1. Jennifer Evans
Assistant Director ELA
St. Clair County RESA
Evans.jennifer@sccresa.org
http://www.protopage.com/evans.jennifer

2. Agenda
Initial Reading
Survey
Introduction
Background
Objectives
Essential
Components of
a Reading
Workshop
Assessment
Overview
Small Group
Profile
Homework

3. Reading Survey

4. Initial Reading Survey p. 2

5. Why Workshop?
Research
based
Best
Practices
Motivation

6. Research Based

Research has suggested that addressing
students’ individual needs is an important aspect
of effective reading instruction (Fielding &
Pearson, 1994). Although this may challenge
teachers’ traditional notions of reading
instruction, forcing them to work in guided
reading groups and individually with readers, the
research is overwhelmingly in favor of
individualizing instruction to meet the needs of
all learners (Allington & Walmsley, 1995).
Teachers need to put aside instructional
practices that have been shown to be ineffective.

7. Attachment A
Research Base
for Readers and
Writers
Workshop Article
Big Five from the
Reading First
Panel of the
Federal
Government
7 Habits of Good
Readers

8. Motivation

Learning in general is indeed an intentional act. Students
make the conscience decision to learn or not to learn
immediately upon entrance into the classroom each day.
The teachers and learning environments which the
student encounters certainly influence his decision to
learn.
Implementing Reading and Writing Workshop into
elementary, middle, and secondary classrooms can lead
to increased levels of motivation in readers and writers.

Research has found that high levels of motivation and
engagement in elementary classrooms leads to high
levels of achievement (Pressley, M., Allington, R.L.,
Wharton-McDonald, R., Black, C.C., & Morrow, L.M.,
2001

9. Best Practices
In workshop approaches, the teacher is seen as a
decision maker, conducting lessons and creating
learning experiences based on the needs of the
readers in their class. Having all students working in
the same book at the same time is about control and
comfort, not effective teaching.
Instructional decisions are made by teachers to
address the needs of the students in their
classrooms, rather than coming from a commercial
program. In the hands of a quality teacher, basals and
instructional materials become resources to use,
rather than a series of lessons to be read aloud.

10. One of the most important things we can do
as educators is to provide students with
ample time for reading and writing.
It is necessary to have a classroom structure
in place that supports the other students in
their literacy learning.
Management and routines are key!

13. The Reality

Professor Pearson finds that in many classrooms,
students spend little time actually reading texts.
Much of their instructional time is spent on
workbook-type assignments. The skill/time ratio is
typically the highest for children of the lowest
reading ability (Allington, 1983). Furthermore, the
research indicates that teachers are spending
inadequate amounts of time on direct
comprehension instruction. A study completed in
1979 (Durkin) concluded that teachers used either
workbooks or textbook questions to determine a
student's understanding of content, but rarely
taught students "how to comprehend." In 1987, Dr.
Pearson (and Dole) described the importance of
"explicit instruction" for teaching comprehension

14. How?
Such instruction involves four phases:
teacher modeling and explanation
guided practice during which teachers "guide" students to
assume greater responsibility for task completion
independent practice accompanied by feedback
application of the strategies in real reading situations
Dr. Pearson emphasizes that comprehension instruction
must be embedded in texts rather than taught in isolation
through workbook pages.

15. Reading/Writing Workshop Comparison

16. Comparison of Traditional and Guided Reading
Groups

Traditional Reading Groups
 Groups remain stable in composition.
 Students progress through a specific
sequence of stories and skills.
 Introductions focus on new vocabulary.
 Skills practice follows reading.
 Focus is on the lesson, not the student.
 Teacher follows prepared "script" from the
teacher's guide.
 Questions are generally limited to factual
recall.
 Teacher is interpreter and checker of
meaning.
 Students take turn reading orally.
 Focus is on decoding words.
 Students respond to story in workbooks or
on prepared worksheets.
 Readers are dependent on teacher
direction and support.
 Students are tested on skills and literal
recall at the end of each story/unit.

