|
PACIFIC CENTER NEWS A LOOK INSIDE THE READERS'
WORKSHOP A group of students reads independently at their desks. Another set of students conducts their own literature discussion group. In the far corner, the classroom teacher works with a third group. All are engaged in some form of reading activity. Wouldn’t it be wonderful if all classrooms looked like this? This instructional approach is what many teachers call the Readers’ Workshop. Readers’ Workshop is an uninterrupted block of time (1-11/2 hours) during which students engage in various reading activities simultaneously. One advantage to this approach is that it allows the teacher to vary instruction according to students’ needs. A Solid Foundation Creating an environment that is conducive to group learning is another key strategy. Classroom furniture should be arranged so that group activities and discussions occur easily. The classroom library should include a wide variety of inviting print materials, and bulletin boards and wall displays should serve as independent learning tools. Initially, the teacher introduces a Readers’ Workshop by modeling the components and encouraging students to apply them as a whole group. Demonstrations on how to select an appropriate book, respond to a story, or engage in a literature discussion group are just a few examples. Emphasis on quality during the whole group experience creates a smoother transition for later work in small groups. To begin, the teacher and students should set appropriate expectations for behavior and discuss the importance of living up to them. As students become familiar with the process and understand what is expected, the time set aside for the workshop will gradually increase. Teachers should spend time each day reading aloud to the students. The teacher should be familiar with the books prior to reading them out loud and choose books that will engage the class. While reading aloud, the teacher models fluency, introduces new vocabulary, and promotes love of reading. The read aloud can occur at any point during the day, but beginning with it sets the tone for the entire period. Components of the Readers’ Workshop Mini-Lesson. Workshops begin with mini-lessons. These are short (5-15 minutes) and tailored to students’ needs. They focus on developing strategies and skills that can be transferred to a wide range of texts. If students are having difficulty retelling a story, the teacher can demonstrate how students can use story maps or graphic organizers to help them sort out their thinking. Literature Groups. When the teacher feels confident that the students are progressing in the whole group, small literature groups are formed. Groups can be organized differently for different purposes. With early readers, the teacher often guides the group, focusing on specific strategies as they read. With more experienced readers, students serve as group facilitators and the teacher meets with them regularly. Oral discussions and/or written responses in literature groups further comprehension and create meaningful connections with the text. Students learn to read by reading. During literature groups, independent reading allows students to apply reading strategies in context. Students should be given a choice of books to read. While students are reading independently, the teacher can engage in one-to-one student conferences. Whole Group Reflection. To close the session, students share any learning gained during the mini-lesson or related experiences. This process is critical in helping students internalize connections to the reading. The discussion also provides an informal assessment of student progress. Readers’ Workshop is a wonderful way to promote reading. While new activities will not be performed perfectly at first, modeling, creating a learning environment, and most importantly, being patient during implementation will help build a strong foundation. With experience, the structure and sophistication of the Readers’ Workshop will evolve.
|
|