Basics of Reader's Workshop
Components of a Workshop Approach for Teaching Reading
Implementing a Reading Workshop requires certain basic components which consist of: Modeling Mini-lessons, Independent Reading, and then Sharing and Reflection.
Reading Workshop follows a very similar format to writing workshop. First the teacher models a reading strategy during a mini-lesson. Next students engage in a large block of time where they apply their reading strategies. Lastly, the students meet to share what they learned as readers.
The Reading Mini-lesson
The Mini-Lesson is where you explicitly demonstrate strategies that good readers use to figure out words and construct meaning. Allow about 15-20 minutes for this. During this time the students know that the teacher will be showing them exactly what he/she wants them to apply during their independent reading time. They know this because the teacher consistently reminds them everyday why he/she is showing them that strategy.
Mini-lessons need to be thoughtfully planned according to what students need to get them to progress as readers. In other words, they need to be somewhat systematically planned so that they build on one another. Long gone are the days of scrambling to plan disconnected activities and finding the random “Standard” that fits that activity. Instead in-depth units of study can be planned and implemented so that students really get a chance to get into it and take it deeper.
In Reading With Meaning [Heinemann, 2002] Debbie Miller summarizes research conducted by David Pearson. She says, “Pearson identified comprehension strategies that successful readers of all ages use routinely to construct meaning when they read and suggested that teachers need to teach these strategies explicitly and for surprisingly long periods of time, using well-written literature and nonfiction.” Strategies that would be taught explicitly would be connections, questioning, visualizing, synthesizing, inferring, and determining importance of nonfiction.
Independent Reading, Conferring, Guided Reading
During the next 45-50 minutes, students get to actually be reading books that they have chosen based on choice and on whether or not it is just right. The teacher can be either conferring with students one on one or meeting with small groups.
During this time students are directed to apply the strategy taught that day and to continue applying the strategies previously taught. (This can be easily reviewed by keeping a chart of what good readers do, or what to do during independent reading, or you may want to call it Reading Is Thinking. On this chart, you will add a strategy once it’s been taught. This way it is constantly reviewed on a daily basis.)
Strategies may be applied by jotting them down on a sticky note, or filling out a journal entry or strategy sheet. This way, students are held accountable for their thinking and reading during Independent Reading time.
Sharing/ Reflection
After independent reading is over, spend about 15 to 20 minutes sharing and reflecting on their independent reading session. Students gather together to share the strategies that they have applied during the independent reading block.
Anytime you learn something new, you naturally follow certain steps to master it. You begin by watching someone else do it first. Then you practice it as someone watches you. Next, they offer helpful advice and feedback. You continue to practice independently until you can successfully do it on your own. Reading Workshop is designed to help children become independent in the process of learning to reading.
