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Planning and Implementing a
Reading Workshop
ELA Professional DayNovember 8, 2007
TABLE OF CONTENTS
Essential Concepts from the Workshopi - ii
General Information Various Literacy Structures 1 – 5
(Multiple Book Reading, Readers’ Workshop, Whole Class Writing, Writing Workshop, Literacy Workshop)
Planning a Readers’ or Writers’ Workshop 6 The Mini-Lesson – Characteristics 7 Overview of Mini-lesson Topics (RW & WW) 8 - 9 Teacher & Student Roles 10 - 11 Assessment in the Workshop 12 - 15
Readers’ Workshop Starting Your Readers’ Workshop 16 Reading Workshop & Discussion Group Guidelines 17 How to Find the Right Book for Me 18
Mini-Lesson Activities 19 – 21 Text Monitoring Fix-Up Strategies Literary Analysis How to Discuss Well
Reading Journals (Topics) 22 - 23 How to Use Post-Its 24 – 25 4-Point Rubric for Scoring Journals 26 Status-of-the-class chart & various reading checklists 27 - 34 Ways to Begin with Literature Circles 35
Extending the Reading Using Writing36 - 37
Lexile Proficiency Levels/ Workshop Themes & Related Novels 38 - 40
(Themes include: Identity, Friendship, Making Choices, Taking Action, Discrimination/Conflict, Mystery, Survival, Justice , The Pioneering Spirit, Perceptions)
Appendix Resources for Teaching Reading and Writing Workshops Readers’ and Writers’ Workshop Planning Page The 30-15-10 (Prefix, Root, Suffix List) Metaphorical Graphic Organizers Literature Circle Role Sheets
Reading and Writing Workshop Essential Content
General Workshop Information1. There are 6 literacy structures: whole-group reading of one book/flex. groups,
multiple books, Readers’ Workshop (students choose their own books), Whole-class writing, Writing Workshop (students choose writing topics), Literacy Workshop (blends reading and writing workshop into one routine)
2. Procedures and expectations need to be modeled and taught to the students. Including how students are to engage in group discussion.
3. Planning for a reading and writing workshop should always begin with the outcomes/indicators to be taught. Planning should then involve how the students will be assessed.
4. It’s important for teachers to gather information about their students’ reading and writing strengths/areas of need prior to a workshop. This can be done with surveys, conferences, anecdotal records, and reviewing student portfolios.
5. The teacher’s role in a workshop is to provide a positive learning environment, instruct skills/procedures, model, respond, and evaluate.
6. The student’s role in a workshop is to engage actively in reading, writing and/or discussions, accept responsibility, apply strategies, and be reflective about their growth.
The Mini-Lesson7. Structure of the mini-lesson: Introduction, teacher modeling, students modeling
and guided practice, summarizing and reflecting.8. Follow-ups to the mini-lesson are structured with independent practice of skills
taught in the mini-lesson, application 9. Mini-lessons may be done with the whole class or a small group and usually lasts
from 5-20 minutes.10. Mini-lesson topics are based on students’ needs from teacher observation during
reading and/or writing.11. Should always go back to the literature being read and/or sample writing for
examples and modeling.
Readers’ Workshop12. Readers’ Workshops can be developed around themes (survival, power,
challenges, making decisions, etc.) or genre (poetry, short story, non-fiction, etc.)13. Mini-lessons can include strategies for monitoring text, using fix-up strategies for
vocabulary, analyzing literary terms, and responding to texts.14. Teachers and students need to know their lexile levels. It should be used to select
materials for workshops and should be conveyed to students to teach them how to select appropriate texts for themselves.
15. Literature Circles are small discussion groups where students can share their thoughts, questions, and conclusions about a common book. Group should be limited to 3-5 students.
Writers’ Workshop16. The essential components of a Writing Workshop are: Time to write, Response
(conference time with students), Responsibility (students taking ownership), and Literature (using vibrant texts to model and spark conversation about writing).
