A workshop model consists of whole group instruction, direct instruction, and independent reading. This includes mini-lessons, an independent reading time where students practice reading strategies, small group reading instruction, reading conferences, and a closing/share time. During the mini-lesson, the whole group will sit together, ideally at a carpet or small meeting area. This time is meant for whole group instruction where the teacher will lead as students listen.
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career interruptions can be part of an excellent academic record. - With minutes for independent reading time, you can ideally see your groups for minutes, which again will depend on how many groups you have and how many minutes you have allotted for independent reading time.
- During the mini-lesson, the whole group will sit together, ideally at a carpet or small meeting area.
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Students may keep their reader’s notebooks with them to copy anchor chart info. After launching reading workshop and grouping your students, setting up a schedule is the next important step. Using a workshop model means that your reading schedule is student-centered. A workshop model helps students develop skills as readers with guidance from you, as the teacher. Using a workshop model develops routines that are so familiar to students, your reading workshop time will run seamlessly.
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will assist us to expand our capacity for diversity in the broadest sense. - This time is meant for whole group instruction where the teacher will lead as students listen.
- You may have a mini-anchor chart for students to keep in their reader’s notebooks or just have students copy the anchor chart.
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Read more about reading workshop mini-lessons here.
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T1 = Time 1, fall of first grade; T2 = Time 2, early spring of first grade; T3 = Time 3, spring of first grade. Source publication. Associations Among Teacher–Child Interactions, Teacher Curriculum Emphases, and Reading Skills in Grade 1. Article.
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The predictable schedule allows students to grow as readers, speakers, and thinkers. This time is used to read mentor text (if applicable) and create an anchor chart. Anchor charts should be made with students sharing their ideas and thinking. They are a great way to keep the skill visible as students move to work independently. You may have a mini-anchor chart for students to keep in their reader’s notebooks or just have students copy the anchor chart.
The most important thing that you can do is to stay consistent. Decide how long your reading workshop will be and stick to the workshop routines so that students are able to develop consistent reading habits. Finding leveled text to fit your group can sometimes be a difficult task. And I also do not feel that short reading passages every week are engaging for students.
- Once you have the routines of the workshop in place, finding a schedule or rotation for your readers that works will help create a workshop atmosphere where students can thrive as readers.
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