Reader’s workshop begins with a whole class meeting. At this meeting we discuss what students are reading and how they are thinking about their reading. This is also the time that the teachers will introduce or reinforce a new concept or skill. Students are then encouraged to try out the new skill in their independent reading time.
Once the meeting is concluded students are asked to go read or write about their reading. Teachers spend a large amount of time teaching students how to pick books and what to do when they are finished with them at the start of the year so that the majority of this time can be spent teaching small guided reading groups.
While students work independently, teachers pull small groups of students to work with. These guided reading groups are formed by skill level of the student. This is where the bulk of reading instruction is taught.
During reading workshop students will be involved in a variety of activities which focus on reading.
Writer’s workshop begins with a whole class meeting. At this meeting we discuss what students are writing and where they are in the writing process. (Pre-write, Rough draft, Edit, Revise, Publish) Then a mini-lesson is taught. In this mini-lesson the teacher models one strategy or writing skill. This modeling shows children what good writers do. Important components of this mini-lesson include: thinking aloud, observing, and the writing process.
The next part of the workshop involves the children writing. They are either writing in their writer’s notebooks, or working on a writing project. During this time, students write independently on self-generated topics and may be at different stages in the writing process. The teachers roll in this workshop is two fold. First, they spend time doing one-on-one conferencing with students about their writing. Second, they pull small groups to work on specific writing skills or strategies.
The final aspect of our workshop involves sharing stories or ideas. Several students like to volunteer for this “author’s chair” and receive comments, questions, and suggestions from their peers.
Reader’s workshop begins with a whole class meeting. At this meeting we discuss what students are reading and how they are thinking about their reading. This is also the time that the teachers will introduce or reinforce a new concept or skill. Students are then encouraged to try out the new skill in their independent reading time.
Once the meeting is concluded students are asked to go read or write about their reading. Teachers spend a large amount of time teaching students how to pick books and what to do when they are finished with them at the start of the year so that the majority of this time can be spent teaching small guided reading groups.
While students work independently, teachers pull small groups of students to work with. These guided reading groups are formed by skill level of the student. This is where the bulk of reading instruction is taught.
During reading workshop students will be involved in a variety of activities which focus on reading.
Writer’s workshop begins with a whole class meeting. At this meeting we discuss what students are writing and where they are in the writing process. (Pre-write, Rough draft, Edit, Revise, Publish) Then a mini-lesson is taught. In this mini-lesson the teacher models one strategy or writing skill. This modeling shows children what good writers do. Important components of this mini-lesson include: thinking aloud, observing, and the writing process.
The next part of the workshop involves the children writing. They are either writing in their writer’s notebooks, or working on a writing project. During this time, students write independently on self-generated topics and may be at different stages in the writing process. The teachers roll in this workshop is two fold. First, they spend time doing one-on-one conferencing with students about their writing. Second, they pull small groups to work on specific writing skills or strategies.
The final aspect of our workshop involves sharing stories or ideas. Several students like to volunteer for this “author’s chair” and receive comments, questions, and suggestions from their peers.