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Reading Workshop
Each Reading Workshop session will begin with a mini lesson that lasts approximately 10-15 minutes. During each mini lesson, I will introduce a specific concept, also known as the teaching point. Most often the teaching point will focus on a reading strategy or skill. Students will be introduced to I CAN statements that they may refer to during the days we focus on this skill. I will explicitly model or demonstrate the skill for the students through the creation of anchor charts and read alouds.
During this time (approx. 40 minutes) students are engaged in self-selected texts at their independent level. They are using this time to practice the skill that was taught during the mini-lesson. They are also using this time practicing our vocabulary words of the week, listening to stories or reading to a friend. Students are working hard in areas around the room while I am meeting with students for individual reading conferences. Some days I will be meeting with small groups of students for guided reading or to teach the strategy more explicitly.
During this time (approximately 10 minutes) we will meet as a whole group to reinforce the mini-lesson and think further. We may also meet together to think about and respond to questions such as: What did you learn about reading today? What did you learn about yourself as a reader? We may add to the anchor chart or discuss what went well or needs more teaching.
What Does a 5th Grader Look Like While Applying Reading Strategies?
He/She is:
Making Connections/Prior Knowledge: Explains how background knowledge enriches the interpretation of the text and begins to make connections beyond life experience and immediate text
Questioning: Uses questions to challenge the text related to the author’s purpose, theme, or point of view
Visualizing/Sensory Imagery: Creates and describes multi-sensory images that extend and enrich the text; and can explain how those images enhance comprehension
Determining Importance: Identifies at least one key concept, idea, or theme as important in overall text meaning and clearly explains why
Monitoring Comprehension: Uses more than one strategy to build meaning when comprehension breaks down; can articulate which strategies are most appropriate for a given text
Predicting/Inferring: Develops predictions, interpretations, and/or conclusions about the text that include connections between the text and the reader’s background knowledge or ideas and beliefs
Retelling/Summarizing/Synthesizing: Stops frequently to reflect on text meaning; relates to the story or genre in a personal way; can identify key themes; may articulate how this process has created new meaning upon completion of text, refers to characters by specific name and uses vocabulary from text
He/She is:
Making Connections/Prior Knowledge: Explains how background knowledge enriches the interpretation of the text and begins to make connections beyond life experience and immediate text
Questioning: Uses questions to challenge the text related to the author’s purpose, theme, or point of view
Visualizing/Sensory Imagery: Creates and describes multi-sensory images that extend and enrich the text; and can explain how those images enhance comprehension
Determining Importance: Identifies at least one key concept, idea, or theme as important in overall text meaning and clearly explains why
Monitoring Comprehension: Uses more than one strategy to build meaning when comprehension breaks down; can articulate which strategies are most appropriate for a given text
Predicting/Inferring: Develops predictions, interpretations, and/or conclusions about the text that include connections between the text and the reader’s background knowledge or ideas and beliefs
Retelling/Summarizing/Synthesizing: Stops frequently to reflect on text meaning; relates to the story or genre in a personal way; can identify key themes; may articulate how this process has created new meaning upon completion of text, refers to characters by specific name and uses vocabulary from text