Reading Workshop
Reading workshop is a powerful way to structure your reading class using this model involves encouraging your students to choose their own books as well as providing significant amounts of time for them to read independently by allowing your students to choose their own books you can foster a love of reading that will last a lifetime research shows that when children spend more time reading they become better readers with a little guidance and encouragement from a teacher who loves to read students can learn to select appropriate books and discover joy in reading reading workshop consift of some steps such as number minilesson a minilesson begins the reading workshop this is the time the teacher plans for a whole class lesson on reading these lessons are usually about ten minutes long the teacher calls the whole class over to the meeting area to give the lesson which is instruction in an explicit strategy or skill that good readers use the minilesson has four parts the connection the teach active involvements and the link
the connection starts off the mini lesson in choosing a connection the teacher asks how do i take what i am trying to teach right now and help it resonate for my children sometimes an anecdote from the classroom or a story from her life can connect the instruction to her students lives in the connection the teacher has a teaching point that explicitly tells the children what she is going to teach them that day so the connection is a way for us to be really clear and explicit to our children so they get trained to stop and think this is what i am going to be taught today usually the teacher will say today i am going to teach you so the kids know what is coming the next part of the minilesson is the teach part in the teach part the teacher is going to again name the teaching skill and strategy and then show the kids what that will look like in action as a reader about number of the time the teacher will demonstrate it as a reader she picks up a book the current or a past read aloud book and she puts into action the strategy she just named as the kids listen and watch she usually talks a little about the process she is going through as she is putting that strategy into action the teach is a good time for the teacher to demonstrate the difficulties kids might run into and show how they can work through these then when she is finished demonstrating she usually reviews what she just did so that kids can recognize the explicit steps of putting that strategy or skill into action the next part is the active involvement the kids are now going to try the strategy or skill themselves the teacher might set up this section by reading aloud a little bit more of the text or the children might use their own books to try it usually in that time the teacher is going to guide them a bit either by voicing over things for them to be paying attention to or going around and supporting the children as they are doing the strategy often the teacher has the kids turn and talk so she can walk around and quickly identify who getting it and who needs a little more support another helpful tip is to make note of who gets and who does not so that you can make sure to support those kids who need it the next stage after the active involvement is the link this is the ending point of the mini lesson where the teacher restates the teaching and the purpose the why do we do this the teacher is going to encourage the children to transfer this skill or strategy to their reading when it makes sense for them at this time the teaching point is transferred onto a chart so that kids can easily reference how to use the new skill or strategy they are now ready to independently practice what have been taught
number independent reading and conferring with students after the mini lesson students begin independent reading independent reading usually begins with the kids recording information in their log the date the page they are starting and the time that they are starting to read at first teachers have to help the kids get into the routine of logging so the teacher has to remind them as they are walking back to their seats to take out their logs and fill them out quickly during the time when children are reading thirty to forty minutes the teacher is conferring with students one on one in partnerships or pulling small groups together the teacher carries her recordkeeping with her as she meets with students so she can keep notes on what she taught and observations she had and perhaps identify how she should follow up with the children to establish an expected classroom environment the teacher has to do some management the teacher has to make her presence known so she might have to sweep around the room to make sure everyone is reading before she begins conferring with students she might tap a couple of children on their shoulder she might make a gesture pointing their eyes back to their book or putting her finger to her lips to tell the children that it is time for them to get back to reading when the teacher is conferring with students she is really researching them to find out what they are doing as readers and one of the things that the teacher really wants to do is make the student a co researcher by starting off with a research question such as what are you working on as a reader or can you talk me through your post its so i can see your thinking can you tell me a bit about any problems you are having as a reader how can i help you the teacher listens to the child and asks follow up questions in order to identify what she wants to teach this child
in the conference just as in a minilesson the teacher has to decide how she will approach teaching the topic you can demonstrate just like you did in the minilesson you can become the reader and you can have the child watch you put the strategy into action or you can coach the child through the use of a strategy or skill in a conference the teacher must find something to compliment the reader on so that the reader can recognize how he is growing as a reader it is important for teachers to identify what the child is doing well instead of focusing only on what the child needs help with of course if the child is not making any real effort you would not want to compliment them because then it almost becomes a joke they will think that it does not matter what they do so you want to make sure that your compliments also nudge kids forward consider bridge statements like one thing you could do even better or another thing you could do as you are doing that work so it kind of ratchets up what they are already doing and then the teacher using the same structure as the minilesson will use a link to identify what they have worked on and to explain to the child that it is not just in this