Readers Workshop Researching Preparing and Implementing Jennafer Walsh

Readers’ Workshop Researching, Preparing, and Implementing Jennafer Walsh Kerby Elementary August 2012

1. What is Readers’ Workshop? -Research -Pros/Cons -Basic Structure 2. Preparing for Readers’ Workshop -Materials -Reader’s Notebooks 3. Beginning Readers’ Workshop -Getting to know your readers -Beginning Mini Lessons -Sample norms and guidelines Three Sections of this Presentation

�“An approach to teaching reading in which students choose their own books, read independently, and confer with their teacher. ” ◦ (Laura Candler, www. lauracandler. com) �“The basic philosophy behind the Reading Workshop is to allow students to spend an extended amount of time reading authentic texts that interest them on a daily basis and to provide opportunities to talk about literature. ” �(www. thelearningpad. net) What is Reader’s Workshop?

� Key word… Differentiation! �Students read at their own level �Student choose their own books � Allows teachers to understand connect with our students as readers. � Students are spending more time reading �Increases vocabulary �Increases fluency and comprehension � Fosters independence among readers � Teachers have time to individually confer and meet with students and differentiate instruction based on students’ needs � Students discover the JOY of reading! Advantages of Readers’ Workshop

�Lack of Assessment ◦ Difficult to assess because all students are reading different books �Not enough direct instruction from teachers �Inconsistency between teachers ◦ What goes on post-its and reading notebook ◦ How often notebooks are checked by teachers �Lack of grammar, vocabulary, and spelling instruction Criticism… (Penton, 2012)

What will Readers’ Workshop look like in my classroom?

Mini Lesson (10 -15 min. ) Independent & Guided Reading Teacher -Guided Reading groups -Conferring with students Students Independently reading Response to Reading Reader’s notebooks (35 -40 min. ) (5 -10 min. ) Whole Group or Partner Discussions Daily Structure

�Short (10 -15 minutes) �Whole group instruction �Direct & Focused �May focus on topics such as: �Procedures �ex. how to find a “just right” book �Literary Devices �ex. Characteristics of a different genre �Strategies or Skills �ex. How to make inferences or asking questions �ex. Strategies for unknown words Mini Lessons ( Taylor & Nesheim, 2001)

� 35 - 40 minutes �Students are reading independently or working with teacher �Quiet, uninterrupted time �During this time, students are either: 1. Reading books at their own level 2. Conferring individually with the teacher 3. Participating in a guided reading group Independent & Guided Reading Time

Since this time is the basis of Reader’s Workshop, let’s take a look at this step a little closer….

Option 1: Independent Reading �During this time, students. . . �are reading independently �choose their own books �choose their own reading spots �respond in their Reader’s Notebooks �are reading at their own levels ◦ This is why our students will be tested to determine their F&P levels and our classroom libraries will also be leveled. Independent & Guided Reading Time (35 -40 min. )

Option 2: Conferring with Students � Teacher meets individually with students �at least once a week with each student � Keep a written record of each conference � Sample conference topics: �Setting reading goals �Checking up on progress with their goals �Work on a specific skill or comprehension strategy �Have student read a passage aloud to you ◦ Allows you to monitor fluency, word attack skills, and check comprehension �Ask about what they are reading or predict what will happen next Independent & Guided Reading Time (35 -40 min. )

Option 3: Guided Reading Groups � Teacher may choose to meet with small groups of students to focus on a specific topic � Group students according to: �Skill level �Common reading goal �Common interests � Let your students’ needs guide this instruction � During this small group meeting, provide direct instruction and time to practice specific goal. Independent Reading Time (35 -40 min. )

It is suggested that if you are conferring individually with students one week then the next week work on guided reading groups. Doing both in the same week may become hard to manage. (Laura Candler, www. lauracandler. com) Guided Reading Groups one week Individual Conferences next week Management Tip!

� Last step of Reader’s Workshop � Lesson closing � Whole group or with partners � Benefits of this sharing time: ◦ Students learn to listen, think, & talk about their learning ◦ Holds students accountable ◦ A way to assess students � What does this look like? ◦ Bring students back to whole group reading area ◦ Review strategy or reading goal discussed during mini lesson ◦ Allow students to share ◦ their Reading Notebook responses ◦ Any connections they made while reading ◦ A strategy that they practiced ◦ Ask any additional questions before transitioning to next subject ◦ Response to Reading (5 -10 min)

Part 2: What do I need in order to prepare my classroom for Reader’s Workshop?

• Here at Kerby Elementary, we will be leveling our books according to the Fountas and Pinnell leveling system • Websites to assist in leveling our books www. booksource. com www. fandpleveledbooks. com • Having a leveled library, will allow our students to easily access books that are “just right” for them or books that match their assessed reading levels. • Why level my books? • “Experts have discovered that even very young students can read for extended periods of time when they are matched with books that they can read with 95% or higher word accuracy rate, and they are more successful when reading books that interest them. ” (Newingham, 2012). ü Leveled Classroom Library

These notebooks serve as a place for our readers to: Ø to organize their reading materials Ø keep track of the books they read Ø List books they would like to read in the future Ø record the thinking they do about their reading. (Beth Newingham, www. scholastic. com) ü Reader’s Notebooks

Possible Reading Notebook Sections and Resources Ø Reading Record or Log (Laura Candler) Ø “Books I Plan to Read” List Ø Genre Overview Resource (Beth Newingham) Ø My Reading Goals Ø Reading Response Prompts ü Reader’s Notebooks

