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Are reading workshops necessary in schools for students who do not like reading? 

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yes, it can provide a sense of relief in the case they do not like it because they struggle reading.

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No, it is just a waste of time for the ones that do not struggle. 

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Are you interested in launching a reading workshop in your upper elementary classroom this year? If so, this blog post is for you! Today I am going to lay out the 5 routines that you NEED to establish at the beginning of the year in order to have a successful Reading Workshop for months to come.

How do you start a reader's workshop?

The key to launching a successful reader's workshop is implementing easy routines and introductory lessons. These will make your mini lessons and independent reading time go over so much more smoothly!

1) Turn & Talk

In it's basic form, turn and talk is when students talk productively with a partner in order to move their learning forward and practice new skills. Kids need time to practice your expectations surrounding turn and talk. For instance, what will your signal be when you want them to stop and turn back to you? What are your expectations for what they are to talk about? Do they need to stay on topic?

I suggest starting off by having a couple of students model what a turn & talk doesn't look like and does look like. That way all of your kiddos have a visual to follow.

Then students need a ton of opportunities to practice. You can have them turn & talk about "get to know you" topics like "Who is your favourite super hero?". This allows them to focus on the skill of turn & talk rather than reading content and strategies.

2) The Structure of Reading Workshop

Kids need to know what to expect. Routine is so important to help them feel calm and ready to learn.

This is why you need to explicitly teach your students how reading workshop goes each day. It seems silly but following the same structure each and every day can really help your kiddos, especially those with Autism.

3) Independent Reading Stamina

Kids need to know what expected and unexpected behaviours are for independent reading time. Then they need time to practice those behaviours so that they can pull them out each and every day.

You will probably want to customize your expected and unexpected behaviours to suit your teacher style but here are the ones that I use.

The key to practicing independent reading is STOPPING each and every time that someone exhibits an unexpected behaviour and is breaking their reading stamina.

This can feel a bit daunting. But trust me, pull out your trusty timer and make it into a contest. Explain to the kiddos that you are trying to see how long the class can read for without breaking their stamina. Then set them off to read. Be strict! As soon as one kid exhibits an unexpected behaviour, call them all back to your meeting area to reflect. Then try again.

I like to use a fun stamina tracking sheet like the one below to help us keep track of our reading stamina during the first few weeks of school.

4) Choosing Books

There are TWO very important lessons within choosing books in an upper elementary reading workshop.

The first is that kids need to choose books that they are interested in! We need to help our readers to discover what type of reader they are so that they can enjoy reading time.

Completing a Reading Identity page like this one can really help students to see themselves as readers.

The second aspect of choosing books is that kids need to read books that kids need to choose "just right" books. This means that they need to be reading books where they know most of the words and can make sense of the story.

Students need to know that it is okay to abandon a book if it is too easy or too hard.

5) Caring for Materials

So you invested in books for your classroom library and are so excited to see your kiddos enjoy them... but then you find torn and water damaged books in and around the room.

This scenario happened to me and it sucked... big time!

So, now I am VERY explicit when showing kids how to care for their materials. I love using the picture book "Never Let a Ghost Borrow your Library Book" in order to teach caring for materials.

So there you have it, 5 routines and foundational lessons that kiddos need in order to be successful in Reading Workshop all year long. If you're interested in getting the full lesson plans and anchor charts, be sure to check out my Launching Reading Workshop Unit on TPT. It is chalk full of awesome lessons and activities.

Looking for more Reading Workshop Tips? Click to read all about Making Interactive Read Aloud Time Magical in the Upper Elementary Classroom.

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5 Important Routines that Every Reading Workshop Needs - Chocolate Covered Classroom Creations

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Are you interested in launching a reading workshop in your upper elementary classroom this year? If so, this blog post is for you! Today I am going to lay out

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Never Let a Ghost Borrow Your Library Book by Karen Casale (read aloud)

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A tip I would do for helping my student to better their reading skills is to imitate behaviors. Reading to them and making sure they feel comfortable asking questions in a safe environment.

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A disadvantage is that not every child or student enjoys reading or learn from this activity.

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Advantages of reading workshops is the vocabulary expansion and creating better writing habits.

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Reading workshops as I have been reading consist on mostly three steps: small lessons, time to work on what it is being learned and a space to share what they have learned and grow from each others ideas.

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Reading workshops are great way to expand on vocabulary and find ways to create a more meaningful experience for the students.

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Should reading workshops be a part of the daily curriculum? 

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Reading Workshop is an instructional practice that will help your children grow as readers, speakers, and independent thinkers.

Through Reading Workshop, you will be able to create a literary community excited about reading and engaged in the process of becoming fluent readers and thinkers. You will be able to teach important lessons in all areas of reading - from book choice to building reading stamina to decoding skills to comprehension. Most importantly, you'll be providing them with time to read and guidance in doing so, key factors in promoting successful readers.

Teaching children to learn how to read, understand what they read, and find joy in the process of reading is a complex task. Your children need time to develop these skills.

In order to create an environment that supports children's growth and independent reading skills, some essential structures must be established, at the heart of which is work time for them to read. It is this time that will make the difference in children's growth as readers. Guiding the children's independent reading are your mini-Lessons, demonstrations that show readers how to use the skills and strategies they need to read increasingly complex text. Share time at the end adds closure and a sense of celebration.

Developing Children's Reading Identity

The act of reading is multi-dimensional and so is a reader's identity. When you think about how to meet the needs of all the readers in your classroom, you need to consider all the areas that make up a reader's identity. Some of these features, such as print and fluency and comprehension, are easier to point to (e.g., when a child doesn't read a word correctly) and may be easier to teach. However, for children to develop as readers who feel confident and capable, who take risks and can problem solve, and who develop a love for books and language, it is vital to address all aspects of reading in your mini-lessons, conferences, and other interactions with children. Explicit teaching on forming good reading habits, developing and expanding your reading tastes, how and when to respond to different texts, and how to have "book talks" are necessary components of reading instruction.

What is Reading Workshop?

Reading Workshop is comprised of three components that work together to allow you teach children skills, strategies, and behaviors that will help them grow as readers. Its structure supports children's development because it incorporates both demonstration, guided practice, and individual practice. Here are the three components:

The Mini-Lesson

The mini-lesson is when the teacher directly teaches the whole class a skill, strategy, or behavior about reading. This lasts approximately 10 to 15 minutes.

Work Time

Work time is when children read independently. They apply what they learned in that day's mini-lesson or in previous mini-lessons. Children are typically reading independently, but they might also be in pairs or small groups. Work time is the heart of your workshop. It should take up the largest portion of your allotted time for Reading Workshop and should grow over the course of the year as the children's reading stamina grows.