book that they can do that work but they can always do that as a reader the teacher will then send the child back to reading the child understands that he will return to reading and put not just that strategy skill into practice but that he will use everything in their repertoire as it is needed number strategy lessons strategy lessons is small group work where the teacher pulls kids in her classroom together it could be two kids five kids six kids i think the better you are at a strategy lesson the more kids you can have at that strategy lesson strategy lessons are a way to reach more kids it is assessment based you identify which particular strategy these kids need some extra help on a very common structure of a strategy lesson is that it mimics a minilesson except in a minilesson the demonstration the teach part is longer than the active involvement the reason for that in a minilesson is that you have number to number kids in front of you you cannot give as much individual attention as you want you rely on the teach part to help kids understand what they are doing but in a strategy lesson it is just the opposite the teach part is brief and the time the kids are practicing the strategy is longer because you only have four to six kids in front of you you have time to coach and guide them through that strategy lesson a strategy lesson helps you really get your hands on them as readers get in there a little bit more and coach it does also end just as a mini lesson does with a link you can also have a strategy lesson that does not have the teacher demonstrate it could be an inquiry where the kids are studying each other post its and you build off of one of the post its and say let all try to do that kind of work and push ourselves in that way the kids can then go back to their own jottings and the teacher coaches them in how they can take that one quality noticed on that post it and lift the level of thinking they are doing about their books so the teacher has been conferring or she is been doing small groups and about half way through the workshop the teacher may decide it is not something that has to happen every day but she may decide to do a mid workshop teaching point the teacher goes to a central place in the room and she interrupts the kids the students look up and it is kind of like a voice over or the teacher can decide the teacher identifies something for students to do for example at the beginning of the year she might want to say we have been reading for fifteen minutes and it feels like a lot of people attention is off so we want to go back and reread and get ourselves back into our reading before we read forward and that is a good thing to do when you find yourself distracted instead of reading forward you might go back and reread to get yourself back on track the mid workshop is a time for you to manage the class it can also be a time for you to share an example of something a child did in conferencing that would be a good example for other kids to hear it might be not connected to today minilesson but prior work that you want to revisit this can serve as a way of reminding kids that oh yeah i can do that too it might ratchet up the strategy you taught in the minilesson or add another layer to it whatever you choose as your focus it is important to keep the mid workshop teaching lesson very short it is only about one to two minutes sometimes it has an active involvement in it and sometimes a little partner work in it but the object is not to shut down the reading workshop because ultimately we want the kids to spend more time with their eyes in their books reading the teacher then sends them back into their reading after the mid workshop and she goes back and she confers or pulls some small group work during that time number teaching share the teaching share ends the reading workshop the teacher can decide to either gather the kids back at the meeting area or have the kids stay at their seats it is up to the teacher to decide what works best sometimes if it is going to be mostly partner work i leave them in their spots so they can get closer to their partner and do the work that i am asking them to do if i am going to be talking to them for a longer period of time and demonstrating something or have a child demonstrate something i usually pull them back to the meeting area because i think that it might be too much for the kids to hold on to as they are spaced out around the classroom the teaching share is from two minutes to five or seven minutes setting the kids up for partner work takes time as students work in partners the teacher then can go around and support the kids there are many different kinds of partner activities kids could be talking studying their logs together studying their post its together making plans for their reading etc the point of the teaching share is to wrap up the day by getting the kids to talk about books and talk about themselves as readers that the kids are sharing books and hopefully the conversations they are having will later become conversations in their mind that they can have with themselves
so to review reading workshop just like a writing workshop starts off with a minilesson where the teacher explains a reading strategy or skill that good readers use then the kids go off and compose their reading lives where they are reading the books that they have chosen the just right books that match them as readers the teacher has helped them choose books by assessing them and identifying a reading level as students read they are putting into effect the strategy that the teacher taught today or other ones because we want them to be saying hmm what work do i have to do as a reader the teacher confers during the independent reading time she also pulls small groups together during that time half way through the reading workshop there a mid workshop teaching point where the teacher can either refocus the kids teach forward a bit or revisit something the kids then go back to their reading and the teacher does more conferring and small group work the workshop usually ends with a teaching share that sets them up for partner work and that structure happens each and every day with some variety the teaching share does not always have to be partner work partner work could come in the mid workshop interruption number read aloud time each and every day teachers should read aloud from the read aloud book that they have chosen the minilesson might be the time for read aloud but it can happen at another time of the day during read aloud the teacher may read for ten to fifteen minutes from a chapter book picture book short story or nonfiction during that time the teacher is demonstrating a repertoire of reading strategies she is just being a natural reader thinking aloud about how she is