Resource page:
http://www.busyteacherscafe.com/literacy/readin
g_workshop.html
 What effective classroom libraries look like:
http://teacher.scholastic.com/products/classroo
mbooks/pdfs/research/What_Effective_Librarie
s.pdf
 Daily 5 Literacy Block:
http://pinterest.com/megandm/daily-5-literacy-block/

68. 1. Plan and
Organize Your
Classroom
Recap
2. Develop
Your Schedule
3. Establish
Clear Routines
and
Expectations
4. Give
Assessments
with Fidelity
6. Prepare
Relevant
Activities at
Level
5. Use Data to
Group Students

69. What happens next?
Next time, bring your assessment results, curriculum and
planning guide. http://soltreemrls3.s3-website-us-west-2.amazonaws.com/solution-tree.
com/media/pdfs/Reproducibles_SRTI/universalscreeningplanningguide.pdf
We will look at these results and plan instruction by
grouping students, determining essential standards and
what they mean, and understand correct text to reader
match.
Read the Motivation to Read Profile