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Classroom teachers hopefully will value this time for EL students to practice their oral language

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Gen Ed teachers should understand that this is a critical time for practicing oral language and that this practice must be intentionally scaffolded.

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Many teachers skip the sharing portion. How can we emphasize the importance of this component of workshop

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Can EL teachers collaborate to have district-wide available strategies and resources for EL students during share to allow ELs to access share on an equal level as their peers

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What does TI support look like during this time?

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PD on how to keep this to the 5 minute expectation (short, but purposeful).

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Teachers need ideas on how to complete this portion of the workshop, especially in a timely matter. Maybe a menu of options (like you might have for your RC Energizers)

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Can we see kids during this time?

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PD opportunities from EL teacher in building on how to scaffold for EL students to share whole group, not to scare them or put them in risk situation, but provide sentence stems and time for them to practice

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How does the BLE support the sharing/reflection if students are being pulled out? It feels like there will be a disconnect for these students and miss an opportunity to share with their peers about what they were able to do as reader

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Include explicitly that EL students should be in the classroom during this time.

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Can we pull students during this time?

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I'd appreciate the continued message to teachers that reading workshop is the most important thing that we do. Sharing so often gets skipped (I was guilty of this in the classroom as well).

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What should the share portion consist of? Is there a standard format or it's up to the teacher?