making sense of the text what is really nice about that is that a minilesson can then takes one of those strategies skills and really show how the teacher does it a read aloud shows that as you read you do a lot of different things and so it can balance the minilesson which is to show one thing the read aloud can put that one thing back into the repertoire of what readers do so children get a view that everyday i should not just be thinking about one thing i should be thinking about many things as i read during the read aloud the teacher will not only think aloud but she will also set the kids up to turn and talk and share what they are thinking so there partner a and partner just like in a minilesson and the partners share their thoughts they might even act out some things together they might do some stopping and jotting it could be on a series of different reading skills or just one the teacher can also have the read aloud time followed by accountable talk a whole class conversation in which the kids talk about the part of the text they read in addition to the parts they read earlier in the whole class conversation the teacher acts as a coach getting the kids to build on their understanding for example the teacher could ask if there are parts in the story that match that example or ask who thinks differently about something all as a way of opening up discussion to other kinds of ideas the point is that each and every day the teacher is reading aloud and usually two or three times a week the teacher has whole class conversations but every single day when kids are read aloud to they do some kind of talking which is usually turning and talking to a partner and two or three times they have a whole class conversation in a whole class conversation everybody talks but not everybody is heard what i mean by that is that if we have a whole class conversation where everybody has to talk and everybody listens sometimes it sounds more like a share but in the conversation we want it to sound more like a conversation you would have with your friends at a restaurant you would not all just go around and take turns saying what you are thinking however you have to strike a balance in a whole class conversation you just do not want the same eight kids sharing their ideas so what you do is you move from whole class where everybody is listening to one person to turn and talk and ask kids to tell their partners what are you thinking right now in this way every child gets a chance to think if i got the chance to talk right now what would i say about what we are discussing use this formula from whole class where everybody listening to turn and talk where everyone is talking back to whole class and that way everybody gets to share their thoughts
the connection starts off the mini lesson in choosing a connection the teacher asks how do i take what i am trying to teach right now and help it resonate for my children sometimes an anecdote from the classroom or a story from her life can connect the instruction to her students lives in the connection the teacher has a teaching point that explicitly tells the children what she is going to teach them that day so the connection is a way for us to be really clear and explicit to our children so they get trained to stop and think this is what i am going to be taught today usually the teacher will say today i am going to teach you so the kids know what is coming the next part of the minilesson is the teach part in the teach part the teacher is going to again name the teaching skill and strategy and then show the kids what that will look like in action as a reader about number of the time the teacher will demonstrate it as a reader she picks up a book the current or a past read aloud book and she puts into action the strategy she just named as the kids listen and watch she usually talks a little about the process she is going through as she is putting that strategy into action the teach is a good time for the teacher to demonstrate the difficulties kids might run into and show how they can work through these then when she is finished demonstrating she usually reviews what she just did so that kids can recognize the explicit steps of putting that strategy or skill into action the next part is the active involvement the kids are now going to try the strategy or skill themselves the teacher might set up this section by reading aloud a little bit more of the text or the children might use their own books to try it usually in that time the teacher is going to guide them a bit either by voicing over things for them to be paying attention to or going around and supporting the children as they are doing the strategy often the teacher has the kids turn and talk so she can walk around and quickly identify who getting it and who needs a little more support another helpful tip is to make note of who gets and who does not so that you can make sure to support those kids who need it the next stage after the active involvement is the link this is the ending point of the mini lesson where the teacher restates the teaching and the purpose the why do we do this the teacher is going to encourage the children to transfer this skill or strategy to their reading when it makes sense for them at this time the teaching point is transferred onto a chart so that kids can easily reference how to use the new skill or strategy they are now ready to independently practice what have been taught
number independent reading and conferring with students after the mini lesson students begin independent reading independent reading usually begins with the kids recording information in their log the date the page they are starting and the time that they are starting to read at first teachers have to help the kids get into the routine of logging so the teacher has to remind them as they are walking back to their seats to take out their logs and fill them out quickly during the time when children are reading thirty to forty minutes the teacher is conferring with students one on one in partnerships or pulling small groups together the teacher carries her recordkeeping with her as she meets with students so she can keep notes on what she taught and observations she had and perhaps identify how she should follow up with the children to establish an expected classroom environment the teacher has to do some management the teacher has to make her presence known so she might have to sweep around the room to make sure everyone is reading before she begins conferring with students she might tap a couple of children on their shoulder she might make a gesture pointing their eyes back to their book or putting her finger to her lips to tell the children that it is time for them to get back to reading when the teacher is conferring with students she is really researching them to find out what they are doing as readers and one of the things that the teacher really wants to do is make the student a co researcher by starting off with a research question such as what are you working on as a reader or can you talk me through your post its so i can see your thinking can you tell me a bit about any problems you are having as a reader how can i help you the teacher listens to the child and asks follow up questions in order to identify what she wants to teach this child