Guided Reading Groups
 Groups are dynamic, flexible, and change
on a regular basis.
 Stories are chosen at appropriate level for
each group; there is no prescribed
sequence.
 Introductions focus on meaning with some
attention to new and interesting
vocabulary.
 Skills practice is embedded in shared
reading.
 Focus is on the student, not the lesson.
 Teacher and students actively interact with
text.
 Questions develop higher order thinking
skills and strategic reading. Teacher and
students interact with text to construct
meaning.
 Students read entire text silently or with a
partner.
 Focus is on understanding meaning.
 Students respond to story through
personal and authentic activities. Students
read independently and confidently.
 Assessment is ongoing and embedded in
instruction

17. Types of Groups
Small Groups
Guided Reading
Ability grouping
Literacy centers
Whole Group
Read-alouds
Modeled reading and writing
Mini-lessons
Shared reading/writing
Independent
Independent reading and
writing activities
Teacher-Student
Reading/Writing workshop
Reading/Writing conferences

18. Think – Pair - Share

In order to create a literacy environment
within your classroom, what things must be
considered?
* traffic flow * rich language environment
*rule/procedures
* management of materials
*good lighting
* preferred seating
*interests levels
* leveled library * noise level
*relevant activities
* file folder games at level
*trust
* comfort
* safety *vision
* work to keep engaged
*goal setting

19. Plan Your Space
Whole-Class Meeting Area
(This includes my easel,
rug, directors chair, etc.)
Book Shelves for My
Classroom Library
My Bulletin Boards (My CAFE
board, Homeworkopoly, 6
Traits Board, Writer's &
Reader's Workshop, Anchor
Charts, All About Me Board,
etc.)
Check In/Paper Work Area
for Students
Computers
Materials/Supplies Set Up
Desks/Tables

20. Setting Up Your Classroom

The sisters – setting up your classroom:
(6 min. )
http://www.choiceliteracy.com/booksdvds-detail.php?id=57
Classroom set-up: (pictures)
http://workshopteaching.weebly.com/classr
oom-set-up.html


23. Why is structure important?

In order for a guided reading group to be
successful, the rest of the students in the
class need to be involved in meaningful
literacy activities.

24. Chips in:
At your table, take turns
sharing examples of
meaningful activities for
students to do. Be sure
to explain how you know
it’s a meaningful activity.
Each time you share,
place your chip in the
center.
Take notes of meaningful
activities you would like
to use.
Everyone must share
before you share again.

25. Meaningful literacy activities are
ones in which:
Collaboration
and
independence
are promoted
Students are
actively
engaged
Concepts and
strategies are
reinforced

26. Research tells us that:
Literacy develops
best through social
interaction and
dialogue with
others.
Guided reading is
essentially a
carefully managed
“social occurrence”.

27. The Components of Balanced
Literacy

http://www.youtube.com/watch?v=8nhZ7g0955Q
(6.42)

28. Essential Components of a Reading
Workshop
Mini-Lesson (10-15
minutes): explicit
instruction of skills and
strategies
Independent and
Small Groups (45-60
minutes):
Shared Learning
(10-15 minutes):
time to share and
talk about reading
Independent Reading
Read Aloud
Think-Aloud
Shared
Reading
Sharing Projects
Collaboration
Author’s Chair
Discussions
Assessment
Guided Reading
Status check
Modeled
Reading
Assessment
Review
Conferences
Assessment
Review
Reinforce/Extend/Reteach skills
Centers/Menus

29. Goal: Reading Process for the Strategic
Reader

32. Components of a Reading Workshop

http://www.youtube.com/watch?v=cgN2WUM
W6zM (Calkins – Structures of a Reading
Workshop– 5min)

Rick’s Reading Workshop Overview:
https://www.teachingchannel.org/videos/read
ing-workshop-overview
Handout of Components

33. Read Aloud
Teacher reads selections
aloud to students.
Benefits:
•Students are introduced to a
variety of texts
•Students hear fluent reading
•Teacher shares her thinking
(Think Alouds)
•Students are provided with
quality writing models
•Creates a sense of community

34. Shared Reading
What it Looks Like:
 All Eyes on One Text
Reading Together
 Repeated Readings of
New, Familiar and
Favorite Texts
Supported Skills
 Fluency and Phrasing
 Love for reading
 Comprehension
 Word familiarity
 Phonemic
awareness/phonics
 Safe environment

35. Guided Reading
Teacher works with small, flexible groups of
children who have similar reading strengths &
needs.
Guided Reading
Small Group Strategy
Lessons
Small groups at the
same reading level
 Prepares students for the
next reading level
 Teach the skills within
their instructional level
 Books match their
instructional reading
level


Small groups that are
skill based
 Students may or may not
be at the same reading
level
 Differentiated Instruction
 Books match their
independent reading
level

36. Independent Reading


Students read texts that
they have chosen.
Books should be “Good
Fits”
 Meet their need (to inform,
entertain, or persuade them)
 Match their interests
 At an appropriate reading
level
Students are given time to
actually read.
 Students are encouraged
to get comfortable.


