A teacher’s quest to find the best literacy structure for their classroom never ends. As time passes and your students begin to get a little antsy with the routines you set up early on, it might be time to take a closer look at the Reading Workshop framework. Whether it’s something you practice every day or entirely new, looking at how your workshop time can be best spent might ignite the spark you need to kick your reading instruction back into high gear.
Reading workshops stand apart from other balanced literacy structures in that their main goal is to teach students to find meaning in a text (or read with a purpose). In doing so, a reading workshop can help develop a reader’s engagement with and relationship to a text.
While there is time built in for shared lessons and discussions, the focus of reading workshops is on the individual student’s development of becoming a successful reader inside and outside of the classroom. Within this structure, there is also room for teachers to differentiate and meet the unique needs of all students.
Reading workshops generally consist of three main components. While there are multiple ways to arrange or designate those components, they are usually broken down like so:
The mini-lesson is the most important factor of the reading workshop, as it sets the expectations for what skill or strategy students should be focused on that day. Mini-lessons can be used to introduce new literacy skills, reading comprehension techniques, genres, and more. They’re also where you set the general tone for independent reading.
Overall, the mini-lesson is a time to practice shared reading, discuss new vocabulary words, or remedy a common problem you’ve noticed students encountering. Focus on truly keeping your mini-lessons “mini” so that students are fully engaged from beginning to end and the bulk of your reading workshop time is dedicated to student reading.
Reading aloud should be practiced in conjunction with the mini-lesson. During a read-aloud, the teacher models proper behaviors and reading strategies for students, such as fluency, rhythm, and intonation. This is also an opportunity for teachers to think aloud and discuss texts with the whole class.
For example, during a read-aloud, you might pause several times to reflect or ask questions about what is happening in the story. Books that are read aloud can also be at a higher level than what the class might be reading since the teacher is actively using strategies to help all learners access and connect to the materials.
Essentially, during the 10–15-minute mini-lesson, you are giving your students some kind of mission to embark upon while they go off on their own and do their independent reading. What they read is up to them, but the purpose with which they are reading will be determined by the mini-lesson.
The goal of independent reading time is to let students read a book of their choice with the purpose of the day’s mini-lesson in mind. For example, if the mini-lesson is about figurative language, students should be looking for examples of figurative language in their books. Independent reading time also helps students build stamina while reading and practice other reading strategies, such as what to do when they encounter a word they don’t know.
When you first begin the reading workshop, you should take some time to discuss with your class what independent reading time should look and feel like. Start with shorter periods of independent reading time and gradually build on them as the school year goes on, up to about 45–60 minutes, depending on the age of your students.
You may even start by letting students read in small groups or pairs before gradually splitting them off to work individually. Over time, as your students build their stamina and learn to practice new reading skills and strategies, they will feel a greater sense of ownership over their reading choices and truly connect to the reading.
Aside from independent reading, specific teacher actions should take place during this time. With each student engaged, the teacher can work with small groups or one-on-one with learners.
In the final few minutes of the reading workshop, students should gather to talk about what they did during their independent reading time or group work. While it might be tempting to skip this part of the workshop, especially when you’re running tight on time, you should treat it with the same importance as any other component of the reading workshop.
The sharing portion of the workshop teaches students not only to articulate what they have learned, discovered, or questioned while they were reading but also to listen to what their classmates are saying and relate it to their own experiences. Knowing that they will be asked to talk about what they learned during their independent reading time is also a great way to motivate students to stay on task as they work alone.
Like any other literacy program, reading workshops will help sharpen your students’ literacy and comprehension skills and help them develop into stronger readers. Moreover, what stands out about reading workshops—even beyond their mission to teach students to find meaning in reading—is that they can foster a lifetime love of reading in students. The careful balance between reading for skill and reading for pleasure makes this one approach to teaching reading that shouldn’t be forgotten.
Interested in learning more about developing an effective literacy program in your classroom? Check out our blog on another popular reading structure, The Daily Five.
