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GR, Lit Circles, & RW

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Helpful Summary

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Reading Workshop - Information, ideas, and resources from Busy Teacher's Cafe

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R^5: SSR Makeover

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Helpful Thesis

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Classroom Management in a Reading Workshop

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Reading workshop is a staple in my daily routine. During this time, students are reading self-selected books independently. They have chosen the books from my classroom library and have already made sure the book is at their "just right" level based on its color code. While students are reading their books, I am conferring with individuals, conducting guided reading groups or strategy lessons, facilitating book clubs, etc. For this reason, it is important that I have clear routines and procedures in place to keep my independent readers on task and truly engaged in their reading. Below are some management ideas that help make this possible in my classroom.

Book Nooks

At the beginning of the year, we determine rules about independent reading time in our classroom. One rule is that you must find "your own" place to read and not distract other readers. For some students, this is hard. They would rather sit together with their friends and pass the time. For this reason, I have a book nook rotation schedule that is switched every day so that every student has a certain place he or she should be reading. I also have pillows, bean bags, and dish chairs that are popular among my readers. These items are included on my book nook rotation schedule so that no time is wasted after the mini-lesson arguing over who gets the pillows when we are transitioning to independent reading time.

Book Boxes

Each reader has his or her own book box. (You can also use gallon-size bags for this purpose.) Readers are asked to keep enough books in their box to last them for at least a week of independent reading time. Without Book Boxes, my students would spend more time browsing the classroom library than they would engaged in text. You can either have designated "shopping days" where four to five readers are allowed to switch out the books for new books in their book boxes, or you can just have readers visit the library when necessary. I always make sure that readers visit the library in the morning (if necessary) rather than during the independent reading block of our reading workshop. Selecting books should not take away from important time spent engaged in text. The book boxes are kept on a special bookshelf in the classroom library.

Organized Classroom Library

Students need to be reading at their "just right" level during the independent reading block of reading workshop, so they need to be able to locate appropriate books without spending hours browsing the library. This means it is important to level at least part of your library. As students develop strong interests in literature, it is also important that your classroom library is organized in a way that they can easily find their favorite series books, favorite genres, and specific topics without having to search for extended periods of time. When I feel a child is ready to move to a new level (or when a child feels that he or she is ready to move up to a new level), the student completes what I call a "trial read." The student reads a chapter book at the new level and fills out a Trial Book form. When he or she finishes the book, I then meet with that child to discuss the book and assess his or her comprehension of the text.

Book Logs

Students must record ALL books they read throughout the year in their Reader's Notebook. They visit this log often to reflect on their own reading habits, create genre graphs, set monthly reading goals, and help them assess their reading progress.

Independent Reading Checklist

Unfortunately, I cannot be watching every reader during the workshop. I am often busy conferring with individuals or meeting with small groups. For this reason, my students complete a quick checklist that helps them monitor their reading behavior each day. The checklist only takes about 2 minutes at the end of independent reading every day. This checklist adds an accountability factor to the workshop and serves as a constant reminder of expected reading behavior. I look at my students' checklists often and use them as points of discussion for some of my readers during the time we confer.

Assessment and Accountability

While my main form of assessment is done when conferring with readers or meeting in small groups, I also want to hold students accountable for authentic reading when they are not working directly with me. As students read their books, they are asked to use post-it notes to record the thinking that they are doing as they read. After they get done with a book, they remove the post-it notes and organize them onto paper. I give students page protectors to cover the sheets so that the post-it notes do not fall off. I like to look at these pages to assess students' level of thinking, and I often refer to the post-it notes when conferring with readers.

No Interruptions

Once reading workshop begins, I really try to tolerate very few interruptions. Since reading workshop always occurs immediately after our morning work, I tell students that they need to go to the bathroom before we start. (Of course in emergency situations students must be allowed to go to the bathroom, but emphasizing the need to go before instruction begins leads to far fewer students leaving the classroom during this time.) Students must always check the book nook schedule in the morning so that they know exactly where they will be reading each day. Students must also have their book boxes ready before independent reading time starts so that there are not groups of students browsing the classroom library during the time that they should be engaged in their texts. Of course things do not run smoothly every day, but I have found that careful management in my reading workshop is the most important factor in its success.

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Classroom Management in a Reading Workshop | Scholastic

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Reading workshop is a staple in my daily routine. During this time, students are reading self-selected books independently. They have chosen the books from my classroom library and have already made sure the book is at their "just right" level based on its color code.