17. Revision is at the heart of the work done in a Writing Workshop.18. The 6 + 1 Traits model focuses on 6 elements of writing: ideas, organization,
word choice, voice, sentence fluency, and conventions. The +1 Trait is presentation.
General Information
Reading and Writing Structures for the Classroom
There are many ways to balance literacy in the classroom. One prescribed method or structure of a classroom
will not meet the needs of all students throughout the school year. However, selecting and implementing various methods or structures will work to balance English language arts instruction and enhance student learning. The following are structures for reading and writing instruction:
One Book – Whole Class, Flexible GroupsOften referred to as whole-class instruction. In reality, however, flexible groups are being used to individualize instruction. The only whole-class activity is that everyone is reading the same book.
Time Procedures Strengths Hazards10 – 15 minutes
At least 20-25 minutes
5 – 10 Minutes
Varies according to activity
1. Activate prior knowledge
2. Begin to read the literature Decide on the mode of reading:
- Teacher-Supported Reading (read aloud, shared reading, guided reading)
- Cooperative Reading (partners)
- Independent Reading Be aware of less-able students
trying to “hide” to avoid showing weakness areas.
3. Respond to the reading (usually writing)
4. Discussion or reading- Whole-class discussion- Literature Circles
5. Support and Extension (includes: mini-lessons, creative responses, vocab. Activities, writing, art, etc.)- Teacher-guided lesson/activities- Cooperative activities- Independent activities
- Gives everyone a level playing field 9boosts confidence of leower-level readers)
- Supports discussion involving all students.
- Structure is flexible. The class does not have to be done in the described order.
- Must be balanced with the multiple-book plan to give kids appropriate books for their level.
- Need to bary modes of reading, discussion groups, and activities or all students will be limited.
- Need student choice.
- Avoid dividing students into reading levels with one novel.
Multiple BooksThis framework for organizing the classroom is when several books of various levels are selected to accommodate individual reading needs.
Time Procedures Strengths Hazards10 – 15 minutes
At least 20-25 minutes
5 – 10 Minutes
Varies according to activity
1. Introduce book choices to students.
2. Begin to read the literature Students/teacher decides on the mode
of reading:- Teacher-Supported Reading
(read aloud, shared reading, guided reading)
- Cooperative Reading (partners)
- Independent Reading
3. Personal response and discussion Journals Literature Circles
4. Support and Extension (includes: mini-lessons, creative responses, vocabulary activities, writing, art, etc.)
Teacher-guided lessons/activities Cooperative activities Independent activities
- Provides instructional support on student’s reading level
- Provides student choice
- Management- Teachers don’t
want to interfere with student choice (students may choose inappropriate books)
- Resources may not be adequate
Readers’ WorkshopThe reading workshop is a time when the entire class is engaged in reading, responding, and sharing books with the teacher and with peers. The heart of the workshop is time to read.
Time Procedures Strengths Hazards5-10 minutes
5-10 minutes
3-5 minutes
40-60 minutes
1. Teacher Sharing Time (shares literature to spark students’ interests and motivate them for independent reading)
2.Mini-lessons (teacher directed lesson focusing on pre-reading activities to activate prior knowledge for genre, skill or strategy.)
3. State-of-the-Class Conference (students state what they will be doing in class. Teacher records info.)
4.Reading and RespondingChoice A – Students may engage in:
- Self-selected reading (10-20 min.)
- Literature Circles (20-30 min.)
- Conferences with the teacher (20 min.)
Choice B – Students may engage in:- Whole-class reading and
responding (10-20 min.)- Self-selected reading and
responding (10-20 min.)- Literature circles (10-20 min.)- Conferences with the teacher,
held during teacher-assigned reading or only on selected days (10 min.)
5. Student Sharing Time (5-10 min.)- Students share what they are
doing or what they have done. May be done in small groups or as a whole class.
- Provides a structured and well-balanced literacy program for a block of instructional time.
