# data[].attributes.body
Keep:  I feel that my students know what to expect from routines that have been set early on in the year.  I do change the dynamics and expectations of the groups as the year progresses and our reading levels increase.  I currently use multiple areas to help build and guide my small group instructions.  I have groups that meet for fluency, phonological awareness, guided reading, and strategy groups.  I keep folders for each group with the students in the group and the focus of the lesson and any observations on students.

Refine/change:  I want to work in more individual conferences with goals for students.  I also want to start transitioning some of my groups into book clubs.  I have to be mindful of my lower readers because some of them are pulled and I still need to meet with them and allow for the authentic reading time.

Delete: After reading I was validated in the workshop model that I hold in my classroom. I don't think that anything needs to be deleted, but I am always looking for ways to grow my instruction and new ways to meet the readers needs in my classroom.

# data[].attributes.headline
Kelsey Kopperud                                                                    What do you want to keep?                                                                             I want to keep the clear expectations and procedures that my students know are expected of them in my reader’s workshop.  We worked hard at the beginning of the year to create rules and expectations as a class for reader’s workshop. I felt that incorporating them into the process of actually creating the guidelines and procedures helped give them a sense of ownership and made them more responsible to stick to those expectations. Incorporating some of the Whole Brain teaching techniques has especially made transitions run more smoothly.                                                                              What do you want to refine or change?I would like to refine my student’s partnership time just a little bit.  I think I could do a better job in using partnership menus to help facilitate their conversations.                                                                             What do you want to delete?I don’t know that I would delete any portion because I feel all the components are necessary for the success of Reader’s Workshop.  If there was anything I could completely change I would love to have more time to meet with small groups (but you can’t create more hours in the day;) 

# data[].attributes.subject
Kelsey Kopperud                                                                    What do you want to keep?                                                                             I want to keep the clear expectations and procedures that my students know are expected of them in my reader’s workshop.  We worked hard at the beginning of the year to create rules and expectations as a class for reader’s workshop. I felt that incorporating them into the process of actually creating the guidelines and procedures helped give them a sense of ownership and made them more responsible to stick to those expectations. Incorporating some of the Whole Brain teaching techniques has especially made transitions run more smoothly.                                                                              What do you want to refine or change?I would like to refine my student’s partnership time just a little bit.  I think I could do a better job in using partnership menus to help facilitate their conversations.                                                                             What do you want to delete?I don’t know that I would delete any portion because I feel all the components are necessary for the success of Reader’s Workshop.  If there was anything I could completely change I would love to have more time to meet with small groups (but you can’t create more hours in the day;) 

# data[].attributes.body
I use Trello to document and conference with my students.

# data[].attributes.body
This quote resounded with me, " ...the reading workshop, like the writing workshop, is deliberately kept simple and predictable."
The workshop model that we abide by is just that.  It is a predictable process that should become routine day in day out.  This process allows us the time to meet student's needs, conference with students, participate in book clubs, have strategy groups, collect data, etc.  The heart of the workshop is so crucial to student learning and designed with just that in mind.  It's equally important to maintain this model by keeping your mini lesson mini-something that I struggled with as a teacher.
I loved how she explained the importance of explicitly telling students the expectations of what the workshop model will look like and sound like. By informing students on those expectations we are providing them the important job of holding us accountable to keep the workshop model in place.

# data[].attributes.body
I have tried many managment styles for guided reading. With the younger grades it is more structured, but in 4th I pull strategy groups as needed. Usually it is one on one as needed for the strategy, but I will combine students who I feel would be good together or not be worried about other peoples thoughts. I typically like to go with the flow of what they are reading. I tend to ask questions about the problem in the story or the characters. I know that I needed to ask more thought provoking questions when we are together. It was nice to hear that some of my hang-ups with strategy groups are common. Like understanding the book that they are reading even though I may have not read it.

# data[].attributes.body
Reflect on your management system for reader's workshop. What do you want to keep?
I like the way my students currently manage themselves during our reading block. I think having them respond in their reading journals daily and making sure they have time to share with their peers is so important. We don't always get to that part in our day. I need to make sure we are building that piece into our day, and making it important. I need to have my students hold me accountable and thus them accountable for that piece our our reading time.

What do you want to refine or change?
I'm always open to change, I think some of the things LC mentioned in her book would be helpful.
*Chart Meeting time
*Letting the students manage themselves and have solid structures in place, so that guided reading flows more smoothly.  I have systems in place, but I am always willing to upgrade, or change to a better system.

What do you want to delete?
I don't want to delete anything from my guided reading at this time. I am open to looking at a google doc or a technology integration that will work with my guided reading time frame to document our time together.

# data[].attributes.body
This is another document that I currently use during my guided reading lessons to keep track of our meeting time.

# data[].attributes.body
I'd like to see the Evernote digital system and a copy of the conference sheet from Chapter 6.  I was unable to view the book and see the template. I have used the confer ap in the past on my i pad, but it takes too long to input individual information.  Here is a copy of the document I have found and I would like to start using this semester.

I loved all the tips from LC regarding rereading anchor charts and having an anchor chart for meeting time. The 3H's book clubs is a neat idea.