in the conference just as in a minilesson the teacher has to decide how she will approach teaching the topic you can demonstrate just like you did in the minilesson you can become the reader and you can have the child watch you put the strategy into action or you can coach the child through the use of a strategy or skill in a conference the teacher must find something to compliment the reader on so that the reader can recognize how he is growing as a reader it is important for teachers to identify what the child is doing well instead of focusing only on what the child needs help with of course if the child is not making any real effort you would not want to compliment them because then it almost becomes a joke they will think that it does not matter what they do so you want to make sure that your compliments also nudge kids forward consider bridge statements like one thing you could do even better or another thing you could do as you are doing that work so it kind of ratchets up what they are already doing and then the teacher using the same structure as the minilesson will use a link to identify what they have worked on and to explain to the child that it is not just in this book that they can do that work but they can always do that as a reader the teacher will then send the child back to reading the child understands that he will return to reading and put not just that strategy skill into practice but that he will use everything in their repertoire as it is needed number strategy lessons strategy lessons is small group work where the teacher pulls kids in her classroom together it could be two kids five kids six kids i think the better you are at a strategy lesson the more kids you can have at that strategy lesson strategy lessons are a way to reach more kids it is assessment based you identify which particular strategy these kids need some extra help on a very common structure of a strategy lesson is that it mimics a minilesson except in a minilesson the demonstration the teach part is longer than the active involvement the reason for that in a minilesson is that you have number to number kids in front of you you cannot give as much individual attention as you want you rely on the teach part to help kids understand what they are doing but in a strategy lesson it is just the opposite the teach part is brief and the time the kids are practicing the strategy is longer because you only have four to six kids in front of you you have time to coach and guide them through that strategy lesson a strategy lesson helps you really get your hands on them as readers get in there a little bit more and coach it does also end just as a mini lesson does with a link you can also have a strategy lesson that does not have the teacher demonstrate it could be an inquiry where the kids are studying each other post its and you build off of one of the post its and say let all try to do that kind of work and push ourselves in that way the kids can then go back to their own jottings and the teacher coaches them in how they can take that one quality noticed on that post it and lift the level of thinking they are doing about their books so the teacher has been conferring or she is been doing small groups and about half way through the workshop the teacher may decide it is not something that has to happen every day but she may decide to do a mid workshop teaching point the teacher goes to a central place in the room and she interrupts the kids the students look up and it is kind of like a voice over or the teacher can decide the teacher identifies something for students to do for example at the beginning of the year she might want to say we have been reading for fifteen minutes and it feels like a lot of people attention is off so we want to go back and reread and get ourselves back into our reading before we read forward and that is a good thing to do when you find yourself distracted instead of reading forward you might go back and reread to get yourself back on track the mid workshop is a time for you to manage the class it can also be a time for you to share an example of something a child did in conferencing that would be a good example for other kids to hear it might be not connected to today minilesson but prior work that you want to revisit this can serve as a way of reminding kids that oh yeah i can do that too it might ratchet up the strategy you taught in the minilesson or add another layer to it whatever you choose as your focus it is important to keep the mid workshop teaching lesson very short it is only about one to two minutes sometimes it has an active involvement in it and sometimes a little partner work in it but the object is not to shut down the reading workshop because ultimately we want the kids to spend more time with their eyes in their books reading the teacher then sends them back into their reading after the mid workshop and she goes back and she confers or pulls some small group work during that time number teaching share the teaching share ends the reading workshop the teacher can decide to either gather the kids back at the meeting area or have the kids stay at their seats it is up to the teacher to decide what works best sometimes if it is going to be mostly partner work i leave them in their spots so they can get closer to their partner and do the work that i am asking them to do if i am going to be talking to them for a longer period of time and demonstrating something or have a child demonstrate something i usually pull them back to the meeting area because i think that it might be too much for the kids to hold on to as they are spaced out around the classroom the teaching share is from two minutes to five or seven minutes setting the kids up for partner work takes time as students work in partners the teacher then can go around and support the kids there are many different kinds of partner activities kids could be talking studying their logs together studying their post its together making plans for their reading etc the point of the teaching share is to wrap up the day by getting the kids to talk about books and talk about themselves as readers that the kids are sharing books and hopefully the conversations they are having will later become conversations in their mind that they can have with themselves