- Using all self-selected novels limits in-depth discussion of the novel for a wide-range of students.
- Students may not be adequately prepared.
Writing Structures for the Classroom
Whole-Class WritingStudents are writing for a common purpose. May include whole-class topics or genres.
Time Procedures Strengths Hazards10 – 15 minutes
5-10 minutes
15-20 minutes
30-40 minutes
1. Whole class or large groups may work to develop a common piece. (teacher or students write text.)
2. Mini-lesson to revise or improve the class generated piece.
3. Student Writing (students may go directly to Step 4.)
4. Independent Writing
- Allows for solid modeling of writing
- Instruction is scaffolded
- Can easily be combined with writers’ workshop
- May move students too quickly or too slowly through the piece of writing.
Writing WorkshopThis structure is similar to the reading workshop. It allows students time to engage in writing.
Time Procedures Strengths Hazards10 – 15 minutes
3-5 minutes
30-40 minutes
5-10 minutes
1. Mini-lesson: Focuses on some aspect of writing or a writing skill needed by the class. (whole-class activity)
2. State-of-the-Class Conference: Use the state-of-the-class chart to record what students are doing.
3. Write and Confer: Students write. The teacher circulates and confers as needed. Scheduled conferences may also be held.
4. Group Sharing: Teachers and students share and comment on writing. (Not a show and tell session)
- Allows for individual needs to be met
- Can be combined with whole-class writing structure
- Requires a definite plan for use
- Routines need to be share with and taught to students or workshop becomes ineffective and chaotic.
Literacy WorkshopBlends the reading and writing workshop formats into one routine. This format includes four main components:
1. Teacher Sharing - getting students excited with a read aloud or something written2. State-of-the-class conference - find out what students are doing.3. Reading-writing-conferring - students work on a project that involves both
reading and writing. Always have time for independent reading and writing as well. Reading and writing conferences take place.
4. Group Sharing – students share, talk about, and get reactions to their reading and writing projects.
This structure is a long-term goal and may not fit or develop readily for many teachers.
Adapted from: Literacy: Helping Children Construct Meaning by J. David Cooper, 1997.
Planning a Readers’ or Writers’ Workshop
1. Outcomes/Indicators to be taught – determine which indicators from the Cecil County content standards/VSC that you will be teaching and assessing during the unit. Include literary analysis, comprehension strategies, expectations and
performance in the workshop (e.g., how you want students to respond, how to engage in discussion in a student-led literature circle), writing skills, grammar, vocabulary, etc.
See Mini-Lesson Ideas sheet2. Assessments –
Develop your unit assessment of selected indicators. How will you assess student learning throughout the workshop?
(formative/summative assessments)3. Select a theme/genre and gather materials –
Readers’ Workshops can focus around: Non-fiction, poetry, short stories, novels
Writers’ Workshops can focus around: Types of writing – narrative, poetry, memoir, non-fiction
4. What will be read/what writing will be used and generated to teach your selected objectives? (See Workshop Planning Organizer – Appendix)
5. Create a general framework for the workshop/unit. Down the left column of piece of paper, list how many days you anticipate that the workshop will last. (Typically, workshops last between 2-3 and a-half weeks.)
Example:Day 1:Day 2:Day 3:
Begin with your final assessment. When will it be given? Do you want students to go back and review it/revise it once it is given? Fill this in on your unit framework.
Plug in the objectives/lessons to be taught throughout the unit frame. (Some lessons may take more than one or two days.)
You may want to leave a day or two as flex time to re-teach/or extend lessons as needed.
6. Other considerations: Do you want your students to participate in Literature Circles (Book
Discussion Groups?) If so, you will need to plan time to teach
students the guidelines and expectations of the discussion groups, and you may need to allot time for
group ice-breakers to get conversation practice in prior to discussing their shared novels.
The Mini-Lesson Structure:
1. Introduction – Introduce the tool/skill/content. Let students know what they will learn and relate it to literature and/or their writing.
