Reader's+Workshop


 * //READERS' WORKSHOP provides students with a supportive environment that involveds them in authentic reading experiences that focus on the strengths and needs of each individual student. By modeling reading behaviors, providing direct instruction that focuses on strategic reading, and giving students time to practice being "real readers," teachers are able to provide dynamic reading experiences for all students.//**


 * __The basic elements of a Reading Workshop are:__[[image:lowery4:BIS_2043.jpg width="277" height="209" align="right" caption="Share Time"]]**
 * 1. mini-lesson / read aloud **

**2. independent reading** **3. response and reflection** **4. conferring** **5. guided reading and/or literature circles** **6. sharing**

Readers' Workshop begins with a 10-15 minute **MINI-LESSON** that teaches concepts, techniques, and strategies while engaging students with high quality literature. Teachers use literature to model reading strategies, to discuss literary elements or an author's craft, or to focus on a particular skill (such as cause-and-effect relationships). Because this is the most dedicated instructional phase of the Workshop, it is a pivotal time--an opportunity to provide direct instruction and a time for thoughtful discussions.

**READ ALOUD** time provides the opportunity for teachers to share information and to foster students' active listening and engagement with the text. As teachers read aloud, we expose students to a variety of genre, authors, and titles. In reading aloud, teachers condition students to associate reading with pleasure, create background knowledge, and provide a reading role model.

//"The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children."// --Anderson, //Becoming a Nation of Readers//, 1985


 * GUIDED READING **is an instructional technique used to help students develop independent reading strategies so they can process and understand a variety of more demanding text. In guided reading, four to six students actively read and problem-solve their way through a text selected by the teacher. Guided reading brings about real opportunities for constructing meaning, reflection, and insights as the teacher and a small group of students talk, read, and think their way purposefully through a new text.

The goal of guided reading is to help students, wherever they happen to be on the reading continuum, become stronger, more independent, confident, competent, and discriminating readers who actively think while they read and can discuss new texts critically.

Guided reading gives teachers the opportunity to tailor direct instruction to students' specific reading needs and to help deepen their understanding and processing of a wide variety of texts. It is an approach that is appropriate for all levels of readers.

During guided reading the teacher guides and supports students. The teacher-selected text provides just enough challenge to slightly stretch students as they practice using their reading strategies and problem-solving skills with guidance from the teacher.

After the mini-lesson, students engage in ** INDEPENDENT READING **. Independent reading lies at the heart of the Reading Workshop, because this is when students work at and practice their reading.

During independent reading time, teachers respond to students' needs and actively engage in ** CONFERRING ** with individuals or small groups of students. By conferring with a student, teachers can understand the student's reading process and provide individualized instruction. It's during this time that teachers have an opportunity to collect anecdotal records or possibly take a running record to assess a child's reading at a particular level.

http://dese.mo.gov/divimprove/curriculum/GLE/documents/comm_arts_gle_2.0_1107.pdf
 * Communication Arts GLE's**

http://www.dese.mo.gov/divimprove/curriculum/GLE/10.29.04GLOSSARY.pdf
 * Communication Arts Glossary**