so to review reading workshop just like a writing workshop starts off with a minilesson where the teacher explains a reading strategy or skill that good readers use then the kids go off and compose their reading lives where they are reading the books that they have chosen the just right books that match them as readers the teacher has helped them choose books by assessing them and identifying a reading level as students read they are putting into effect the strategy that the teacher taught today or other ones because we want them to be saying hmm what work do i have to do as a reader the teacher confers during the independent reading time she also pulls small groups together during that time half way through the reading workshop there a mid workshop teaching point where the teacher can either refocus the kids teach forward a bit or revisit something the kids then go back to their reading and the teacher does more conferring and small group work the workshop usually ends with a teaching share that sets them up for partner work and that structure happens each and every day with some variety the teaching share does not always have to be partner work partner work could come in the mid workshop interruption number read aloud time each and every day teachers should read aloud from the read aloud book that they have chosen the minilesson might be the time for read aloud but it can happen at another time of the day during read aloud the teacher may read for ten to fifteen minutes from a chapter book picture book short story or nonfiction during that time the teacher is demonstrating a repertoire of reading strategies she is just being a natural reader thinking aloud about how she is making sense of the text what is really nice about that is that a minilesson can then takes one of those strategies skills and really show how the teacher does it a read aloud shows that as you read you do a lot of different things and so it can balance the minilesson which is to show one thing the read aloud can put that one thing back into the repertoire of what readers do so children get a view that everyday i should not just be thinking about one thing i should be thinking about many things as i read during the read aloud the teacher will not only think aloud but she will also set the kids up to turn and talk and share what they are thinking so there partner a and partner just like in a minilesson and the partners share their thoughts they might even act out some things together they might do some stopping and jotting it could be on a series of different reading skills or just one the teacher can also have the read aloud time followed by accountable talk a whole class conversation in which the kids talk about the part of the text they read in addition to the parts they read earlier in the whole class conversation the teacher acts as a coach getting the kids to build on their understanding for example the teacher could ask if there are parts in the story that match that example or ask who thinks differently about something all as a way of opening up discussion to other kinds of ideas the point is that each and every day the teacher is reading aloud and usually two or three times a week the teacher has whole class conversations but every single day when kids are read aloud to they do some kind of talking which is usually turning and talking to a partner and two or three times they have a whole class conversation in a whole class conversation everybody talks but not everybody is heard what i mean by that is that if we have a whole class conversation where everybody has to talk and everybody listens sometimes it sounds more like a share but in the conversation we want it to sound more like a conversation you would have with your friends at a restaurant you would not all just go around and take turns saying what you are thinking however you have to strike a balance in a whole class conversation you just do not want the same eight kids sharing their ideas so what you do is you move from whole class where everybody is listening to one person to turn and talk and ask kids to tell their partners what are you thinking right now in this way every child gets a chance to think if i got the chance to talk right now what would i say about what we are discussing use this formula from whole class where everybody listening to turn and talk where everyone is talking back to whole class and that way everybody gets to share their thoughts
A. Have you analyzed / conducted the same activity before? If yes, in what subject?, if not, why?
Answer : Not yet mam, because i don’t know how to analyzed my written.
B. What is your opinion about the analyzing vocabulary levels through www.lextutor.ca?
Answer : I’m really very thanks to u cz u have teach and explain about this software that very useful for us to help us in our written especially in our thesis.
Answer : actually from this software i know my vocabulary level is so low...but i will never stop to study and try to make my written better than it.
D. In what course do you need to improve your writing and academic vocabulary?
Answer: i think all of course i will need to improve my writing in academic vocabulary.
E. Are you familiar with the vocabulary levels given in www.lextutor.ca?
Answer : I don’t familiar with it.
F. Have you learn about those vocabulary levels?
Answer: No. I haven’t.
G. Is academic vocabulary important for you as a university student? if yes, what for?, if not, why?
Answer : Yes, because academic level vocabulary will help us in our thesis and our environment.
H. Do you think that this analyzing activity is useful to support your learning, especially in writing?
Answer : Yes I do.
I. In what course/learning material do you think should be suggested to improve your writing ability and high vocabulary level quality?
Answer : All of the course.
J. Do you think that ICT/CALL/internet utilization is useful? Why? And in what manner?
Answer : Yes I do. Because help us in learning and teaching process. Iike your manner mam
K. What is your impressions and suggestions of CALL subjects and activities?
Answer : from this subject i know many information and knowledge that can implemented in the future. his subject is very good if we have facilities like wireless or lab computer in order to we study while practice it.
L. What do you think about all your previous subjects and learning materials? Are they effective enough to support your vocabulary development? Explain your ‘yes’ or ‘no’ answer briefly!
Answer : No, because I think not all the subject that i have been learn support my vocabulary development because the lecture who teach us has different method in explain the subject.....so, it’s depend on the lecture’s way in teaching us.
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