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Basal reading programs are highly structured regimens for teaching students how to read. They focus on memorizing key concepts and rules through repetition and memorization.

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- grade-level textbooks
- big books (enlarge copies for shared reading)
-workbooks
-kits: alphabet cards, word cards,

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- textbooks are aligned with grade-level standards
- the teacher's guide provides detailed instructions for teaching reading

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- programs include many workbook assignments
- selections might be too difficult for some students and to easy for others
- selections may lack the authenticity of good literature or not include variety of genres

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Small, student-led book discussion  groups that meet regularly in the classroom. Students read and discuss books they choose themselves and may assume roles for the discussion.

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Reading and Writing Workshops are different types of workshops. Reading Workshop usually has students read self-selected books and complete tasks or discussions about their own text. Writing Workshop gives students time to write for themselves and/or respond to prompts individually, usually after a mini lesson. Workshop models are all about engaging students in authentic reading and writing experiences and giving them ownership and agency in their learning.

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- text sets with five to seven related titles and  collect six or seven copies of each book.

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-Book are available at a variety of reading levels
-Students are motivated because they choose the books
-Students work with classmates
-Students participate in authentic literacy experiences
-Students learn how to respond to literature
-Teacher can participate and help guide the discussion to help clarify misunderstandings and to think more critically about the book

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Mini-lesson materials/planners
Authentic books (leveled readers) - Fountas and Pinnell model
Writing journals (student
Anchor charts (showing the writing process)

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-Teachers often feel a loss of control because students are reading different books.
-Students must learn to be task oriented and to use time wisely to be successful.
-Sometimes students choose books that are too difficult or too easy for them.

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Agency over learning
Practicing authentic reading and writing
Self-paced
Allows for one-on-one conferencing
Open to differentiation on a student-by-student basis
Practicing for more advanced relationships with reading and writing
Once the structure is learned, workshops can run themselves

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Classroom mangagement may be problematic
Time for planning
Expensive
Lots of books!!!
Lack of background knowledge varies
Formative assessment is limiting

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Typically small groups of 4-6 students who read at the same level, typically used K-3. These last approximately 20 minutes

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Students get personalized assistance and teachers can teach them reading strategies
Students feel encouraged bc they are reading books at their instructional reading levels

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-Familiar level books and new level books (Typically students have read the familiar level book and have yet to read new level books)
-Grade-level kits

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-Teachers often feel a loss of control because while they work with a small group , classmates work at centers.
-Teachers have to locate multiple copies of appropriate leveled book for each group.