Each day as part of our language arts block, the children participate in a Reading Workshop. During this time, the children are able to work on techniques that good readers use. Each child uses a Reading Workshop Notebooks, book boxes with "Just Right" books, and their good little brains!!
The main idea of the workshop approach is actually allowing the children the opportunity to practice the skill of reading. Like anything else, reading takes practice. In the average school day, a child will normally read for less than 10 minutes per day, and less at home. The workshop approach gives the students an opportunity to practice reading.
The time is broken up into three parts: the mini lesson, independent daily reading, and the closing.
The main idea of the workshop approach is actually allowing the children the opportunity to practice the skill of reading. Like anything else, reading takes practice. In the average school day, a child will normally read for less than 10 minutes per day, and less at home. The workshop approach gives the students an opportunity to practice reading.
The time is broken up into three parts: the mini lesson, independent daily reading, and the closing.
Mini Lesson
During the mini lesson, the class gathers as a group to discuss a technique or strategy used by good readers. This might also include parts of speech, figurative language usage, etc. It will usually tie into what we are doing in our writing workshop, and sometimes what we are doing during our spelling/usage studies. After discussing the item of the day, the students are dismissed to practice using this skill. (5-10 minutes) |
Independent Daily Reading
After the mini lesson is complete, the students go to their book nooks to practice using the new strategies. As the children read, they jot down notes on Postit notes, which later end up in their reading workshop binders. This is also a time when I work with individual students, administer individual reading assessments, hold reading conferences, or simply listen to the children read. Later in the year, the students will read the same books and this time will be used to read with partners. After each IDR, the students record their books in the reading log in their workshop notebooks. (30-40 minutes) |
Closing
After the IDR is over, we gather again as a group to discuss how we used our new strategies as we read. Each child is assigned a day of the week that they are expected to share. (5 minutes) |
Reader's Workshop Notebooks
Each child has a notebook which helps me to determine the child's reading grade. Inside the notebook is a reading log and space for student reading responses.
Book Boxes
During our IDR, the children are expected to READ for the whole time. This does not mean, standing at the book shelf for 20 minutes choosing a books. To prevent this, the children are to visit the classroom library during our bellwork time in the morning.
Accelerated Reading
Our class also participates in Accelerated Reading. If a child finishes reading an AR book during IDR, he or she may take a test during the IDR time. The score is then recorded on the reading log in the notebook.
Each child has a notebook which helps me to determine the child's reading grade. Inside the notebook is a reading log and space for student reading responses.
Book Boxes
During our IDR, the children are expected to READ for the whole time. This does not mean, standing at the book shelf for 20 minutes choosing a books. To prevent this, the children are to visit the classroom library during our bellwork time in the morning.
Accelerated Reading
Our class also participates in Accelerated Reading. If a child finishes reading an AR book during IDR, he or she may take a test during the IDR time. The score is then recorded on the reading log in the notebook.