Share Time

Share time is an opportunity for a few children to share what they have learned or how they have applied a new skill or strategy with the whole class. It is usually the smallest allotted time but adds closure to your reading instruction.

How Reading Workshop Supports Reading

Learning to read is one of the most important things children learn how to do and an essential part of academic development. Children undertake a monumental task as they move from decoding individual sounds to making meaning from a complex text. The growth that takes place in children's early years as readers is truly amazing. Because reading is more than simply the ability to identify individual words and say them out loud, the teaching of reading is quite a complex and multi-layered process.

Reading is interacting with text in order to understand what is read. Readers construct meaning from texts based on their background knowledge, experiences, connections to the text, and established skills and strategies. You need to instruct children on how to decode, construct meaning, use background knowledge, make connections, be independent problem solvers, learn how to talk about books, how to be a member of a reading community and so much more. In other words, you need to help create and maintain children's reading identities. Reading Workshop is an instructional practice that allows you to do just that.

Children may share a grade but that does not mean they are ready for exactly the same type of instruction. Children may also share a common home language but that doesn't mean they have acquired the same level of literacy or language as their peers. Reading Workshop gives you the opportunity to provide your children with the time, environment, individualized instruction, and community to help them become independent lifelong readers.

Time

To become strong, thoughtful readers, children need an enormous amount of time to do this kind of work. Numerous research studies have shown over and over again that there is a direct correlation between the amount of time children spend reading and their growth as readers. For example, a study entitled "Teaching for Literacy Engagement" published in 2004 showed that fourth graders who read above grade level spent at least twice as much time reading as their peers who read below grade level. Giving children as much time as we can to become stronger readers makes sense; after all, athletes and musicians who want to learn their craft practice multiple hours a day. Young readers need that same kind of sustained engagement with reading in their day as well. The majority of time during Reading Workshop should be spent reading.

Supportive Literacy Environment

In addition to time, young readers need access to a rich library of reading materials. Again, research teaches us that children who spend time reading texts that they can experience success with in decoding, reading fluently, and comprehending gives them the practice they need to grow and develop each of these unique and interdependent skills. When children choose books that interest them, they are more motivated to read and work harder to make sense of the texts. A Reading Workshop classroom is one in which the classroom library is the heart of the environment and where children's choices are valued. In addition to a rich classroom library, children need a well-designed space in which they are comfortable to read and interact in. Choices in where they sit and how they read are also paramount in increasing their motivation to read. Anchor charts and other print material that support their independence as readers are examples of how the physical environment can support children's reading and problem solving.

Instruction

In addition to time and materials, readers need instruction. They need direct and explicit instruction in all areas of reading - from print work to comprehension to goal setting - in order to learn how to be successful readers. Reading Workshop is designed to allow for a whole group lesson focused on one skill, strategy, or reading behavior and tailored to fit the needs of the class. Small group instruction and conferencing takes place during work time when children are working on their own or in partnership. The structure of the mini-lesson in addition to the flexibility of work time allows you to provide your readers with what they need to become lifelong, active readers.

Community

Finally, to support your readers, it is important that they see themselves as readers, capable and independent, surrounded by a community of other avid readers with whom they can talk about books. To this end, create a reading culture in your classroom. Children need to engage and interact with other readers, have conversations about their reading, go book shopping on a regular basis, and have choice in how they respond to their books. An authentic reading community includes these elements as well as clear procedures and responsibilities for helping the community run smoothly. The structure, routines and goals of Reading Workshop provide the perfect framework for building and supporting a joyful climate where hard work and growth is celebrated and where reading is valued.

Reflect on Your Reading Workshop

Like any instructional practice, Reading Workshop will benefit from your reflection. Its effectiveness will increase when you take time to think about your planning and implementation. Connect your reflection to those elements research says are key components in helping children grow and flourish as readers.

Is there enough time for children to read?

To become strong, thoughtful readers, children need an enormous amount of time to do this kind of work. Numerous research studies have shown over and over again that there is a direct correlation between the amount of time children spend reading and their growth as readers. Children should spend the majority of time during Reading Workshop reading.

Do children have time to read independently on a daily basis?

Has the time devoted to reading grown over the course of the year?

Are children's reading stamina increasing?

Do you have support structures in place to help your children gain reading proficiency and stamina?

Do your children know what to do when they finish a book?

Do your procedures support independence?

Is your literacy environment supportive?

When children choose books that interest them, they are more motivated to read and work harder to make sense of the texts. In addition to a rich classroom library, children need a well-designed space in which they are comfortable reading and interacting. Choices in where they sit and how they read are also paramount in increasing their motivation to read. Anchor charts and other print material that support their independence as readers are examples of how the physical environment can support children's reading and problem solving.

Do you know your children's reading interests?

Are there enough books in your classroom library to meet your children's needs and expand their interests?

Have you developed procedures around introducing children to new books and genres?

Are your children using the anchor charts in the room to problem solve independently? Do they see themselves as independent problem solvers?

How do you incorporate choice into your Reading Workshop? Do children self-select books? Self-select seats? Self-select how they respond to books?

Is your physical environment appealing? Does it contain elements that draw children to reading?

Do children have what they need to read and work independently?

Does your instruction support your growing and diverse readers?

Readers need direct and explicit instruction in all areas of reading - from print work to comprehension to goal setting - in order to learn how to be successful readers. Reading Workshop is designed to allow for a whole group lesson focused on one skill, strategy, or reading behavior, small group instruction, and individual conferencing.

Do you create lessons that meet the needs of the majority of your class? Do these lessons build on one another?

Do you offer supports for language learners?

Have you created procedures to ensure that you meet with individual children on a regular and ongoing basis?

Have you created a record keeping system to help you identify large and small group needs?

Do you provide options during work time for children who need them?

Are you building a reading community in your room?

To support your readers, it is important that they see themselves as readers, capable and independent, surrounded by a community of other avid readers with whom they can talk about books.

Do children have regular and ongoing time to talk with their peers about their books and their ideas?

Have you taught your children how to work in partnerships? How to take turns reading and talking? How to adjust the volume of their voice? How to use the anchor charts in the room to support their conversations?

Do children see themselves as readers? Are they able to talk about themselves as readers? Do they know what readers do, talk about, and think about?

Do you ask children to set authentic goals for themselves as readers?

Do children know each other's reading interests?

Are there structures in place to allow children to celebrate each other's progress and successes?

Do you share your own reading life with your children?

Do you use authentic means for motivating your children to read?