Sample Reading Response Prompts Your readers’ responses should connect to the mini lesson when possible. � Students might write about… ü Something that surprised them or that they found interesting. ü Their thoughts or feelings about the author’s message. ü How the book reminds them, people they know, or of something that happened in their life. ü How they would react if they were one of the characters in the story. The possibilities are endless… Great resources for prompts! Reading Response Topics Fiction and Non. Fiction Journal Prompts (lauracandler. com) Reader's Response Bookmark (www. busyteacherscafe. com) ü Reader’s Notebooks

Use of Post-It Notes in Reader’s Workshop � Post it notes are a great way to allow your students to ◦ ◦ ◦ Flag any words or parts of the book that are causing them difficulty Note any text to self, text to text, or text to world connections Jot down any questions they are having while reading Point out a specific comprehension strategy that they utilized Record information about different characters � Having students flag these areas in their book allows the teacher to see their thinking while reading during conferences. � The following resource provides a code students can use on their sticky notes! Sticky Notes Codes (Karen Mc. David, 2007) ü Reader’s Notebooks

ü Book boxes, bins, or bags § 1 per student § Place for students to store books, notebooks, and sticky notes § Having multiple books in bin eliminate students time spent browsing in your class library ü Classroom area for students to read § Pillows, beanbags, carpet samples § “Book Nooks” (Beth Newingham) § Comfortable spots for students -to read independently -not distract other readers -get “lost” in their books! ü Other Helpful Materials

Part 3: My classroom is ready, my students are here… NOW WHAT?

�Meet your students as readers ◦ Assessments, F&P testing, conferences �Set up norms and guidelines for Reader’s Workshop �Beginning Mini-lessons to start the year ◦ How to choose books, introduce sticky notes, Beginning Reader’s Workshop

ü Reading Interest Surveys • “Knowing about childrens’ interest areas arms teachers with the know-how they needs to recommend books that match existing enthusiasms” (Mckenna & Stahl, 2009, p. 205). ◦ We want to discover their feelings about reading, personal interests, favorite genres, favorite books, time usually spent reading, etc… ◦ Sample Reading Interest Survey (scholastic. com) ü Formal Assessments ◦ At Kerby, we will be using the Fountas and Pinnell Assessment System to find our students’ individual reading levels. ◦ As teachers we will now be required to assess our students three times a year to check their progress. ◦ Since our libraries are now leveled according to F&P, our students will be able to easily find books that are at their own reading level. ü Conferences and Conversations ◦ Throughout the year, simple informal conferences and conversations with your students will allow you to get to know your students better as readers. This will also show your students that you really care about getting to know them, which is a key factor in motivating your students! üGet to know your readers

“A readers’ workshop isn’t just having students sit around and read; students must learn strategies and have significant amounts of time to practice these strategies with self-selected materials” (Taylor, 2001, p. 48) 1. 2. 3. 4. Sample Reading Workshop Norms If necessary, use the restroom before reading workshop begins During Independent Daily Reading (IDR), we are reading silently. If you are near the end of a book, “shop” for a new book in the morning, before reader’s workshop. Find a reading spot where you will not be disturbed by friends. ü Set up norms and guidelines

◦ Start small! ◦ When our students are still learning the procedures of reading workshop, it is good to begin the year with simple mini-lessons, then move your way toward specific reading skills and comprehension strategies. ◦ Some simple mini lesson topics you may want to begin with: ü ü ü What is reading…Reading is Thinking! What does reading look like? How to choose “just right” books What is a good reading spot? Using sticky notes while reading ü Beginning Mini-lessons topics

Closing Comments & Questions I know that Readers’ Workshop is quite different than our current literacy curriculum. However, the benefits of this new program are tremendous. As we begin to transition our literacy block, start small and please feel free to ask if you have any questions. I have plenty of resources available to share. I am looking forward to another successful school year with a great team of colleagues! ◦

� Candler, L. (2012). Reading workshop works! [Webinar recording]. Retrieved from http: //www. lauracandler. com/strategies/readingworkshop. php#Reading. WSPr intables � Gomez-Schame, E. (2007). Reader’s response rubric [website]. Retrieved from http: //www. busyteacherscafe. com/literacy/readers_response. html � Lause, J. (2004). Using reading workshop to inspire lifelong readers. English Journal, 93(5), 24 -30. Retrieved from http: //ezproxy. msu. edu/login? url=http: //search. proquest. com/docview/237295980? accountid=12598 � Mc. David, K. (2007). Sticky Note Codes [website]. Retrieved from http: //www. ourclassweb. com/sites_for_teachers_readers_workshop. htm � Newingham, B. (2012). Beth Newingham’s third grade classroom [website]. Retrieved from: http: //hill. troy. k 12. mi. us/staff/bnewingham/myweb 3/ � Penton, K. (2012, Jan 30). New curriculum draws criticism. Asbury Park Press, pp. n/a. Retrieved from http: //ezproxy. msu. edu/login? url=http: //search. proquest. com/docview/918600615? accountid=12598 � Stahl, K. A. D. , & Mc. Kenna, M. C. (2009). Assessment for reading instruction (2 nd ed. ). New York, NY: Guilford. � Taylor, S. V. , & Nesheim, D. W. (2001). Creating meaning in a readers' workshop. Principal Leadership, 2(2), 47 -51. Retrieved from http: //ezproxy. msu. edu/login? url=http: //search. proquest. com/docview/233329459? accountid=12598 References