# data[].attributes.headline
1. UNITS OF STUDY for teaching Reading K-5

# data[].attributes.subject
1. UNITS OF STUDY for teaching Reading K-5

# data[].attributes.body
AMAZING 1 hour webinar (Lucy Calkins)

# data[].attributes.body
VERY RICH website

# data[].attributes.attachment_link.readable_text
Once implemented, Reading Workshop can quickly become students' favorite part of the day.

Since the format gives students tools for selecting and comprehending literature, students who were once reluctant to read now find themselves with the skills needed to be successful readers. Over the course of the year, students read many books and are encouraged to do as good reader's do in exploring different genres, authors, and texts.

The program emphasizes the interaction between readers and text. Students learn to ask questions, make connections with prior knowledge and previously read texts, and ask questions to clarify faulty comprehension they recognize has occurred.

The program includes peer conferences and teacher conferences with students but emphasizes students' independence and allows them to become successful readers outside of the classroom.
What is the format of Reader's Workshop?
Reader's Workshop uses a similar format to Writer's Workshop. There are several consistent components but there is much variation on how it is implemented in different classrooms.

* Mini-lessons on some aspect of literature or a reading strategy.
* Independent Reading Time, where students keep a journal and respond to the literature in terms of what they think or how they feel about what they are reading.
* Sharing Time where students share with another person their journal entries and the other person gives feedback.

During Independent Reading Time, the teacher engages in student conferences on an individual or group basis. Teachers can also engage in guided reading with groups of students who need additional support.
What is the Goldilocks Method of Choosing Books? Variation: Five Finger Rule What resources are available to support me?
Reader's Theater (free scripts to download)Mrs. Meachum's Mini-Lessons Videos Modeling Implementation of Reader's Workshop More Videos Differentiation in Reader's Workshop
Classroom Examples
Beth Newingham: What It Looks Like in My Classroom Mrs. McDavid's Class Web Site Hill Elementary Classroom with Videos The Learning Pad Reading Workshop Site Guiding Principles from Alpine School District Procedures Components of Readers Workshop
Videos Additional Resources
Common Core Source.com RTI (Response to Intervention) Resources Open Court Resources.com Treasures Resources.com Independent Work Time.com Blooms Taxonomy.org

Search This Site:

Suggested Reading:

# data[].attributes.attachment_link.description
Once implemented, Reading Workshop can quickly become students' favorite part of the day. Since the format gives students tools for selecting and comprehending literature, students who were once reluctant to read now find themselves with the skills needed to be successful readers.

# data[].attributes.body
Curated Resources VIS

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.headline
5. Implementation Classroom VIDEOS Reading and Writing

# data[].attributes.subject
5. Implementation Classroom VIDEOS Reading and Writing

# data[].attributes.body
Heinemann

# data[].attributes.attachment_link.title
404: Not found | Teachers College Advancing Literacy

# data[].attributes.attachment_link.description
Units of Study for Teaching Reading, K-5 provide tools and methods to help students move up the ladder of text complexity.

# data[].attributes.body
Videos

# data[].attributes.attachment_link.title
Jennifer Myers * Readers and Writers Workshop

# data[].attributes.attachment_link.description
This page will give you an indepth look at a morning in my classroom, including our Readers Workshop, Writers Workshop, Authors' Chair, and Word Study.

# data[].attributes.attachment_link.title
Reading Workshop - Information, ideas, and resources from Busy Teacher's Cafe

# data[].attributes.headline
Differentiation in the Readers' Workshop

# data[].attributes.subject
Differentiation in the Readers' Workshop

# data[].attributes.body
Scholastics

# data[].attributes.attachment_link.readable_text
In my classroom, differentiation takes the form of a variety of on-going assessments, opportunities for student choice, activities tailored to learning styles, and modified individual or group instruction. I see myself as the facilitator, while students become problem solvers and learn to be critical thinkers. I model my reader's workshop on this approach, adapting instruction to readers' individual needs while setting high expectations for all students.

