Readers Workshop

My Reader's Workshop duration is 60-70 minutes long. During this time, I am instructing, implementing cooperative learning strategies, small group discussions, whole group discussions, etc.





Each student has their own book box:
5 Just Right Books (1 is a guided reading book)
Reading Jobs Folder
Reading Journal
Name Card (Name Plate with correct formation of letters. Students use their name card for proper letter formation and to spell their name correctly on their work)
Pencil Pouch (Contains sticky notes, flashdrive, dry erase marker and computer card)

This is a reading checklist that my students use every week. Each week, I create a new one based on the activities/lessons that the students will complete. This checklist encourages students to be self directed and independent. Students are not required to finish the activity the day it is assigned or introduced. Students have all week to complete their work. The checklist is kept inside their reading jobs folder. The reading jobs folder is where they keep all of their finished and unfinished work. I have the students put a 'check' on one side (finished) and an 'x' on the other (unfinished). This helps with organization.

Reading Jobs Checklist

I use this for both reading and writing. This graphic organizer helps the students visualize and organize the sequence of events in a story and identify the problem in the story and what the character did to try to solve that problem.


First, I introduce this to my students as a reading response. We read books that introduce a clear problem and show the choices the character makes to try to solve the problem. Verdi by Janell Cannon is a great book to use to introduce this reading response. (A list of books to use for this are on the way...)

After the students have had several opportunities to use this independently, I have the students use this to plan their own stories. Again, we use the same books we read as models for our stories.

Process:
Identify the problem
Identify one of the ways the character tries to solve the problem
Write a sentence about the possible solution
Write a sentence about how the solution failed
Identify the next possible solution and so on

 

Problem and Solution 

 

Making Text to Self Connections

This provides enough room for students to draw and write their connections to a story. I require my students to explain the characters actions and feelings as well as their own actions and feelings. I encourage them to reflect on their connection to be sure their personal experience is similar to the character and relevant to the story. We talk about making meaningful connections that will help us remember the important parts or meaning of the story.