Workshop for Teachers and Administrators Pacific Union Conference Of Seventhday Adventists Lynal Ingham Martha Havens Reading Workshop Rationale Strengths Students read at their own level ID: 380578
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Dissecting and Experiencing the Reading Workshop for Teachers and Administrators
Pacific Union ConferenceOf Seventh-day AdventistsLynal Ingham / Martha HavensSlide2
Reading Workshop Rationale
Strengths:Students read at their own level Reading skills (comprehension strategies, fluency, word solving) are taught based on individual and group needs
Activities are student-directed with students working at their own pace
Teachers work individually with students
Love of reading may increase! Extended time daily for students to read authentic texts that interest
them
Drawbacks
:
Teacher may feel a loss of control
Students must learn to be task oriented and use time wisely to succeed.Slide3
What happens during Reading Workshop?Students choose books and read and respond independently
Teachers monitor students’ work through conferences making note of areas of needStudents share books they have read with their classmates during sharing timeSlide4
Reading Workshop Schedule/Components:20-30 minutes or 50 minutes every other day
Teacher Sharing Time (5-10 minutes) Reads aloud / Teacher sells a book
Workshop
Time
(35 minutes)
Mini-lesson (5-10 minutes)
State of the class (5 minutes)
Independent reading
Responding to
independent reading
Conferencing
Record keeping
Reading
project
Student Sharing Time
(5-10 minutes)Slide5
Teacher Sharing Time/Read AloudChoices may include:
Books connected to the monthly theme or other subject matter
“Sell” books from your classroom library
Share
some
favorites!Slide6
Workshop Time:Mini-lesson Topics
**Mini-lesson topics should be driven by student needs as shown in conferences and reading behavior.Other Topics may include:Procedural lessons
Literary
concepts
lessons
Strategies/skills lessonsSlide7
Workshop Time: State of the Class
Students set daily goals to accomplish during workshop timeStudents identify their daily goal by responding in code – quick responseSome classes use charts, cup and stick or clothes pin methodSlide8
Workshop Time: Independent Reading (Student Rules for Reading Workshop)
You must read your book or story.You cannot do other homework.
Do not talk to or disturb others during silent reading.
You must have a book with you when reading begins.
You may sit wherever you like.
Keep records.Slide9
Workshop Time: Responding to Reading (After independent reading/student rules)
Fill in reading logPrepare for conferenceConference with the teacher or friendChoose a new bookStudents work on reading projects
Writing projects, book publishing
Other
ideas – student decidesSlide10
Workshop Time: Conferencing with the Teacher:student’s role
Have your book readBe sure your reading log is up to dateThink of things you want to share
Oral reading
Favorite part, confusing part
Connection to your life
Response
project
Next step or goalSlide11
Conferences, cont.teacher’s role
Listen to the student read a selectionCheck book, reading log, projectInteract according to student needsCheck on progress toward previous goals
Discuss one or two ideas/connections
Extend the mini-lesson
Work on a specific skill
Assess progress
Set a new goal
Record progress in notebookSlide12
Sample Conferencing Questions teacher’s role
How is your reading going?Why did you choose this book?Tell me about what you’re reading.Are there sections of the book where you think the author has done a good job?
How does the book begin?
What are some things you have learned about reading?
Is there a part you would like to read to me?
What would you like to learn to become a better reader?Slide13
Conference Etiquette teacher’s role
Really listen to the studentLook at the studentHear their responsesRepeat the student commentsDon’t let your records get in the way of a great conference.Slide14
Workshop Time: Record Keeping
Reading logReading journalCheck the reading program for backline masters or teachers make their own
Use a folder
Make note of
re-reading
(Emergent readers should read books 3-5 times)Slide15
Workshop time: Reading Project
Reading projects are student responses to literatureReading projects are to be completed during workshop time
Students select a book to creatively share with the class and present as assigned by teacher.
Students discuss reading project plans with the teacher during conference time
Projects are shared with the class during sharing time
Reading projects may include: PowerPoint presentation, slide show, dramatization, diorama, book box, shadow puppet show, game, demonstration, poster presentation, etc.Slide16
Student Sharing Time time to “show off”!
Teacher must model to student how to share the Literary talk – or time to talk about what is being read.Buddy or small group can share
Keep sharing time short – 2-3 minutes
What to share (favorite parts, pictures, opinions or read a page or two)
On occasion – student shares/makes a plug for his/her book to the whole classSlide17
Your Turn:What do you remember?Slide18
Your Turn:What did you observe?Slide19
Your Turn:What did you learn?Slide20
Questionsand CommentsSlide21
RESOURCES
www.readersworkshop.orgRevisiting the Reading Workshop by Barbara Orehovec and Marybeth AlleyFrom Scholastic ISBN 0-439-44404-7
Inside Reading and Writing Workshops by Joanne
Hindley
From
Stenhouse
Publishers
www.stenhouse.com
ISBN 1-57110-4852
www.puconline.org