Readers’ Workshop

Elizabeth Lane Elementary SchoolFall 2012

What is Readers’ Workshop?

• A learner-center approach to teaching reading in which the reader is involved in the process of discovery

• The workshop format emphasizes the importance of student engagement, facilities the interaction and connection between readers and texts, and allows for authentic learning to occur.

• Allows time for read-alouds, mini-lessons, student choice, social interactions, and reader’s response opportunities.

• This instructional approach allows for endless opportunities to differentiate instruction.

• PURPOSE: Readers’ Workshop fosters independence among all readers while effectively utilizing reading strategies.

Guiding Principles “Readers have time to read just-right books independently

every day.”

“Readers select their own appropriate books.”

“Readers take care of books.”

“Readers have daily opportunities to talk about their books in genuine ways.”

“Readers don’t just read the words but also understand the story.”

• Cited directly from: Collins, K. (2004). Growing Readers: Units of Study in the Primary Classroom. Portland, Maine: Stenhouse Publishers.

Basic Components of Readers’ Workshop

① Mini-Lesson ② Independent Time Reading Time

(Incorporate One-On-One Conferences, Small Group & Partner Time)

③ Sharing Time

Mini-Lesson• Mini-Lessons are brief teaching opportunities

(approximately 10 minutes or less)Organization of Mini-Lessons:

a) Connection (mini-lesson makes a connection with ongoing units, students, experiences, etc.)

b) Teaching Point (model or verbally present the skill of the day)

c) Active Engagement (Children practice the skill taught)d) Link to ongoing work (send students off to read

independently)

Independent Reading Time

• Begin to work on Student Stamina and learning routines and procedures

• Short Conferences that promote stamina and strategies

• Then work on One-on-One Conferences, Small Group Instruction, Partner work

Conferencing• Teachers are conferring with individuals,

partners, or small groups during independent reading and response time.

• Conferences allow time for the teacher to clarify the text for students, encourage connections with the text, assess student comprehension, and individualize instruction.

• Teachers perform on-going assessments during the reading block.

Sharing• Classmates get the opportunity to hear

what others are reading.• Students can talk about the book that

they are reading.• PURPOSE: helps beginning readers

feel a sense of belonging in a community of readers

Additional Components of Readers’ Workshop

① Read Aloud ② Shared Reading

Teacher Read-Aloud• Purpose: Helps promote a community of readers

and allows modeling opportunities• Approximately 10-15 minutes• Teacher models reading strategies• Teacher scaffolds fluency (accuracy and

automaticity) • Think-Alouds• Numerous “Turn and Talk” opportunities throughout

the reading • Build comprehension

How does Readers’ Workshop meet the

needs of all learners?• “When children read independently during

independent reading workshop, they read just-right books, which are books that match their independent reading levels” (Collins 2004).

• Texts are student-selected, which caters to their specific interests.

• Readers’ Workshop allows for opportunities for individualized instruction with the teacher

References• Allington, R. L. (2002) What I’ve Learned About Effective Reading Instruction. Phi

Delta Kappan, 83, 740-747.• Boushey, G. and Moser, J. (2006) The Daily 5: Fostering Literacy Independence in

the Elementary Grades. Portland, Maine: Stenhouse Publishers.• Bryan, J.W. (1999) Readers Workshop in a Kindergarten Classroom. The Reading

Teacher, 52(5), 538-540.• Collins, K. (2004). Growing Readers: Units of Study in the Primary Classroom.

Portland, Maine: Stenhouse Publishers.• Harvey, S. and Daniels, H. (2009) Inquiry Circles in Action: Comprehension and

Collaboration. Portsmouth, New Hampshire: Heinemann.• Taylor, S.V. and Nesheim, D.W. (2000) Making Literacy Real for “High-Risk”

Adolescent Emerging Readers: An Innovative Application of Reader’s Workshop. Journal of Adolescent & Adult Literacy, 44(4), 308-318.

• Williams, M. (2001) Making Connections: A Workshop for adolescents who struggle with reading. Journal of Adolescent & Adult Literacy, 44(7), 588-602.