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Reading Workshop

Essential Reading Experiences

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Reading Workshop: Essential Reading Experiences | Scholastic

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Lists reading workshop experiences that enable you to interact with students and monitor their progress, such as read-alouds, strategy mini-lessons, guided practice, and

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Managing the Workshop

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An important aspect of managing workshop is offering students consistent routines that balance teacher-led, students-led, and choice-reading experiences. During the opening weeks of school, I focus on these two strategies:

Discover the kinds of reading support students need, then organize small strategic-reading groups.

Teach the class how to work in groups, pairs, and alone without the support of a teacher.

Teach Students to Work Independently
It can take from four to six weeks for students to learn how to work on specific tasks without your guidance. Teach them how to:

organize their response journals and have them practice three or four responses with your guidance before asking them to work alone.

create their own discussion questions;

set up behavior guidelines for book discussions;

engage in paired reading and retelling; and

negotiate the ground rules for independent reading.

Investing the time to teach your students how to work alone allows you to support everyone in small-group and one-on-one meetings. From time to time, during the closing of a workshop, you'll need to address behavior glitches that arise.

Behavior Guidelines
Early in the year, take the time to establish guidelines for productive, independent group work. I always include students in this process, for they are more apt to follow guidelines and goals they helped create.

Ask students to suggest behavior guidelines that will help groups discuss books, complete projects, or confer. I require that students state guidelines in positive sentences so they understand what they can and should do.

Record students' suggestions on the chalkboard. Add one or two of your own. Then ask students to select five key guidelines and post these on a chart.

Preventing Disruptions
While you're working with a group of students, others will have questions that need answering. Post the following four guidelines and periodically review them with students.

Pause and think for a minute. Try to discover ways to solve the problem on your own. Reread the class chart that lists strategies that have been modeled and practiced.

Ask members of your group for help.

If group members can't help, ask another student, one who is not working with the teacher.

If none of the above work, turn to another task until the teacher is free to help.

Offer Meaningful Reading Experiences During Choice Time
Students can work successfully in small groups, paris, or alone when they're truly engaged. Your students will be engaged by these activities, providing you first teach them how to approach each one:

Independent Reading: students read a free-choice contract book for 15 to 30 minutes at school. I ask students to read an additional 30 minutes each night for homework.

Paired Reading: partners read and retell sections of a text to one another.

Paired Questioning: partners read passages and questions to one another.

Listening to a Book: students listen to a book on an audiocasette in a listening center.

Complete a Journal Entry

Write a Book Review

Readers Theater Scripts: groups create and practice reading aloud scripts based on books they've read.

Practice a Strategy: students, solo or in small groups, use books at their independent reading level to cement their understanding of a strategy.

Work on Research: students read about their topic using various sources.

Peer Conferences: pairs or small groups discuss how they apply a reading strategy or share journal entries.

Group Dramatizations: small groups select a section or chapter of a book to dramatize, using voice and gestures to reveal character.

Student-Led Book Discussions: Organize heterogeneous groupings, mixing ability levels and gender. Sometimes you'll organize students around interests, choices, achievement, knowledge of a subject, or by chance.

Complete a Portfolio Entry: Portfolios in my class are a collection of eight to ten pieces on students' friends, interests, and selections from writing folders and journals that students choose and self-evaluate. Self-evaluations include: my favorite piece, most enjoyable topic, the piece that illustrates progress in content, in mechanics, in prargraphing, etc.

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Reading Workshop: Managing the Workshop | Scholastic

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An important aspect of managing workshop is offering students consistent routines that balance teacher-led, students-led, and choice-reading experiences. During the opening weeks of school, I focus on these two strategies: Discover the kinds of reading support students need, then organize small strategic-reading groups.

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Nancie Atwell: Pleasure Principle

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Here's a first look at Nancie Atwell's new book, The Reading Zone, out this month in the Teacher Store:

Peek in the door of an American elementary classroom during reading time, or a high school English class at any time, in search of the authentic pleasures of the reading life. What you'll likely find are teachers talking and children listening, making notes, filling in blanks, sitting in groups, writing reports, studying vocabulary-everything but reading a good book.

This leads me to ask: If we can agree that a goal of education is for children to become skilled, passionate, habitual, critical readers, why does so much of what goes on in the name of teaching reading prevent kids from experiencing the satisfaction of books?