Frequently Asked Questions
My mini-lessons often go longer than 15 minutes. How can I shorten them?
It is so important to keep your mini-lesson under 15 minutes so that the children can spend the bulk of time you allotted for Reading Workshop actually reading. As you plan the mini-lesson be very intentional about the literacy content and language objective. It is easy to want to address many outcomes in a single mini-lesson but consider limiting them. Identify how each day builds on a specific over-arching theme or concept. Careful planning and rehearsal can help you. Always include the four components in your mini-lesson plan: connection, teaching, active engagement (have-a-go), and the link. The connection should take less than one minute. Tell the children what you are going teach them and how it helps them as readers. Make just one teaching point, and demonstrate it using just one example. If you are referencing a book, use a familiar text (a mentor text) that has been read aloud several times so the children know the plot and characters well. Use only an excerpt from the text. Pinpoint exactly the section that helps illustrate your teaching point and read only that section. When you invite the children to try out the teaching point, give them just one thing to do. Limit questions and "What ifs..." Remember, the mini-lesson is designed for direct instruction. Finally, when you provide a link, it should take less than one minute to restate the teaching point and direct the children's independent work. After you plan the mini-lesson, rehearse it with a timer to make sure your pacing is good. One other thing that adds minutes to the mini-lesson is failure to follow procedures, which can cause delays in several different ways, particularly during transitions. Make sure that your children know the procedures and routines of workshop, so that you don't lose any time reminding them what they should be doing. Remember, the longer the mini-lesson, the less time kids have for reading.
How many books should the children have in their book baggies?
The books in the children's book baggies provide them with readable texts for independent reading. The optimal number of books in a child's bag depends heavily upon the number of books in your classroom library and the child's reading level. If your library won't get overly depleted, let each child who is not yet reading chapter books self-select eight to ten books in his or her book baggie each week. Designate "book shopping days" for groups of children, so that your library isn't overwhelmed all at once. You can also choose two or three familiar books for their book baggies from previous Guided Reading lessons. The remaining books in the baggies, perhaps one or two more, can be high interest books. The children might not be able to read these books yet, but they might enjoy looking at the photographs of sharks or spiders (for example). Children who are reading chapter books will have fewer books in their baggies.
How often should I meet with children to conference with them?
Individual conferences are powerful, targeted lessons that can make a real difference. Try conferencing with three children a day - more if you can manage it. Remember, conferences are short, generally lasting just a few minutes. If you have a larger class, you'll get to conference with each child twice a month. Keep good notes and you'll be able to document each children's growth as a reader over time.
I'm not sure what to teach during a conference. What should I do?
Your best source to inform reading conferences is your children's reading. Look at your anecdotal notes, running records, and other assessments to determine what each child needs to work on. Identify the child's "zone of proximal development" and work on skills and concepts that are partially developed. Consider how your children are performing in all areas of language development (reading, writing, listening with understanding, and speaking). This information will also inform your conferences. Chat a bit about a book the child is currently reading or is in the child's book baggie. Give the child a quick, focused demonstration and send him off to apply what you've taught him. Keep track of each child's focus. Remember to "teach the reader, not the reading."
How do I know my children are really reading?
The best way to monitor independent reading is to be proactive. Get on top of it before it becomes an issue. Explicitly teach the children the expectations of independent reading in procedural lessons. Co-create anchor charts. Reread the anchor charts before independent reading time. Have the children practice independent reading while you are walking around the classroom giving positive feedback to children who are on task. Be sure that children have books that they can read and want to read in their book baggies. Choice is critical to engagement. Have the children self-monitor. Post an independent reading rubric and devote a minute or two at share time for the children to reflect on their reading. If you find that a number of children are inattentive and not reading during independent reading time, go back and reteach the procedural lessons in whole group or in small groups with specific children who would benefit from them.
Do the children have to practice the skill or strategy I taught them in the mini-lesson?
The skill or strategy taught during the mini-lesson is based on the needs of the class as a whole. You selected the skill or strategy because you determined that it is what most of the children need. In the link component of the mini-lesson, encourage the children to use the skill or strategy and help them see how it will help them as readers. During share time, highlight those children who practiced the strategy. There are likely to be some children who are already proficient in the skill or strategy or who are not quite ready for it that day. However, you have added another "tool" to the children's reading toolbox of skills; these tools will and should be used as the children need them, primarily on that day but on future days as well. Do keep records to measure children's use and progress with the targeted daily literacy and language objective.
The room seems too noisy to me during reading time. What should I do?
During reading time, children can be engaged in a number of activities depending on their age, grade level, stamina and the time of the year. Activities such as partner reading and literature circles are not exactly silent. What we need to teach children is to maintain an acceptable level of noise. Some teachers call it a "busy buzz" or a "productive hum." In your procedural lessons, have children role play the activities that involve some talking. Have them demonstrate an acceptable level of noise and an unacceptable level of noise. Include some language about acceptable levels of noise in your co-created anchor chart. You might include a phrase like, "Use quiet voices." Create a nonverbal signal if the noise level reaches unacceptable levels to remind the children to tone things down a bit. Allocate some time during share time for the children to reflect upon and self-assess how they did with maintaining an appropriate noise level.

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Reading Workshop is an instructional practice that will help your children grow as readers, speakers, and independent thinkers. Through Reading Workshop, you will be able to create a literary community excited about reading and engaged in the process of becoming fluent readers and thinkers.

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Tell the children what you are going to teach them and how it helps them as readers. 

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Tell the children what you are going to teach them and how it helps them as readers. 

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Students read different books: harder to manage. Students must be task oriented. Teachers are forced to design and teach mini lessons on strategies and skills.

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Students read different books: harder to manage. Students must be task oriented. Teachers are forced to design and teach mini lessons on strategies and skills.

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Students read books at their reading levels. Students choose books that they want to read. Activities are authentic and student-directed; students work at their own pace. It allows for opportunities to work individually with students.

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Students read books at their reading levels. Students choose books that they want to read. Activities are authentic and student-directed; students work at their own pace. It allows for opportunities to work individually with students.

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prereading, reading, responding, exploring, and applying

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prereading, reading, responding, exploring, and applying

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A workshop program that fosters independence, creativity, and responsibility skills through reading and writing. 

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A workshop program that fosters independence, creativity, and responsibility skills through reading and writing. 

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Maintaining student engagement and behavior challenges can be a struggle on the carpet during a reading workshop. Student's may talk out of turn, annoy others in their spaces, distract others, or daze off.

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Turn and talk with partners is a very common practice used on the carpet when brainstorming thoughts, opinions, and ideas on in-book content such as characters.

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Reading independently may be difficult for some students, as it was for me.

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Reading independently may be difficult for some students, as it was for me.

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When everyone comes together and shares what they have learned of the reading

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not all children do well with reading independently

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Gives each student confidence in reading

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reading the steps helped me get a better understanding and its very simple steps to it

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Reading the descriptions I got a better understanding reading workshops

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Schedule time for reading regularly, so that students know you take it seriously and that it's not just something you have them do when there's extra time.