Setting Up a Reader's Workshop for Differentiated Learning

My reader's workshop consists of a mini-lesson that focuses on a certain skill or strategy, such as cause and effect. Students are dismissed to their seats to continue their independent or buddy reading, while I conduct guided reading and check in on the literature circle groups. The mini-lesson skill is the focus of our reading throughout the reader's workshop period while additional reading activities introduce and guide students through learning experiences that meet and challenge their needs.

Helping Students Own Their Learning

Students must learn to be active participants in their learning, but they must have a direction to follow. To encourage all students to be involved in planning their academic goals and growth, I have them review their MAP (Measures of Academic Progress) scores (we take these reading assessment tests three times a year). I use the scores to create reading groups and tailor workshop activities based on grade-level, but I also use them to help students chart their progress. Students receive a breakdown of their scores and examine their needed zone of learning: word analysis and vocabulary, interpretive comprehension, or literary response.

During their post-assessment conference with me, students record their area of focus on theShooting for Success Worksheet (PDF) and choose three specific skills within that area to focus on during reading. Following the assigned reading, they have until the end of a set period to complete an Area of Focus Worksheet (PDF) tailored to their need (i.e., word analysis, etc.). Afterwards, we have a whole class discussion on the reading. Each student can contribute to the discussion, but the responses are geared towards his or her area of focus. Although everyone is reading the same material, students are focusing on the particular skills they need to strengthen, as recorded on their worksheet.

Providing Students With Options

To motivate students on their journey towards being better readers, I use a theme: Dive Into a Good Book. At the beginning of the year I show video clips of various high divers I recorded from the Olympics. (You could also use pictures downloaded from the Internet.) I carry the theme over with artwork on their monthly logs and bookmarks. Ultimately, all divers hit the water, but each person's actual dive towards the water can be very different. Similar to the diver, all the students are heading towards the goal of becoming a good reader, but they have the opportunity to do it at their own pace and by focusing on their area of need. They are also given the choice to do independent, buddy reading as a "Dynamic Duo," or participate in a literature circle.

Literature circles meet on a regular basis to discuss the book they have chosen to read. I give them a selection of books to choose from that are at a Lexile level everyone in the class can read. It is based on area of interest and not reading level. For example, right now I have literature circles based on Andrew Clements books. I give a quick book talk on each book and then dismiss students to choose a literature circle to join if they are interested. The differentiation occurs in the products completed for the readings, such as. In Literature Circles, students take on different literary roles (PDF). They are able to share their ideas and are required to take responsibility for their completed work. They are responsible for bringing their assigned worksheet during our discussions. Each student work on a different worksheet based on their area of focus.

A Dynamic Duo is a pair of students that choose to buddy read. They may read the book together, or separately, and meet on an assigned schedule. They must complete a Dynamic Duo Discussion sheet, which requires journaling and the sharing of their responses. Students choose books from the Dynamic Duo book bin. They are at a Lexile level everyone in the class can read. Students choose the books based on their interests.

For the advanced and GATE students, I have them complete a Reader's Workshop Contract (PDF). In addition to their reading assignments, students choose to research a topic of their choice related to their book.

Assessing Students' Learning

Not every child can demonstrate what has been learned in the same manner. By providing students with an option of assessments tailored to their strengths and interests, I receive an assessment product of higher quality. These are some of the options I offer students:

Tic-Tac-Toe Board: When a student has completed a book (independently, in a literature circle, or with a buddy), one activity on the a Tic Tac Toe Board must be completed. They range from easy to hard (lay-up, free throw, 3-pointer). The activities also represent products that are geared towards students' varied multiple intelligences. Students continue crossing off activities on the board after completing each new book. They must make a tic-tac-toe line before getting a new board

Menu: Advanced and GATE students have a menu of items to choose from to demonstrate learning of their chosen objectives. Examples of activities include creating PowerPoints, illustrated story maps or time lines, or acting out a news report.

Book Reports: Every few weeks, we focus on a different strategy, such as inferring or questioning. Students complete a graphic organizer of their choice demonstrating comprehension of the story elements and understanding of the current strategy. The book reports are kept in a bin that students can flip through to choose their report. Multiple copies of the books are provided so students can complete a report of their choice.