Every day, smart, well-meaning teachers erect instructional roadblocks between their students and the pure pleasure of the personal art of reading.

There it is: the P word. I know, because I've felt it too, that there's a sense of uneasiness among teachers and parents about an approach like a reading workshop. Shouldn't there be some pedagogic strings attached here? Some paper and pencil and small group activities that look like schoolwork? Because otherwise, isn't reading class, well, too enjoyable?

We need to get over it. When we teachers embrace our role as literate grown-ups who help children seek and find delight and enlargement of life in books, they have a good chance of growing into adults who enjoy and love reading.

WORKSHOP IS WHAT WORKS
Over twenty years of teaching reading in a workshop, my classes of seventh and eighth graders have read an average of at least forty books each year. In the lower grades at our school, the Center for Teaching and Learning (CTL), in Edgecomb, Maine, the numbers are similarly remarkable. This is not because of our population of students-our kids are typical of the rural state in which we live. It's this: The K-6 teachers and I make time every day for our students to curl up with good books and engage in the single activity that consistently correlates with high levels of performance on standardized tests. And that is frequent, voluminous reading. A child sitting in a quiet room with a good book isn't a flashy, or a marketable, teaching method. It just happens to be the only way anyone ever grew up to become a reader.

Along the way, CTL teachers hope our students will become smarter, happier, more just, and more compassionate people because of the worlds they experience within those thousands of black lines of print.

DROP THE ACRONYMS, D.E.A.R
Reading workshop is not S.S.R. It's not a study hall, where we watch the clock with one eye as we "Drop Everything And Read." Teachers in a reading workshop are teaching readers for a lifetime. In brief lessons we introduce new books and old favorites, tell about authors and genres, read aloud, and talk with kids about their reading rituals and plans. We teach about elements of fiction, how poems work, what efficient readers do-and don't do-when they come across an unfamiliar word, how punctuation gives voice to reading, when to speed up or slow down, who won this year's Newbery Award, how to keep useful reading records, what a sequel is, what readers can glean from a copyright page, how to identify the narrative voice or tone of a novel and why it matters, how there are different purposes for reading that affect a reader's style and pace, how to identify a page-turner, how to tell if a book is too hard, too easy, or just right, and why the only way to become a strong, fluent reader is to read often and a lot. And then, after the lesson, the classroom becomes quiet so that our students may read in companionable silence.

LET THEM IN ON READERS' SECRETS
One of our primary goals as reading teachers is to eliminate-or at least reduce-frustration. We want to make reading easy. In our workshops, teachers start by being honest with kids about what we do as readers. We acknowledge the guilt many of us grew up with-the feeling that there's a proper, rigorous way to read and that somehow we're not doing it right-so we can help our students navigate books with pleasure and confidence. At the beginning of the year, my students and I discuss Daniel Pennac's wonderful list of a reader's rights ( Better Than Life, Stenhouse, 1999). I let them know that serious, joyful, engaged, critical readers make choices about how, why, and what they read. In reading workshop, children are encouraged to skim, skip, and look ahead. Abandoning a book that a reader isn't enjoying is viewed as a smart move, not a character defect. Students learn that the desire to reenter a beloved book isn't cheating; it's a benchmark of someone who is becoming a reader.

WHAT WORKSHOP DOESN'T DO
Consider for a moment the nonsense that passes for reading instruction in our schools by noticing what teaching reading in a workshop is not doing.

First, it's not telling kids they aren't smart or trustworthy enough to choose books and determine which ones are good and right for them. Virginia Woolf said, "Literature is no one's private ground, literature is common ground; let us trespass freely and fearlessly." A reading workshop takes down the "Keep Off the Grass" signs. It invites young readers to explore and enjoy the lushest landscapes on earth, and, through booktalks and conversations, it recommends the worthwhile, scenic routes.

Teachers in a reading workshop help children choose books, develop and refine their literary criteria, and carve out identities for themselves as readers. We get that it's essential for every child we teach to be able to say, "These are my favorite authors, genres, books, and characters this year, and this is why."

Starting in kindergarten and going straight through until the end of high school, free choice of books should be a child's right, not a privilege granted by a kind teacher. Our students have shown us that opportunities to consider, select, and reconsider books make reading attractive to children right from the start. Children will read more books than we ever dreamed possible and books that are more challenging than we ever dreamed of assigning.