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Some students may have difficulty reading independently.

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Readers’ Workshop allows students to learn skills and strategies while reading books they have picked themselves. The workshop method emphasizes…

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Units of Study for Reading Structures of Reading Workshops

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Great tips! My passion is to create an enjoyable learning atmosphere for my students.

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It is possible that some students may not be fully engaged in attending a reading workshop, as was the case with me when I was younger.

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Reading workshops offer a welcoming and inclusive platform for students to freely share their perspectives and engage in meaningful discussions.

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Sharing is my favorite activity. I enjoy coming together to discuss topics, but these steps are more than I expected.

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The reading workshops are a great way for students to improve their reading skills. The description is easy to follow and clear.

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. Students will have more confidence in themselves when reading
. Students will built their communication skills
. Students will have developed their reading skills as well

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How are reading workshops and SSR (sustained silent reading) similar?

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Students read self-selected books independently?

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Both work best in classrooms that are communities of learners?

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Both work with younger and adolescents readers? 

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Reading Workshop is an instructional practice that will help your children grow as readers, speakers, and independent thinkers.

Through Reading Workshop, you will be able to create a literary community excited about reading and engaged in the process of becoming fluent readers and thinkers. You will be able to teach important lessons in all areas of reading - from book choice to building reading stamina to decoding skills to comprehension. Most importantly, you'll be providing them with time to read and guidance in doing so, key factors in promoting successful readers.

Teaching children to learn how to read, understand what they read, and find joy in the process of reading is a complex task. Your children need time to develop these skills.

In order to create an environment that supports children's growth and independent reading skills, some essential structures must be established, at the heart of which is work time for them to read. It is this time that will make the difference in children's growth as readers. Guiding the children's independent reading are your mini-Lessons, demonstrations that show readers how to use the skills and strategies they need to read increasingly complex text. Share time at the end adds closure and a sense of celebration.

Developing Children's Reading Identity

The act of reading is multi-dimensional and so is a reader's identity. When you think about how to meet the needs of all the readers in your classroom, you need to consider all the areas that make up a reader's identity. Some of these features, such as print and fluency and comprehension, are easier to point to (e.g., when a child doesn't read a word correctly) and may be easier to teach. However, for children to develop as readers who feel confident and capable, who take risks and can problem solve, and who develop a love for books and language, it is vital to address all aspects of reading in your mini-lessons, conferences, and other interactions with children. Explicit teaching on forming good reading habits, developing and expanding your reading tastes, how and when to respond to different texts, and how to have "book talks" are necessary components of reading instruction.

What is Reading Workshop?

Reading Workshop is comprised of three components that work together to allow you teach children skills, strategies, and behaviors that will help them grow as readers. Its structure supports children's development because it incorporates both demonstration, guided practice, and individual practice. Here are the three components:

The Mini-Lesson

The mini-lesson is when the teacher directly teaches the whole class a skill, strategy, or behavior about reading. This lasts approximately 10 to 15 minutes.

Work Time

Work time is when children read independently. They apply what they learned in that day's mini-lesson or in previous mini-lessons. Children are typically reading independently, but they might also be in pairs or small groups. Work time is the heart of your workshop. It should take up the largest portion of your allotted time for Reading Workshop and should grow over the course of the year as the children's reading stamina grows.

Share Time

Share time is an opportunity for a few children to share what they have learned or how they have applied a new skill or strategy with the whole class. It is usually the smallest allotted time but adds closure to your reading instruction.

How Reading Workshop Supports Reading

Learning to read is one of the most important things children learn how to do and an essential part of academic development. Children undertake a monumental task as they move from decoding individual sounds to making meaning from a complex text. The growth that takes place in children's early years as readers is truly amazing. Because reading is more than simply the ability to identify individual words and say them out loud, the teaching of reading is quite a complex and multi-layered process.

Reading is interacting with text in order to understand what is read. Readers construct meaning from texts based on their background knowledge, experiences, connections to the text, and established skills and strategies. You need to instruct children on how to decode, construct meaning, use background knowledge, make connections, be independent problem solvers, learn how to talk about books, how to be a member of a reading community and so much more. In other words, you need to help create and maintain children's reading identities. Reading Workshop is an instructional practice that allows you to do just that.

Children may share a grade but that does not mean they are ready for exactly the same type of instruction. Children may also share a common home language but that doesn't mean they have acquired the same level of literacy or language as their peers. Reading Workshop gives you the opportunity to provide your children with the time, environment, individualized instruction, and community to help them become independent lifelong readers.

Time

To become strong, thoughtful readers, children need an enormous amount of time to do this kind of work. Numerous research studies have shown over and over again that there is a direct correlation between the amount of time children spend reading and their growth as readers. For example, a study entitled "Teaching for Literacy Engagement" published in 2004 showed that fourth graders who read above grade level spent at least twice as much time reading as their peers who read below grade level. Giving children as much time as we can to become stronger readers makes sense; after all, athletes and musicians who want to learn their craft practice multiple hours a day. Young readers need that same kind of sustained engagement with reading in their day as well. The majority of time during Reading Workshop should be spent reading.

Supportive Literacy Environment

In addition to time, young readers need access to a rich library of reading materials. Again, research teaches us that children who spend time reading texts that they can experience success with in decoding, reading fluently, and comprehending gives them the practice they need to grow and develop each of these unique and interdependent skills. When children choose books that interest them, they are more motivated to read and work harder to make sense of the texts. A Reading Workshop classroom is one in which the classroom library is the heart of the environment and where children's choices are valued. In addition to a rich classroom library, children need a well-designed space in which they are comfortable to read and interact in. Choices in where they sit and how they read are also paramount in increasing their motivation to read. Anchor charts and other print material that support their independence as readers are examples of how the physical environment can support children's reading and problem solving.

Instruction

In addition to time and materials, readers need instruction. They need direct and explicit instruction in all areas of reading - from print work to comprehension to goal setting - in order to learn how to be successful readers. Reading Workshop is designed to allow for a whole group lesson focused on one skill, strategy, or reading behavior and tailored to fit the needs of the class. Small group instruction and conferencing takes place during work time when children are working on their own or in partnership. The structure of the mini-lesson in addition to the flexibility of work time allows you to provide your readers with what they need to become lifelong, active readers.

Community

Finally, to support your readers, it is important that they see themselves as readers, capable and independent, surrounded by a community of other avid readers with whom they can talk about books. To this end, create a reading culture in your classroom. Children need to engage and interact with other readers, have conversations about their reading, go book shopping on a regular basis, and have choice in how they respond to their books. An authentic reading community includes these elements as well as clear procedures and responsibilities for helping the community run smoothly. The structure, routines and goals of Reading Workshop provide the perfect framework for building and supporting a joyful climate where hard work and growth is celebrated and where reading is valued.