Homework Extensions

As an extension of reader's workshop, students are required to do daily reading homework. Their written assignments are differentiated based on the level of the guided reading group and the focus of the strategy. Some of the assignments that have been effective for my students include:

Roll a cube: Students roll the dice and the prompt that is rolled is the response the student must provide. An example might be, "Compare yourself to a main character using a Venn diagram." Students can make their own cubes too.

Bookmark: Students reflect on their reading and record it on their bookmark.

Journal Topic: Students have a chart of response topics. Students choose their response prompt for that evening, record it in their homework journal, and share it with the group the next day. Examples are, "Describe the setting," or "Create a new title for the chapter." Once that prompt has been used, students cross it off and must respond to a different one for the following assignment.

Thoughts for Thursday: Letters are due every Thursday. Students may choose their topic from a Letter Prompt Menu (PDF), they then share it with their guided reading group on Thursday.

Deck of cards: Students have a small stack of cards with fun prompts that are specific to literary elements. Sometimes I will deal the cards and other times students choose their own prompts. The prompts are categorized according to different skills, such as cause and effect, story structure, or vocabulary development.

Internet: For advanced or GATE students, their reading prompts at times are posted on the class website. It is related to a Scholastic news article they have to read online.

Resources for Differentiating in a Reader's Workshop

The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson
This is an excellent book written by the guru of differentiation.

Your Classroom Library - New Ways to Give it more Teaching Powerby Scholastic
I use this to mini-lesson ideas and for differentiation of completed book projects.

Keep the Rest of the Class Reading & Writing....While You Teach Small Groups by Scholastic
I use these rubrics for students to complete self-evaluations. It also has great ideas and websites for author studies, book reports, genre studies, and individual research project templates.

100 Awesome Writing Prompts to Use With Any Book! by Scholastic
I use these as the prompts for the deck of cards homework assignments.

# data[].attributes.attachment_link.title
Differentiation in a Reader's Workshop | Scholastic

# data[].attributes.attachment_link.description
In my classroom, differentiation takes the form of a variety of on-going assessments, opportunities for student choice, activities tailored to learning styles, and modified individual or group instruction. I see myself as the facilitator, while students become problem solvers and learn to be critical thinkers.

# data[].attributes.body
Resources for K-5

# data[].attributes.attachment_link.readable_text
This launcher's reading workshop unit of study has been updated. Please look for the bold, blue link below to go to the new, more complete version of this resource.

The key to a successful readers' workshop is teaching your students the right procedures so that the workshop runs smoothly and effectively. Use these launching lessons to create a more organized and meaningful experience for you and your students. Since many of these lessons build the foundation of your workshop and are more managerial in their intent, not all address a common core standard.

You will find a completely updated Launching Reading Workshop unit of study here: Growing Readers Launching Unit This post contains updated lessons along with a larger collection of anchor charts, graphic organizers and so much more! It is still free.

A true reading workshop begins with a 10 to 15 minute mini-lesson. Some teachers prefer to read the suggested book for the lesson during a read aloud time earlier in the day or even the day before. This allows the students to enjoy the story before being asked to focus on a specific concept or purpose. It also helps the teacher keep the mini-lesson within the 15 minute suggested time frame because only the portion of the story that is needed for the lesson can be reread. Following the mini-lesson, students move to self-selected or independent reading. During this time students should be given a task to complete in order to help them stay focused and to allow them to practice a new skill. As students read independently and respond to their reading in very specific ways, the teacher conferences with individual students. If you do not yet have a system set up for conferencing, we have a few ideas and forms here: http://www.thecurriculumcorner.com/2012/06/19/independent-reading-conference-forms-for-the-teacher/. At the conclusion of independent reading, the class returns to the meeting spot to review the lesson and discuss what students did to practice a new skill on their own.

What Readers' Workshop Looks Like This beginning lesson helps students set classroom rules for a readers' workshop.