NO TESTS, NO ICE CREAM PARTIES
With a reading workshop approach, there aren't any rewards for all this reading. The principal doesn't dye her hair green or host an ice cream party when the student body reads a million words. The delights are intrinsic, always. Students think This week, I got to experience a whole world with characters I loved or Inside me I traveled, wondered, worried, laughed, cried, raged, triumphed. The passions aroused by stories and characters are the prize.

At the same time, reading workshop doesn't impede the journey or extract a toll. There are no tests, worksheets, book reports, double-entry journals, or discussion questions between the last page of one good book and the first page of the next. Teachers who help kids act as readers learn how to assess their growth in ways that match what readers do: In a nutshell, they talk with young readers and listen to them.

WHAT WORKSHOP DOES DO
Lastly, notice how reading in a workshop doesn't contort or clutter the landscape with "reading activities." CTL's reading teachers have learned that the only delivery system for reading comprehension is reading. So there isn't a vocabulary-building exercise, discussion group, bulletin-board display, or metacognitive strategy session in sight. But there are booktalks, read alouds, conversations, time, silence, comfort, simple systems of record-keeping, and a classroom library that gets bigger and better every year, because teachers understand that volume of reading and enthusiasm for reading are key and everything else is either a frill or a boondoggle.

ONE MORNING IN MAINE
If you were to visit my classroom in Edgecomb, Maine, this is what you might see: seventh and eighth graders sprawled on beanbag chairs-decked out in the current uniform of American adolescence: jeans ripped at the knees, logo T-shirts, hoodies. I'll be scooting among them whispering a conversation to each: "How is it?" or "What do you think so far?" or "What's happening now?" and, always, "What page are you on?" Then I'm back in my rocking chair. Except for the turning of pages, the room is still.

If you saw my students on any other occasion in their waking lives-say, at recess as they shoot hoops, exchange iPods, tease, and scream-it would be hard to reconcile that noise with this quiet. But here, in our reading workshop, it's dead silent because my kids are gone. Each boy and girl has vanished into an invisible world. Each, as they put it, is lost in the reading zone.

GETTING IN THE ZONE
A seventh grader, Jed, coined the phrase "reading in the zone." It was his interpretation of the condition writer Thomas Newkirk characterized as "the reading state." I shared an article by Newkirk with my class, and when Jed said it was more of a zone than a state, the phrase stuck. The reading zone is the place where readers go when they leave our classroom behind and live vicariously in their books.

I asked my students to describe what reading feels like when they're in the zone. Tyler wrote, "It's hard to explain. It's like you're in the book, like right next to the main character, but you're thinking his thoughts."

Another student, Audrey, noted, "First, I have to be in a great book. Otherwise I don't want to enter it. But once I do, I don't always become the main character. Sometimes I become a best friend of the main character, someone who doesn't talk but just listens to his or her problems and joys. I feel as if the character needs me there, so I don't want to leave the novel."

Finally, I asked my students to describe the school conditions that made this level of absorption possible. Forrest, a seventh grader wrote that to enter the reading zone, he needs:

* Encouragement and advice from the teacher.
* Time to read at school.
* Trillions of great books as backups.
* Absolute silence, to help be transported into "The World."
* Booktalks to recommend great books.
* Comfortable cushions and pillows.
* A healthy chunk of time (30 minutes) to read at home every night.

In other words, what he needs is reading workshop. My students like the solitude of the reading zone. They know how to be happily alone with a book. They also understand that sometimes they need the experiences of other readers to keep themselves going. This is the rightful busywork of a reading class and a reading teacher. The ultimate delivery system for impelled reading is a deliberate environment that invites, nurtures, and sustains immersion in stories and characters, that says every day of every school year, Welcome to the zone.

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Here's a first look at Nancie Atwell's new book, The Reading Zone , out this month in the Teacher Store: Peek in the door of an American elementary classroom during reading time, or a high school English class at any time, in search of the authentic pleasures of the reading life.

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Teaching Reading Comprehension

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When was the last time you finished a book and you were asked to complete a worksheet about it?

You probably haven't had to do that since you were a student yourself, however, this is something that most of us ask our students to do on a daily basis. To me, this doesn't make much sense. Shouldn't we teach students to read and comprehend books in a manner that is consistent with how they will read and comprehend as adults?

