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Balanced Literacy Balanced Literacy


North Syracuse Central Schools
5355 West Taft Rd
North Syracuse, NY 13212
218-2100


Reading Workshop
What is Readers Workshop?

?  A teaching method in which the goal is to explicitly teach students strategies to become more skillful at comprehending text.

?  Involves students in authentic reading experiences that focus on the strengths and needs of each individual student through differentiated instruction.

?  Emphasizes the importance of student engagement and the interaction between readers and the text.

 

 RESEARCH SAYS:

?  In the workshop model, students are invited to become actively involved in their learning, and in the process learn more about how to read various kinds of texts (Atwell).

?  There is not much good to say about “hard reading.” If you want kids to fail, give them “hard books” they can’t read with less than 95% comprehension. The end result of a steady diet of “can’t do” is unmotivated, hard to manage, oppositional students (Allington).

?  Students are given an opportunity to read at their own level and choose their own books. Research has shown that motivation predicts reading volume, which improves achievement (Allington).

?  Reading improves when:

?   More time is provided in uninterrupted blocks

?   Students think about what they’ve read and explain their thinking

?   There is ongoing strategy instruction

?   Students have “literate conversations” (Allington).

Traditional Approach

Readers Workshop

Instruction:

?Whole class reading/Reading groups

?Limited/no independent reading time

?Teacher teaches whole class reading skills

?Lack of student participation

?Teacher sets the pace for reading (some students are held back, some fall behind

Instruction:

?Whole class, small group, and independent reading

?Explicit Modeling/Think?Alouds in whole group and targeted instruction in small group and conference.

?Teach Reading Skills and Strategies

?All students participate (Turn and Talk)

?Students read at their own pace; they can move ahead or re?read as necessary

 

Application:

?Students read the SAME text over a period of time

?The students answer questions at the end of a story and complete worksheets to demonstrate the skill

?Students not aware of teacher’s reading processes and practices

?Primary instruction of reading skills presented in a format based on basal

Application:

?Students read different books (interest and level)

?Students apply and demonstrate skills and strategies for their own books, leaving “tracks” of their thinking

?Teacher models reading processes and shares reading practices (use of read alouds and think alouds)

?Instruction emphasizes teaching reading strategies based on standards through selected literature

Assessment:

?Comprehension Multiple Choice Assessment

Asssessment:

?Running records, conferencing, rubrics, notebook, self?reflection, comprehension open ended/multiple choice assessments

BOOK CLUBS

 

Ways to use this video:

  • View the end of the video where Lucy Calkins discusses how it fits into the core curriculum and how it can be improved.
  • Show the video to students for inquiry learning, stopping it just before Lucy Calkins speaks at the end.  Ask them to observe and note what they see happening. What do you see the students doing during this discussion?  Chart their observations to start an anchor chart that guides their groups.
  • Videotape your reading groups/book clubs/literature circles for students to view themselves and compare.



Related Files

    docx reading workshop ppt borrowed (docx file - 1.02 MB)
    docx "docx file: You need the Microsoft Word program, a free Microsoft Word viewer, or a program that can import Word files in order to view this file. To learn more about the free Microsoft Word Viewer, visit the Microsoft Office Viewer for Word 2007 File Format."




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