Start Up Write What do you know about Reading Workshop? Share
your thoughts with the person next to you What questions do you
have about Reading Workshop?
Slide 3
Purpose To gain an understanding of the Reading Workshop To
investigate the CAF system as a way of facilitating a reading
workshop
Slide 4
Learning A New Skill Think about a new skill you learned
recently What was the process involved in you learning the skill?
What conditions helped you to learn the new skill? Share at your
table Whole group share
Slide 5
Conditions for Effective Learning Demonstration An expert shows
how the skill is applied Practice Guided by the expert Independent
Lots of time Feedback From the expert Regular Specific
Slide 6
Independent Reading Good teachers create effective independent
reading programs by motivating students reading, guiding student
book choices, conducting effective conferences, maintaining careful
records, and encouraging response to literature. Barbra Moss and
Terrell Young Creating Lifelong Readers Through Independent
Reading
Slide 7
Typical Structure of an Independent Reading Workshop Session:
Whole class focus (mini lesson) Teacher explicitly teaches a
comprehension strategy. Usually by modelling in a think aloud
Independent reading for all students. Students read self selected
texts independently. Teacher works with a small group for part of
the time and then confers with individual students Whole class
teaching share or partner share
Slide 8
60 Minute Reading Workshop Workshop SectionWhat happens Whole
Group (10-15min) Mini Lesson: Incorporating a think aloud
Independent Reading (20-45min) Independent Reading Guided Reading
Strategy Group Conferring Whole Group (10min) End of Workshop
Teaching Share
Slide 9
The Mini-lesson A Minilesson is a short lesson focused on a
specific procedure. (Calkins, 1986) To explicitly teach workshop
expectations and comprehension strategies Think alouds: Teachers
thoughts are verbalised so the students can see how the strategies
are used to enhance comprehension
Slide 10
Independent Reading Time Independent reading for all students
on self-selected texts Guided reading P-2 and at risk students
Strategy group for students needing support on the same strategy
Conferring one on one with the teacher
Slide 11
After Workshop Teaching Share The share always includes
teaching State the skill/strategy Explain when and why to use it
Ask students to share how they successfully used the strategy
taught in the mini lesson
Slide 12
Research on Independent Reading Better Fluency and
Comprehension Increased Vocabulary Development Greater Domain and
Background Knowledge Builds Language Syntax Increases Engagement
and Motivation Improved Reading Achievement (Creating Lifelong
Readers Through Independent Reading, Barbara Moss, Terrell A.
Young)
Slide 13
Slide 14
Read, Write, Pair, Share Read the excerpt from Reading
Essentials by Regie Routman leaving tracks of your thinking as you
go Share your thinking with a partner Whole group share
Slide 15
Photo Gallery What does reading workshop look like?
Slide 16
Slide 17
Slide 18
Slide 19
Slide 20
Slide 21
Slide 22
Slide 23
Slide 24
Slide 25
What does Independent Reading Workshop look like and sound
like? Looks likeSounds like Kids reading avidly Writing about their
reading post-it notes notebooks margins Filling in reading logs
Choosing books from the classroom library Kids sitting comfortably
around the room sitting, lounging, lying down Some kids sharing a
book Teacher sitting with one kid The teacher writing in an
assessment folder Kids organising their book boxes Quiet Some kids
talking about their reading Some kids sharing a book reading to
each other The teacher and a student chatting about the kids
reading The teacher working with a small group
Slide 26
The Role of the StudentThe Role of the Teacher Self-select Just
Right books Interest Level of appropriate ability Practice reading
goals Accountability Maintain a reading log Respond to their
reading: o readers notebook entries o annotations on post-it notes
o think sheets o talk about their reading Self-assess their reading
progress Engage in conferences with the teacher Engage in
substantive conversations with peers Provide a supportive reading
environment that includes a classroom library Texts - quality,
quantity & variety Engage with students around their reading
/texts being read conferencing Provide support and guidance for
students choice of Just Right books Monitor student progress by
conferring with students Support goal setting Explicitly teach
comprehension strategies in mini lessons Reinforce norms and
expectations Provide structures and opportunities for substantive
conversations Continuously read students reading responses
Slide 27
John Hattie Research
Slide 28
Meta-analysis of the research about student achievement Effect
size answers the question what has the greatest influence on
student learning? Ranks each influence according to its effect
size. ES = 0.4 Average effect size ES 0.4 Worth having
Slide 29
John Hattie Research
Slide 30
Formative evaluation -.90 Feedback -.73 Direct Instruction
(gradual release of responsibility model) -.59 Goal setting -.56
Reading Comprehension Programs with a dominant focus on processing
strategies 1.04
Slide 31
How can I facilitate the Reading Workshop?