The book Mosaic of Thought by Ellin Oliver Keene and Susan Zimmermann and the Reader's Workshop method moves away from worksheets with comprehension questions, utilizing more real-world, student-driven instruction.

Rather than depend solely on small reading groups, the Reader's Workshop method blends whole group instruction, small needs-based groups, and individual conferring to guide students through the application of the seven basic comprehension strategies.

What are the thinking strategies that all proficient readers use as they read?

Determining What is Important - Identifying themes and diminishing focus on less important ideas or pieces of information

Drawing Inferences - Combining background knowledge and textual information to draw conclusions and interpret facts

Using Prior Knowledge - Building on previous knowledge and experiences to aid in comprehension of the text

Asking Questions - Wondering and inquiring about the book before, during, and after reading

Monitoring Comprehension and Meaning - Using an inner voice to think about if the text makes sense or not

Creating Mental Images - Implementing the five senses to build images in the mind that enhance the experience of reading

Believe it or not, many children may not even know that they are supposed to be thinking as they read!

Ask your students if they know to think as they read - you may be shocked by what they tell you!

Ask your students, "Did you know that it's OK not to understand everything you read?" They will most likely look at you, surprised, and answer, "It is?" Talk a little bit about some of the ways that you can build your understanding when you are confused. As you know, even adult readers, are confused sometimes when they read. But, we bet it made them feel a little better to know that they don't have to fake understanding when they read; the best readers question, reread, look for context clues, and more in order to better understand and move through the text.

To get started with the Mosaic of Thought reading strategies, first, choose one of the comprehension strategies to focus on for a full 6 to 10 weeks. Even if you only get to a few of the strategies in a year, you will be doing a major educational service for your students.

Here is a sample schedule for an hour-long session:

15-20 minutes - Present a mini-lesson that models how to use the given strategy for a certain book. Try to pick a book that really lends itself to this strategy. Think aloud and you demonstrate how good readers think as they read.

At the end of the mini-lesson, give the kids an assignment for the day that they will do as they read the books of their own choosing. For example, "Kids, today you will use sticky notes to mark the places where you could really visualize what was going on in your book."

15 minutes - Meet with small needs-based groups to meet the needs of students who need extra guidance and practice in this comprehension area. You can also build in time here to meet with 1 to 2 small guided reading groups, as you may be doing in your classroom now.

20 minutes - Use this time for one-on-one conferring with your students. Try to get to 4 to 5 students per day, if you can. As you meet, delve deep with each student and have him or her demonstrate to you exactly how they are using this strategy as they read.

5-10 minutes - Meet again as a whole group to review what everyone accomplished and learned for the day, in relation to the strategy.

Of course, as with any instructional technique that you encounter, you can adapt this concept and this suggested schedule to fit your needs and your classroom situation.

Please keep in mind that this is an extremely simplified and precursory look at the Reader's Workshop model as presented thoroughly and more competently by Keene and Zimmermann in Mosaic of Thought.

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How Mosaic of Thought Can Help Reading Comprehension

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When was the last time you finished a book and you were asked to complete a worksheet about it? You probably haven't had to do that since you were a student yourself, however, this is something that most of us ask our students to do on a daily basis.

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Summary/Overview

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Reader's Workshop provides students with a supportive environment that involves them in authentic reading experiences that focus on the strengths and needs of each individual student. Reader's Workshop helps kids develop strong reading skills through the use of a mini-lesson, shared reading, read aloud, conferencing, independent reading, paired reading, literature response, and Reader's Chair.

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Overview w/resources

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How to implement Reader's Workshop in your classroom to improve comprehension and foster a love of reading in students.

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RW Year Long Plan (NESA Conference

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The Reading/Writing Workshop

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The Reading/Writing Workshop: An Approach to Improving Literacy Achievement and Independent Literacy Habits

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The article focuses on the use of the reading or writing workshop as a teaching strategy to improve the K-8 student's literacy in Illinois. The learning environment, the teacher-student relationships, and student-student relationships are some of the essential components to the success of the workshop, the author has noted.

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Putting the "Shop" in Reading Workshop

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Laura Candler Webinar

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Power Reading Workshop: A Step-by-Step Guide

I've had such great success with reading workshop that I decided to create a step-by-step guide for upper elementary teachers. It's called Power Reading Workshop, and it includes all of printables and resources needed to implement the program. Watch this book trailer to see why I developed this program and how it's working for other teachers.