Reflect on Your Reading Workshop

Like any instructional practice, Reading Workshop will benefit from your reflection. Its effectiveness will increase when you take time to think about your planning and implementation. Connect your reflection to those elements research says are key components in helping children grow and flourish as readers.

Is there enough time for children to read?

To become strong, thoughtful readers, children need an enormous amount of time to do this kind of work. Numerous research studies have shown over and over again that there is a direct correlation between the amount of time children spend reading and their growth as readers. Children should spend the majority of time during Reading Workshop reading.

Do children have time to read independently on a daily basis?

Has the time devoted to reading grown over the course of the year?

Are children's reading stamina increasing?

Do you have support structures in place to help your children gain reading proficiency and stamina?

Do your children know what to do when they finish a book?

Do your procedures support independence?

Is your literacy environment supportive?

When children choose books that interest them, they are more motivated to read and work harder to make sense of the texts. In addition to a rich classroom library, children need a well-designed space in which they are comfortable reading and interacting. Choices in where they sit and how they read are also paramount in increasing their motivation to read. Anchor charts and other print material that support their independence as readers are examples of how the physical environment can support children's reading and problem solving.

Do you know your children's reading interests?

Are there enough books in your classroom library to meet your children's needs and expand their interests?

Have you developed procedures around introducing children to new books and genres?

Are your children using the anchor charts in the room to problem solve independently? Do they see themselves as independent problem solvers?

How do you incorporate choice into your Reading Workshop? Do children self-select books? Self-select seats? Self-select how they respond to books?

Is your physical environment appealing? Does it contain elements that draw children to reading?

Do children have what they need to read and work independently?

Does your instruction support your growing and diverse readers?

Readers need direct and explicit instruction in all areas of reading - from print work to comprehension to goal setting - in order to learn how to be successful readers. Reading Workshop is designed to allow for a whole group lesson focused on one skill, strategy, or reading behavior, small group instruction, and individual conferencing.

Do you create lessons that meet the needs of the majority of your class? Do these lessons build on one another?

Do you offer supports for language learners?

Have you created procedures to ensure that you meet with individual children on a regular and ongoing basis?

Have you created a record keeping system to help you identify large and small group needs?

Do you provide options during work time for children who need them?

Are you building a reading community in your room?

To support your readers, it is important that they see themselves as readers, capable and independent, surrounded by a community of other avid readers with whom they can talk about books.

Do children have regular and ongoing time to talk with their peers about their books and their ideas?

Have you taught your children how to work in partnerships? How to take turns reading and talking? How to adjust the volume of their voice? How to use the anchor charts in the room to support their conversations?

Do children see themselves as readers? Are they able to talk about themselves as readers? Do they know what readers do, talk about, and think about?

Do you ask children to set authentic goals for themselves as readers?

Do children know each other's reading interests?

Are there structures in place to allow children to celebrate each other's progress and successes?

Do you share your own reading life with your children?

Do you use authentic means for motivating your children to read?

Frequently Asked Questions
My mini-lessons often go longer than 15 minutes. How can I shorten them?
It is so important to keep your mini-lesson under 15 minutes so that the children can spend the bulk of time you allotted for Reading Workshop actually reading. As you plan the mini-lesson be very intentional about the literacy content and language objective. It is easy to want to address many outcomes in a single mini-lesson but consider limiting them. Identify how each day builds on a specific over-arching theme or concept. Careful planning and rehearsal can help you. Always include the four components in your mini-lesson plan: connection, teaching, active engagement (have-a-go), and the link. The connection should take less than one minute. Tell the children what you are going teach them and how it helps them as readers. Make just one teaching point, and demonstrate it using just one example. If you are referencing a book, use a familiar text (a mentor text) that has been read aloud several times so the children know the plot and characters well. Use only an excerpt from the text. Pinpoint exactly the section that helps illustrate your teaching point and read only that section. When you invite the children to try out the teaching point, give them just one thing to do. Limit questions and "What ifs..." Remember, the mini-lesson is designed for direct instruction. Finally, when you provide a link, it should take less than one minute to restate the teaching point and direct the children's independent work. After you plan the mini-lesson, rehearse it with a timer to make sure your pacing is good. One other thing that adds minutes to the mini-lesson is failure to follow procedures, which can cause delays in several different ways, particularly during transitions. Make sure that your children know the procedures and routines of workshop, so that you don't lose any time reminding them what they should be doing. Remember, the longer the mini-lesson, the less time kids have for reading.
How many books should the children have in their book baggies?
The books in the children's book baggies provide them with readable texts for independent reading. The optimal number of books in a child's bag depends heavily upon the number of books in your classroom library and the child's reading level. If your library won't get overly depleted, let each child who is not yet reading chapter books self-select eight to ten books in his or her book baggie each week. Designate "book shopping days" for groups of children, so that your library isn't overwhelmed all at once. You can also choose two or three familiar books for their book baggies from previous Guided Reading lessons. The remaining books in the baggies, perhaps one or two more, can be high interest books. The children might not be able to read these books yet, but they might enjoy looking at the photographs of sharks or spiders (for example). Children who are reading chapter books will have fewer books in their baggies.
How often should I meet with children to conference with them?
Individual conferences are powerful, targeted lessons that can make a real difference. Try conferencing with three children a day - more if you can manage it. Remember, conferences are short, generally lasting just a few minutes. If you have a larger class, you'll get to conference with each child twice a month. Keep good notes and you'll be able to document each children's growth as a reader over time.
I'm not sure what to teach during a conference. What should I do?
Your best source to inform reading conferences is your children's reading. Look at your anecdotal notes, running records, and other assessments to determine what each child needs to work on. Identify the child's "zone of proximal development" and work on skills and concepts that are partially developed. Consider how your children are performing in all areas of language development (reading, writing, listening with understanding, and speaking). This information will also inform your conferences. Chat a bit about a book the child is currently reading or is in the child's book baggie. Give the child a quick, focused demonstration and send him off to apply what you've taught him. Keep track of each child's focus. Remember to "teach the reader, not the reading."
How do I know my children are really reading?
The best way to monitor independent reading is to be proactive. Get on top of it before it becomes an issue. Explicitly teach the children the expectations of independent reading in procedural lessons. Co-create anchor charts. Reread the anchor charts before independent reading time. Have the children practice independent reading while you are walking around the classroom giving positive feedback to children who are on task. Be sure that children have books that they can read and want to read in their book baggies. Choice is critical to engagement. Have the children self-monitor. Post an independent reading rubric and devote a minute or two at share time for the children to reflect on their reading. If you find that a number of children are inattentive and not reading during independent reading time, go back and reteach the procedural lessons in whole group or in small groups with specific children who would benefit from them.
Do the children have to practice the skill or strategy I taught them in the mini-lesson?
The skill or strategy taught during the mini-lesson is based on the needs of the class as a whole. You selected the skill or strategy because you determined that it is what most of the children need. In the link component of the mini-lesson, encourage the children to use the skill or strategy and help them see how it will help them as readers. During share time, highlight those children who practiced the strategy. There are likely to be some children who are already proficient in the skill or strategy or who are not quite ready for it that day. However, you have added another "tool" to the children's reading toolbox of skills; these tools will and should be used as the children need them, primarily on that day but on future days as well. Do keep records to measure children's use and progress with the targeted daily literacy and language objective.
The room seems too noisy to me during reading time. What should I do?
During reading time, children can be engaged in a number of activities depending on their age, grade level, stamina and the time of the year. Activities such as partner reading and literature circles are not exactly silent. What we need to teach children is to maintain an acceptable level of noise. Some teachers call it a "busy buzz" or a "productive hum." In your procedural lessons, have children role play the activities that involve some talking. Have them demonstrate an acceptable level of noise and an unacceptable level of noise. Include some language about acceptable levels of noise in your co-created anchor chart. You might include a phrase like, "Use quiet voices." Create a nonverbal signal if the noise level reaches unacceptable levels to remind the children to tone things down a bit. Allocate some time during share time for the children to reflect upon and self-assess how they did with maintaining an appropriate noise level.