Slide 32
Slide 33
C - Comprehension A - Accuracy F - Fluency E - Expand
Vocabulary
Slide 34
What Is CAF? A management system for reading workshop A list of
reading strategies that teachers can teach to their students and
refer to when establishing goals in conferences with students
Slide 35
Slide 36
Slide 37
Video of Wesburn PS Write down any thought/questions you have
as you watch the video..\..\..\..\Karoo\Wesburn IR - From
GB.mov
Slide 38
Implementing a Reading Workshop The first consideration is to
establish a comprehensive classroom library Attractive and inviting
A variety of text types and genres A range of reading levels Well
known and popular authors Books arranged cover out Comfortable
spaces to read
Slide 39
Classroom Libraries Read the excerpt from Creating Lifelong
Readers by Moss & Young Share your thoughts with a partner
Whole group share
Slide 40
Classroom Libraries Research shows that students read 50-60%
more in classrooms with libraries Many students do not have access
to books or rich reading material at home Involve students in the
choice of texts and the arrangement of the library Change the texts
in the library on a regular basis Magazines comics and articles are
great to include in the library. They help turn our struggling
readers into competent readers
Slide 41
Photo Gallery Room set up and classroom libraries
Slide 42
Slide 43
Slide 44
Slide 45
Slide 46
Slide 47
Slide 48
Slide 49
Steps to Implement a Reading Workshop Establish a comprehensive
classroom library Organise student tools for reading post its, book
boxes, book marks, clipboards, reading journals, reading records
Organise teacher tools anchor chart paper, big book easel,
conferring folder
Slide 50
Establishing the Reading Workshop Begin by incorporating
independent reading after a mini lesson gradually increase length
as student stamina increases Need to explicitly teach all aspects
of the reading workshop routine Develop a chart with students about
what reading workshop looks and feels like needs to reflect the
guidelines eg remain seated, quiet, have book box with you Create a
chart that clarifies the students and teachers roles during the
reading workshop
Slide 51
Establishing the Reading Workshop Establish the reading
workshop routine: 1. Choose a good fit or just right book that
interests you 2. Get enough books to last the whole reading session
3. Choose a place to read and stay there 4. Read quietly 5.
Practice the strategy explicitly taught in the mini lesson 6. Keep
tracks of your thinking 7. Complete your reading log
Slide 52
Establishing the Reading Workshop Teach students to select good
fit books Teach Why do readers abandon books? Teach how to keep a
reading log and where to store it Teach the importance of having a
balanced reading diet Teach students how to leave tracks of their
thinking. Create a chart and add to this over the year post-it
notes, notes in margins, notes in journals, think sheets. Sometimes
students must do a particular type, sometimes they can choose a way
to record thinking.
Slide 53
Establishing the Reading Workshop Teach students about reading
response journals/notebooks What do we write in them? Suggested
responses to our reading Where will we put our artefacts, such as
post- its in the journal? Where will they be kept for easy access?
Where will we keep our CAF menu or goal sheet?
Slide 54
Establishing the Reading Workshop Book Boxes Contain books the
student is currently reading and their Readers Notebook. Maybe some
post-it notes.
Slide 55
Questions Revisit the questions you wrote at the beginning of
the session. Are there any questions that havent been
answered?
Slide 56
Planning for Launching CAF Discuss with a partner how you could
implement the CAFE approach to reading workshop in your classrooms
Write down 3 things you will implement before the end of term
Slide 57
Contact For further support in the implementation of reading
workshop Coaching Staff/team meetings Curriculum days Email:
[email protected]@bigpond.com Phone:
0409401667