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Reading Workshop

This page walks you through the Reading Workshop Curriculum we have implemented into our school; it provides examples of materials developed on site and resources that will allow a K-5 Reading Workshop classroom to operate smoothly.

 

Reading Workshop is a Balanced Approach to Reading that meets students at their current reading level and enables them to concurrently improve their reading by choosing "just right" books and thus, progressing ten-fold.

 

Parts of Reading Workshop

Classroom library:

Classroom Library

The classroom library is very important within a Reading Workshop classroom. Students choose their own books based upon their current reading levels and interest. The library is leveled according to Fountas and Pinnell's A-Z reading levels.  Each letter represents a different level and students are assessed 3-4 times a year to determine their growth. The following "Data Sheet" was developed and used to gather summative data on each student.

 

Data collected is then inputted into a Reading Levels Growth Data Sheet that tracks student scores over the school year and across classrooms.  The levels used on the data sheet are based on the "Fountas and Pinnell" one-on-one Reading assessments administered throughout the school year. A correlation chart, found in the Fountas and Pinnell Assessment guide correlates each alphabetical letter to grade proficiency.  When students move on to the next year, the data collected follows them, enabling teachers to begin instruction immediately in September.

 


Reader's Workshop Mini-lesson Structure:

 
Direct Instruction occurs on the carpet and is limited to 10-15 minutes. All lessons follow the following format:
  • Connection: The connection is comprised of a 1-2 minute teacher-generated hook that is meant to increase student interest and inadvertently draw them into the day's current Teaching Point.  
  • Teaching Point: The teaching point takes another 2-3 minutes. During this time, the teacher explains that day's given strategy (be it stepping into the character's shoes, looking through their lenses, or stopping to jot ideas on post-its).
  • Active Engagement: During this 3-4 minute portion of the lesson, students are asked to implement the teaching point during a given scenario and think through any given thought or action. They then turn and talk in Reading Partnerships as the teacher circulates and listens in on key discussions. 
  • Link: During the final 2-3 minutes, the teacher highlights some of the discussions she overheard during her circulation. She then links their current work to what they will be using when they return to their "reading spots" to continue their reading. 
 

Independent Reading Time: 


Students read anywhere from 20-40 minutes, increasing their reading span over the year. They stop at key points to jot ideas, make connections, list questions, and write thoughts. During this time, the teacher confers with individual students and pulls groups of students to conduct small group mini-lessons.

The following are some examples of Reading Workshop Mini-Lessons developed by NOW teachers. Teachers have also developed Units-of-Study based upon this structure. 


Students in Classroom LibraryDuring conferring, teachers ask probing questions to check for understanding. Teachers use open ended questions to help students explore their books and analyze the characters, setting, and plot. Each conference is different and based on student needs. During this conference, teachers offer a teaching point, and students create an action plan for their future reading lives. Afterward, the teacher writes anecdotal notes to guide future conferences using our Conferring Sheet

 

 

Interactive Read-Alouds:

Read Alouds are an integral part of Reading Workshop. Teachers read text aloud and model how readers approach such texts. These cornerstone texts are used during the mini-lesson teaching points. New vocabulary words are also introduced into the classroom during this time. A comprehensive year-long Pacing Plan was developed by a team of our teachers.

 

Word Study:

During Word Study our teachers use Words Their Way, a comprehensive strategic Phonics Program, that helps teachers group students into different spelling categories: Letter-Name, Emergent, Within Words, Syllables and Affixes, and Derivational. Open Sorts, puzzles, and games are used to build mastery at each level. An assessment is given 3 times a year to determine flexible grouping and growth. Word Study is conducted 2-3 times a week. 

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