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Reading Workshop is an instructional practice that will help your children grow as readers, speakers, and independent thinkers. Through Reading Workshop, you will be able to create a literary community excited about reading and engaged in the process of becoming fluent readers and thinkers.

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Mrs  Girard's 2nd Grade Reading Workshop

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Workshops builds students confidence to become better readers while becoming fluent in the area of reading.

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Launching Writer’s Workshop in Kinder and First Grade- Narrative Mini-lesson

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1.) Create excitement and positivity about reading.
2.) Make sure to get to know your readers.
3.) Keep reading workshops. simple.

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1.)  Affect students phonics learning.
2.) Students will have problems with comprehension.
3.) Difficulties with fluent word reading.

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Reading workshops have several different versions but they all share the same five components.

1.) Reading- Where students can pick their own books to read.
2.) Responding- A log for students so they can write their impression of the books they have read.
3.) Sharing- Where the class comes together to discuss the books they had read.
4.) Mini-lessons- these lessons are made of  four step architecture that should be followed each time.
5.) Teacher read-alouds- Teacher read a story aloud to the class which promotes the students respond as a community.

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Unlike traditional reading programs that is based off being taught by a teacher. The approach of reading workshops are more student directed, which means students are the ones that ask the questions and share their idea with their classmates. 

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Unlike traditional reading programs that is based off being taught by a teacher. The approach of reading workshops are more student directed, which means students are the ones that ask the questions and share their idea with their classmates. 

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Depending on how long you've been teaching, you may or may not have done a Reading Workshop in your classroom. I know every classroom sets up their reading block differently, but this post is a peek at how I run my Reading Workshop. I remember starting teaching and not really having a clue how to run my reading block-the education textbooks we read in my literacy courses and what we did in my student teaching (4th grade) were surprisingly not that helpful when it came down to figuring it out for my own 2nd grade classroom. So, I wrote this post with my former first-year teacher-self in mind, but you're welcome to check it out and see if there's anything helpful to you as well!

I'll break each component of my Reading Workshop down into the 4 basic parts.

Depending on what grade you teach and what your students need, this can be a variety of things. You can focus on comprehension, vocabulary, decoding...basically whatever you know your students are going to need (this can be determined from your reading conferences or even guided reading). The point of this time of your reading workshop is to try to narrow in on something the majority of your students can benefit from. It could be anything from using context clues to figure out the meaning of a word (vocabulary strategy) to making a prediction about what will happen next in a text (comprehension strategy). You might use a few different strategies from your teacher "hat" or bag of tricks, but my personal favorites are anchor charts (poster you can prep ahead of time-write on with class and display for later referencing) and teacher think-alouds (talking to yourself while reading..."Hmm, I think bandage means band-aid because they sound alike and he's talking about putting it over his ouchie.").

At this point in you reading workshop, you (the teacher) read a book. Now there are many different ways people like to do this part, but I personally like to use highly engaging trade books that either a) go with a theme/holiday we might be talking about or b) emphasize the minilesson you previously taught. If you have a reading program your school uses, this would probably be your weekly text. You might have students following along with you, or you might have them just listening while you read. The purpose of this time is for you to model what real reading sounds like and what real readers do. For instance, if you are focusing on making predictions, you would want to stop every so often while you are reading and ask yourself/your students what might happen next. Now, as an adult, I don't often stop reading and think to myself, I wonder what will happen next? But, in a microsecond, I actually do that. You probably do as well. But, this doesn't always come naturally to readers, which is why we have to model these strategies aloud for our students. Modeling what reading sounds like enhances reading fluency, which is why making time for a read-aloud daily is so important. And if you can do special voices for different characters, you just earned major bonus points and your students will love you even more than they already do! Think about it. Do you like to listen to students read like robots, or with expression? It's the same for them. Also, kids love it! It just makes common sense. Don't be afraid, I promise they won't run home and tell their parents that your version of the B.F.G is not what they pictured.

This time is your "meat" of the reading workshop. It's where students get to practice what you've been teaching and show off their skills. There are many different ways to organize and manage this time, and throughout your teaching career things will of course shift and instructional coaches/coteachers/admin/even bloggers will tell you what's best. I'll just tell you what I did and how it worked for me.

Independent Reading:

A little back story first. I started off my teaching career with plain old independent reading. Students read, it was great. Then, my principal at the time said, "You can't have them reading for an hour! They're in 2nd grade...they're just babies! You've got to get them doing centers." I thought, "what on Earth are centers??" And quickly bought up the entire Lakeshore Learning catalog of centers. No joke. Then, I had them all organized in tubs with "I can" statements on each tub so that when said principal walked in they could recite what the tub said when she asked "What are you learning?" (genius, I know haha). While students were working on the centers with the skills I had just taught or reviewed, I would be managing a guided reading group. Everyone was quiet, on-task and to anyone doing a walk-through, it looked fantastic. I had it all figured out. Or so I thought. Then, one day when I started actually looking at their work they had turned in after checking it off, I realized, "Hey...these kids aren't getting these skills I'm putting in tubs! I will just have to review it with them tomorrow before centers." But gosh darnit, they didn't. That went on for a few months (shameful, but it was my first year, I was figuring things out at a snail's pace) until finally, FINALLY, I went to the literacy leader (this was before the word "coach" came into play) across the hall. The literacy coach across the hall, one of my favorite people, said, "Centers? They can handle independent reading." And that was that. I didn't know who to listen to. My boss or my mentor. So...long story short, I listened to my GUT and went with independent reading with a splash of accountability. Enter, my leveled reading response journals.