How to Choose Just Right Books - This lesson includes a fun way to illustrate to students how to make sure they are picking "just right" books.
**T-shirt template for above lesson ***Another resource for this lesson - I PICK Poster
Good Readers Build Stamina This lesson includes a class graphing activity where readers practice building stamina during readers' workshop.

Buzzing About Books! - This lesson helps students understand the expectations involved in discussing the books they are reading (with partners) during sharing time.

Being Respectful and Organized This lesson follows a read aloud of the book The Librarian of Basra: A True Story from Iraq by Jeanette Winter. In this story, a librarian in Iraq works to protect her books during war. Students create a list of ways to take care of the classroom books.

Procedures for Exchanging Books for Independent Reading Time - Students need to be able to exchange the books in their baggies or baskets at least once a week in order to keep interest high and a more focused independent reading time. Here we present a lesson to show students how to pick which books they will exchange and a few different book exchange procedure ideas that have worked in our classrooms. Regardless of your system for exchanging books, be sure that one of your early mini-lessons teaches students the specific procedures for this in your classroom.

What Good Readers Do - This lesson gets your students thinking about how they can take charge of their own reading growth.

The Habits of GREAT Readers - This lesson has students talking with older, more experienced readers to learn the habits that they have created. This is similar to the lesson "What Good Readers Do", but goes into more depth about the thinking that should take place before, during and after reading.

Good Readers Listen to Their Inner Voice as They Read - This lesson teaches students what their "inner voice" is and how to listen to and use that inner voice to make sure they understand what they're reading.

Good Readers Use Context Clues to Read New Words This lesson includes a read aloud of the book Splat the Cat by Rob Scotton where students use context clues to decode new words. (Another book of your choice can be used.)

Good Readers Use Pictures to Read New Words This lesson can be done on a smartboard. Students read the text and discuss how picture clues can help readers read new words.

Good Readers Use Chunking to Read New Words This lesson can be done on a smartboard or other type of board. Students practice using chunking to decode new words.
**"What Can I Do to Make Sure I Understand My Book?" Poster
Good Readers Use Strategies to Help Them Understand What They Read - This lesson teaches students about the importance of picture walks, rereading, questioning, visualizing and summarizing in comprehending stories.
------------------- Reading logs to be used with the above lesson can be found here: http://www.thecurriculumcorner.com/2012/06/19/independent-reading-student-response-forms/
Good Readers Record What They Have Read This lesson shows students how to record and keep track of what they have read. The teacher can choose any book to read aloud and a reading log of choice. The teacher models how to use then reading log and then, students use the reading log during indpendent reading. Possible reading logs are provided below.

--------------------

Good Readers Practice Fluency This lesson includes a read aloud of the book Pirates Don't Change Diapers by David Shannon.

Good Readers Use Post-It Notes as They Read This lesson includes a read aloud of the book Too Many Toys by David Shannon. The teacher models using post-it notes to record thinking while reading. (Another book of your choice can be used.)

Readers Need Strategies for Reading Nonfiction Books - It seems many primary students are drawn to nonfiction books. This lesson is an introduction to reading nonfiction books that may or may not be too difficult. You will go into more depth about nonfiction strategies in your Nonfiction Unit of Study, however students will need some strategies for books they are reading right now and this lesson gives them a start.

Asking Questions Before, During and After Reading - Students need to learn to purposefully and spontaneously ask questions as they read. Use this graphic organizer ( Question & Answer Map) to model asking questions while you read. You can print it and let students fill in as they go along, put it on the smartboard or print one on the poster maker. After completing the model as a class, have students practice on their own during independent reading. Go here to find more resources to extend this lesson: http://www.thecurriculumcorner.com/2012/06/17/asking-answering-questions-while-reading/.

# data[].attributes.attachment_link.title
Launching Readers' Workshop - The Curriculum Corner 123

# data[].attributes.attachment_link.description
This launcher's reading workshop unit of study has been updated. Please look for the bold, blue link below to go to the new, more complete version of this resource. The key to a successful readers' workshop is teaching your students the right procedures so that the workshop runs smoothly and effectively.