37. Conferring
Individual Instruction for Readers and
Writers
 Take place between the teacher and
student
 Differentiation at its Best!


38. Word Study

Mini-lesson : Teacher explicitly teaches a skill in
phonics, spelling, vocabulary, reading, or writing

Practice: Students practice the skill independently or
with a partner

Sharing: Students share what was learned and how
it will help us in everyday reading and writing

39. Components of Language/Word
Study
Phonemic
Awareness
Phonics
Instructions
Vocabulary
Instruction
Spelling
Instruction
Interactive Edit
Vocabulary
Handwriting
Test
Reading/Writing
Current Events
Modeled or
Shared
Reading/Writing
Interactive Read
Aloud

40. Literacy Centers
Rules and Procedures are Clearly Established
Relevant tasks are prepared at each center

41. Key to success:








When trust is combined with explicit instruction,
our students acquire the skills necessary to become
independent learners. Students will continue their
learning even when they are not being “managed”
by the teacher. (p. 18)
Providing choice
Establish clear routines and procedures
Explicitly explain why
Build Stamina
Good-fit books
Anchor Charts
Correct Modeling

42. Reading Workshop Videos

http://insideteaching.org/quest/collection
s/sites/myers_jennifer/workshopapproac
h.htm (multiple videos showing different components of a
reading workshop)

http://www.scholastic.com/teachers/top_
teaching/2009/10/reading-workshop
(5:49
Typical Reading Workshop Structure)

43. Assessments
Informal Assessments
Listening In
Turn and Talk
Formal Assessments
Teacher/Student Conference
notes
DIBELS
Running Records
Pre/Post Assessments
Notes From Small Group
Instruction
Observations
Hand Signals
Rubrics
Journals
MEAP/NWEA/STAR ReadingMath
DRA
Comprehension Tests
Self-Evaluations
Published Writing
On Demand Writing
Presentations

44. NWEA Example
STARS Reading Assessment

46. CORE Reading Sourcebook
MLPP

47. Dibels/DRA
Teachers College Assessment
Tool

48. Informal Reading Inventories
Flynt & Cooter (2007)
 Applegate
 Bader (2005)
 Burns & Roe (2005)
 Johns (2005)
 Leslie & Caldwell (2006)
 Silvaroli & Wheelock (2004)
 Woods & Moe (2007)


49. Small Group Profile
Using assessment data (NWEA
example), group your students into
guided reading groups.
 Confer with a partner to share how you
grouped your students. Be sure to
defend your decisions.
 Again using assessment data, group
your students into skill groups.


50. The Reading and Writing
Project
Read the
first page of
the article
until the last
paragraph,
noting key
points.
Discuss
with partner

51. Lesson Plan
Starting with your skill groups, determine
what lesson you will teach them.
 Confer with a partner


52. Reading Workshop Sites
The Reading Workshop Resource page:
http://www.busyteacherscafe.com/literacy/readin
g_workshop.html


What effective classroom libraries look like:
http://teacher.scholastic.com/products/classroo
mbooks/pdfs/research/What_Effective_Librarie
s.pdf

Daily 5 Literacy Block:
http://pinterest.com/megandm/daily-5-literacyblock/

53. Recap
1. Plan and
Organize Your
Classroom
4. Use Data to
Group Students
2. Develop Your
Schedule
3. Establish
Clear Routines
and
Expectations
5. Determine
Instruction
6. Prepare
Relevant
Activities at
Level
7. Progress
Monitor
8. Readjust and
Plan Instruction

54. Homework:
Read “Classroom
Reading Assessments“
and be prepared to
discuss.
Next time you come bring
a sheet showing how you
grouped your students for
guided reading and skill
groups and the
assessment(s) used.