These reading response journals have been prettied up with different clipart since those days, but it remains the same and I have used them for 7 years. There are 4 different levels, so they're perfect for grades K-3.

Basically, students read a book, fill out a reading response, and choose another book. I didn't have book boxes, so I didn't use them. They would simply get up and go get another book (at their DRA level). And yes, I occasionally would have students that needed me to limit how many times they could get up. In those instances, I would simply let them choose about 5 books to keep at their desk (same idea as a book box). There are 4 different journals I use and they all correspond to independent reading levels (A-M). You can check out the the first one for FREE by clicking here. As students move up in reading ability, I give them the next reading journal to complete (I make them into packets of about 20 responses each). I typically model how to complete a response during a guided reading lesson, but it can also be done whole group. My favorite thing about these are that they can be used all year long, and at any time. They can be implemented in homework, guided reading, sub plans, early finisher work, or my personal favorite, drop-of-the-hat situations ("What's that? the nurse needs to talk to me in the hall and it absolutely can't wait? Kids, please get your reading journals out now."). I can't tell you how much I love the versatility of these things. Seriously.

I usually have them read a bit aloud and tell me what they're reading as well, but if I'm running low on time, the reading journal is a quick way to get a glimpse at what they've been up to and what they've been reading.

I like to organize my classroom library by level so students can easily find a book at their "just right level," but many teachers organize by genre to avoid any stigmas. Do what feels comfortable to you. I feel like if you can create an environment where students don't feel ashamed of their abilities, rock the leveled library. If you are unsure and want to avoid any issues, rock the genre library. If you start something and need to change it mid-year, lesson learned. That's what this job is all about....growth! And don't get me wrong, we had plenty of "Choice Reading" so students could choose whatever title they wanted (so you can stop thinking I'm Cruella now).
Guided Reading:
Students in small groups (anywhere from 1-7 kids if I'm wearing my honest hat, but ideally 5 kids) meet with the teacher. I like to sort my guided reading groups by reading level (my preference is to use a DRA, but you can use DIBELS as well). A normal group might look like 4 kids between level A-3, 4 kids between level 6-8, 5 kids between level 10-12, and 5 kids between level 14-16. You may notice that I don't meet with my higher readers (above 16) in that scenario. It's true. I typically work more with them during our 1-1 conferences on Fridays because I know they're more independent. It all depends on your class and where your students are. You can also structure your guided reading to be shared with another teacher at your grade level-we call that Walk to Read (but that's another post for another time) so that you can maximize your group time and meet with all students each week.

Now, many different programs out there have different ways to do a guided reading lesson. Most reading programs have a guided reading component included. Depending on your class, you can probably sort them into near-ability groups and end up with 3-5 different groups. You'll want to see your kids with higher needs every day.

I typically start of with some word work (could be basic letter/phonemic awareness or even multisyllabic words/meaning) as a warm-up (typically 2-3 minutes). This may correspond to a phonics skill we are practicing with the class, but it typically doesn't. It could be a decoding strategy or even a spelling pattern I know we'll come across in the text (always preview the book yourself so you can take advantage of knowing those tricky words that might trip them up).

When I plan out my weekly guided reading schedule, I write (in pencil) students that I want to listen to carefully (if you use a running record, this would be where you can write their name). This helped me a TON. I needed to keep track of rotating through the students in each group or I might not remember who was absent on Monday and still needed me to hear them read. Have I mentioned I have terrible short term memory?! #cantdoitall So, while the other students work on their word work warm up, I would be doing a quick check (usually a running record-they read a bit of text and I follow along marking where they made mistakes and what kind of mistakes they were) in on one student each time that group meets (and rotate through the other students as the week goes on). If they're absent, I erase and write someone else's name.

Then, I pass out the books (everyone has the same one). Depending on the reading level or strategy we are working on, I might do a picture walk (flip through and discuss the pictures-pique interest, use words that may come up in the text, activate prior knowledge). My personal style for guided reading includes students in the group all whisper reading the same page as I lean in and offer help when needed. As students finish the page at different times, I have them wait with a fisted thumbs up on their page. When everyone in the group has finished the page, I ask them to read the page aloud altogether. Depending on the level of text, I can sometimes ask a few comprehension questions that promote deeper thinking (visualizing, predictions, inferring, etc.), but most of the time we end up focusing on decoding strategies. We usually work through one book each day, rereading the previous day's book sometimes, but not always. It all depends on the complexity and length of the texts you are using.

Since I organize my groups by color, I keep each group's supplies in a separate container with matching folders (I prefer the plastic ones I can reuse year to year- these 3 prong folders are my favorite-the plastic ones last a few years!).

Pin for later:

Disclaimer: The following contain Amazon affiliate links.

1. Write and Wipe Pockets
2. Dry erase word boards
3. Magnetic dry erase boards
4. Kleenslate dry erase markers w/eraser tip
5. Wall pops dry erase tabletop removeable stickers
6. magnetic word builder
7. colored overlays
8. highlighter tape
9. flat marbles
10. tabletop display
11. martian/witch fingers
12. sticky notes
13. whisper phones
14. finger flashlights

The final part of Reading Workshop is Sharing. In my classroom, I had to force myself to make this part of the plan. It can be so easy to rush through everything each day and time runs out more often than we all would like it to. So, what does sharing look like in my classroom? It's pretty basic. I usually call on 1-3 kids (time dependent of course) to share what they did today " that good readers do." I use the same language every. single. time. Possible answers are things like, "I made a prediction," or "I figured out what ___ meant by using context clues." I like to follow up with questions just to keep them on their toes and make sure they aren't just spewing back sentences they've read from our anchor chart about "What Good Readers Do."

Something that I think is often forgotten when it comes to reading workshop is the value of love for reading. Yes, your students will hear about making predictions, how to solve using context clues...but let's not forget to show them WHY we read...it is supposed to be fun! Remember to nourish that excitement about reading and show students a genuine love for books. I made this little quote that describes exactly how I want students to think about reading and pop it in a square frame to add to your own reading area. You can download it in the Free Resource Library here.

That's the gist of how I run my Reading Workshop. You can check out my 180+ page Reading Workshop binder here. It includes everything you need to launch a Reading Workshop, all with teacher friendly, easy to follow directions, whether you're needing to start from scratch or supplement your existing program.