Recommended Reading Workshop Resources

I first learned about reading workshop from a variety of professional books, including the ones below. I highly recommend these books, even if you don't use the reading workshop approach. Note: The links below are Amazon affiliate links. When you click on a link and make a purchase from Amazon, you're helping to support the free resources I offer here on Teaching Resources. Thanks for your support!

What does Reading Workshop look like?

My Reading Workshop consists of a 10-15 minute mini-lesson on a particular strategy, followed by independent reading time. Students read books or magazines of their choice. Each day I meet with 5 or 6 different students and hold individual reading conferences. I have them quietly read a part of their book to me and I talk with them about the strategy we are working on for the week. I record my impressions on a reading conference record form that I designed for this purpose. These strategies and many more are explained in great detail in my book, Power Reading Workshop: A Step-by-Step Guide.

How can reading progress be evaluated?

There are a variety of ways you can assess reading progress informally, but you will still need another formal assessment system such as running records. Many school systems require students to take regular formative assessments such as quarterly benchmark tests, and that data can be very helpful in monitoring progress.

To assess students informally, I have had them write letters to me about what they were reading, make journal entries, and create graphic organizers. You'll be holding individual reading conferences with students as well as some small guided reading sessions, so you can evaluate their progress through their participation in those activities.

Is Reading Workshop effective for all students?

Reading Workshop has proven to be very effective, especially with moderately-proficient to advanced readers. In the year that I implemented the Reading Workshop fully, my class had a 95% passing rate on our End-of-Grade Reading test, and students overall made significant gains. More importantly, they learned to love reading for its own sake. As they became voracious readers, I noticed that they improved in other areas as well. Our class became a community of readers who loved to learn and learners who loved to read.

I believe that Reading Workshop is extremely effective for students who are at least marginally proficient readers, especially students who CAN read but don't enjoy reading. However, students who are unable to read at all will probably need more explicit reading instruction before they are ready for this model. Because of this limitation, some teachers use Reading Workshop with their proficient readers while continuing to provide more support and direct instruction with their non-readers.

How does Power Reading Workshop fit with The Daily Five?

Many teachers are familiar with The Daily 5 and The CAFE Book by Gail Boushey and Joan Moser, otherwise known as "the Sisters." They ask me how Power Reading Workshop fits with the components of The Daily 5. Having recently participated in a book study on The Daily 5, I can say that Power Reading Workshop deals specifically with the "read to self" and "listen to reading" components, and the strategies in my book target upper elementary students. I loved the ideas in The Daily 5, but I didn't feel the total program fit my needs as an upper elementary teacher who was not able to spend 3 hours a day on literacy activities. I also didn't find enough in the way of step-by-step directions to get me started on reading workshop.

I recently read The CAFE Book, which is a follow up to The Daily 5, and it provided much more in the way of specific directions about how to start and run a reading workshop. Interestingly, it appears that the book was published right at the time I was writing Power Reading Workshop: A Step-by-Step Guide! In The Cafe Book, the sisters mention that many teachers were asking for more specific directions for how to implement their program. Anyway, I loved the information that the sisters shared about how to conduct reading conferences with students. I highly recommend that book for all teachers (primary and upper elementary) who are using the reading workshop approach.

In particular, I love their conference chart and icons they created to prompt them to record certain information on the chart. If you have The CAFE Book, the chart I'm referring to is on page 53. I created this CAFE Conference Quick Reference Guide to use with that conference chart to explain each of the five icons on the chart. I'm a visual learner, but at first I need the written words to explain each icon. You could put a copy of this chart in the front of your "Pensieve," or conference notebook, to help you remember what to record on your conference form.

Reading Workshop Free Printables

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Laura Candler's Reading Workshop Strategies

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Reading Workshop is a powerful way to structure your reading instruction, and implementing this strategy will foster a love of reading that will last a lifetime. This page includes tips, strategies, and resources from Laura Candler on how to implement reading workshop in the upper elementary classroom.

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Using Reading Workshop to Inspire

Lifelong Readers

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Helpful Blog w/video

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Reading Workshop: What It Looks Like in My Classroom | Scholastic

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View a video of Beth Newingham's reading workshop, get tips for workshop management, printables and more.

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Question: What differences do we

begin to encounter in Reader's

Workshop as between grade levels?

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I want to implement a DAILY Reader's

Workshop in my elementary classroom.