Reading Workshop
A modified Daily Five was implemented for reading workshop. Students were given four choices. All four choices needed to be completed within two days. Students were allowed to choose the order in which they complete the tasks.
Read to SelfThis is a great opportunity for students to practice reading books that are just right for them. Some students chose to read with someone before they read by themselves, so that they had more experience with a text before tackling it on their own.
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Read to SomeoneReading to someone helps students build their confidence in reading aloud. It also helps students build their fluency. Students enjoy the opportunity to read with different classroom friends.
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Word WorkIf a student selects word work, he or she has many options. Students can practice their spelling words a variety of designated ways. Students are also able to practice their handwriting, complete a word sort, or a making words activity. Students have a word work bingo sheet in their book boxes to help them keep track of their word work choices.
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ListeningStudents can listen to books. Most of the time, while students are listening they are following along with the text. Students are expected to be practicing a specific reading comprehension strategy. An assignment is usually given to ensure this.
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Mini-Lessons
During reading workshop, I would have two mini-lessons. The goal of my mini-lessons is to teach and prepare students with reading comprehension strategies and fluent reading strategies that they can apply when independently reading.
Some lessons consisted of me modeling reading comprehension strategies and various reading strategies.
Sometimes my mini-lesson would be an opportunity for students and me to practice a strategy together.
Other times the mini-lesson would be a designated time for students to practice the strategy and ask questions if needed.
Some lessons consisted of me modeling reading comprehension strategies and various reading strategies.
Sometimes my mini-lesson would be an opportunity for students and me to practice a strategy together.
Other times the mini-lesson would be a designated time for students to practice the strategy and ask questions if needed.
Students practiced making connections on foldable squares rather than in their writing journal. This created a sense of excitement in students by having them try something new. This student was working hard on looking back to see if she could answer one of her questions after she finished her just right book.
Small Groups
I would usually work the same small groups for a few weeks. Over the course of this time, we would accomplish many things: I would frontload students with the vocabulary from the text, the students would listen to me read the text, we would read the text simultaneously, I would emphasize the importance of using various tones and inflections while reading, we would study different words from the story and their word families, students would be assigned 2-3 written responses, and concludes with each student in the group presenting one page to our small group to the best of their ability.
The written responses required students to use their comprehension strategies to help themselves better understand and relate to the text.
The written responses required students to use their comprehension strategies to help themselves better understand and relate to the text.
Reference Bulletin Boards
With each new reading comprehension strategy I created a bulletin board in our classroom. My intent was to provide students with an accessible reference to help guide them while they were practicing the strategy during reading workshop. Below are two examples.