If you have any questions, thoughts, or something that you've loved or hated about your own Reading Workshop, please feel free to leave a comment below.

Pin for later

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Reading Workshop Tips - Teaching in the Tongass

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Reading Workshop in the elementary classroom. Tips and ideas for successful guided reading groups, reading lessons and how to make your reading workshop manageable!

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Reading Workshop 2 - 2nd Grade Mini Lesson and Share

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Students can engage more and learn new strategies as they go.

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Allowing each student the opportunity to share what they have learned from the story will increase their confidence.

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I remember being in workshops during reading class and being the shy one that didn't want to read or answer questions based on the reading.

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Gives opportunities to provide students with time, environment, individualized instruction, and collaboration to help them become effective independent readers.

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The different components allows for students to learn using different learning strategies that will benefit them in their future reading classes.

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Children are able to focus on their strengths and weaknesses in these workshops. They will see more improvements in their reading.

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reading workshops help students develop important reading skills, and promotes critical thinking and collaboration.

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reading workshops help students develop important reading skills, and promotes critical thinking and collaboration.

# data[].attributes.attachment_link.readable_text
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Discussion and Supporting Materials

Thought starters

1. How does Rick structure his guided reading system?

2. What questioning strategies does Rick use to facilitate peer discussion and increase engagement?

3. How does the structure of the lesson allow Rick to differentiate learning and instruction for students?

School Details

Ruth Acty Elementary
1400 Ada Street
Berkeley CA 94702

Data Provided By:

Teachers

English Language Arts Math / 5 / Teacher

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Rick Kleine structures his class with mini lessons, reading aloud, peer discussions and silent reading. He also speaks individually with his students, giving each a focused task for improvement to increase their comprehension and enjoyment, while making them better readers.

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I can see how students reading different books could be a challenge. It must be hard to manage from the teachers perspective.

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When a student feels confident, they will want to do better to excel.

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Reading Workshop in a First Grade Classroom Skip and Return Training Cut HD

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When teachers read a book a loud, they should incorporate prior knowledge so that students that have read the books will remember the story.

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Not all students will want to participate in the workshop. Especially the shy ones!

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I think the fact that students are able to pick the book the want to read is a huge advantage. If the student is engaged and excited to read, they will get more out of it.

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I like how reading workshops can improve students reading skills

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I like how reading workshops can improve students reading skills

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Should teachers take notes to see whether they should change items in reading workshops that are not effective? 

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Readers Workshop for Middle School Students

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When working with a group, allow students to share their understanding and discuss a story especially while reading together as a group. Allow the students to make comments and predictions throughout the story and then allow them to discuss outcomes with their classmates. Discussion will foster their engagement and understanding.

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Readers' Workshop can be challenging , even when used relatively well guarantees that teachers will not be able to engage kids in a deep dive into a text's meaning and craft beyond a level that they can go without the teacher. Some teachers may not know what deep or close or analytical reading looks like

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The advantages of Reading Workshop, you will be able to create a literary community excited about reading and engaged in the process of becoming fluent readers and thinkers.

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Having a teacher that is as passionate about empowering their learners to read makes a world of difference.  This style of learning is aiding me to appreciate reading and the strategies.

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Reading Workshop is designed to allow for a whole group lesson focused on one skill, strategy or reading behavior and tailored to to fit the needs of the class.

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I love that reading workshops can help students with grow as readers, help with building vocabulary and for students to open their minds.

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Reading Workshops gives the opportunity for children to work with whole groups while reading together.

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Reading workshops are vert student centered

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Ask questions and make connections (to their own experiences, to other texts, and to bigger issues in the world)

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Students can easily become distracted by other students.

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Students build their confidence during reading workshops which will encourage them as learners overall.

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Reading work shops allow teachers to work on different areas of reading comprehensions while engaging students. Teachers can pull students out in groups and work on areas they may be struggling in.

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In workshops children use different strategies that helps them become better readers. It can also be a fun environment for them.

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Teachers should always make this fun for the students, and give them a type of choice when doing reading workshops.

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Not all students learn the same so this can work for some students, but not all.

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Reading Workshops have strengths and weaknesses.

# data[].attributes.attachment_link.description
Reading Workshop is an instructional practice that will help your children grow as readers, speakers, and independent thinkers. Through Reading Workshop, you will be able to create a literary community excited about reading and engaged in the process of becoming fluent readers and thinkers.

# data[].attributes.headline
Keep a list of mini-lesson literacy objectives as you teach them. This will help you keep track of the skills, strategies, and behaviors you have taught and help with future planning.

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Keep a list of mini-lesson literacy objectives as you teach them. This will help you keep track of the skills, strategies, and behaviors you have taught and help with future planning.

# data[].attributes.headline
Kids read different books: harder to manage.  Kids must be task oriented.  Need to design and teach mini-lessons on strategies and skills.

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Kids read different books: harder to manage.  Kids must be task oriented.  Need to design and teach mini-lessons on strategies and skills.

# data[].attributes.headline
Kids read books at their reading levels.  Kids choose books that they want to read.

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Kids read books at their reading levels.  Kids choose books that they want to read.

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The mini-lesson contains its own specific four step architecture that should be followed each time. Children are always reading during work time. Who you plan to conference with, what assessments you might choose to take, how you might differentiate work, and what small groups you may plan to work with will change. Share time adds closure to the lesson and gives you another opportunity to recap the children’s learning.  

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The mini-lesson contains its own specific four step architecture that should be followed each time. Children are always reading during work time. Who you plan to conference with, what assessments you might choose to take, how you might differentiate work, and what small groups you may plan to work with will change. Share time adds closure to the lesson and gives you another opportunity to recap the children’s learning.  

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Reading, responding, sharing, teaching mini-lessons, and reading aloud to kids.

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Reading, responding, sharing, teaching mini-lessons, and reading aloud to kids.

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Reading workshops create an environment that encourages children to take risks and share their opinions about the book!

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I have gained a wealth of knowledge to share with my students about reading and various strategies to utlize them to aide my learners.

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Students may not want to participate in a reading workshop and they may create distractions for the students who do want to participate.

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Children reading below grade level may struggle with independent reading and the confidence to collaborate with peers.

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Keep track of the skills and strategies you have taught for future planning and evaluating what works and what does not.

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Reading workshops give students a chance to collaborate with their peers and the teacher.

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Reading workshops are a great way for students to explore different genres and authors. It would be a good idea to start collecting books for your workshops early and add to them often!

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Reading workshops create an environment that encourages children to take risks and share their opinions about the books!

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Students may be nervous in these workshops, shy

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Share book recommendations that the students may like