2. Teacher Modeling – model the element being taught using the literature or writing to show examples. Use think alouds as needed.
3. Student modeling and guided practice – Kids read short text (segment from novel, short story, graph/chart, poem, news article, selection from non-fiction, etc.) and practice the skill/element. Encourage students to locate other examples of what is being taught.
4. Summarizing and reflecting - helps students summarize what they have learned and talk about how and when they might use it. For example, students could meet with a partner or small group for a quick discussion. (5-10 min) , then engage in a whole-class debriefing on their learning.
Other Characteristics:- May be done with the whole class or a small group and usually lasts from
5-15 minutes. - Topics are based on the students’ needs from teacher observation during
reading and/or writing.- Should always go back to the literature being read and/or sample writing
for examples and modeling.
Follow-up to the Mini-lesson:1. Independent Practice – have students read or write what has been taught.2. Application – Give students repeated opportunities to immediately use or apply
what they have learned in other reading and writing experiences.3. Reflecting – Have students reflect about use. After several opportunities to apply
what was taught, encourage students to talk about how they used what they have learned.
Teacher and Student Roles
Note: Teacher roles are varied in the workshop format.
The teacher’s role is to: Provide a Positive Learning Environment
Establish clear student responsibilities and effective routines Make available a variety of reading materials Provide more personal student interaction Promote reading through displays that highlight authors and bulletin boards
and posters that sell reading Instruct
Present mini-lessons of approximately 10-15 minutes targeted to specific needs of students, saving individual questions for after the lesson
Present groups with discussion topics until they are able to generate their own Help students find and focus topics
Model In the beginning guide student participation and model good group behavior Read with and to your students Join a discussion group to model the way to share thoughts and opinions Guide students through a variety activities to help them find meaning in what
they read Cut and paste during revision Show students how to eliminate the ‘fluff’ in their writing
Respond Listen to students’ ideas Listen to students read portions of the text they have written Speak with individuals, asking probing questions about novels they’re reading
and text they are writing Comment in journals to affirm, challenge, or extend reader’s thinking Help students sort through their thoughts
Evaluate Confer with student on individual student goals Record daily a few concise statements about the progress of students Hold a minute or two reading conferences, noting clues as to student strengths
and weaknesses Accept that learning is individual and students will progress at their own rates Offer suggestions for revision Confer with students over finished writing pieces
The student’s role is to: (Student roles may vary throughout workshops.) Do much of the reading or writing in class. Maintain reading logs (journals) to record reactions to their reading, answer
questions, take notes, include questions of their own, write about their feeling
Accept the responsibility of participating in discussions Draw conclusions about their reading, analyze ideas of authors and compare to
their own Respond to important issues or complex questions, open-ended questions and go
into in-depth analysis of meaning Value everyone’s opinion Learn how to select reading materials that interests them Learn how to select reading materials on their reading level. (See “How to Find
the Right Book for Me” chart in the Readers’ Workshop section or the 5-Finger Strategy.)
Accept responsibility for behaving properly in a workshop setting Find and develop topics for writing Try new strategies and techniques to improve writing Accept responsibility for completing pieces of writing Maintain a portfolio for keeping their writing Grow as a reader and a writer to produce ‘best work’
Overview of Mini-Lesson TopicsStructural / Procedural Mini-lesson Topics
Reading Writing Expectations for reading Rules for Reading Workshop Workshop Routines: the day’s schedule of read
aloud and independent reading Status-of-the-class Classroom literary resources Reading logs & recommended reading list How to select an appropriate book (using lexiles) Rating books (using lexiles and interest) Procedures for book talks Self-evaluation procedures Goal-setting in reading Establishing a portfolio to show evidence of
growth as a reader
Expectations for writing Rules for Writing Workshop Workshop Routines: each day’s schedule (poem,
mini-lesson, status of class conference, independent writing/conferring, group meeting – sometimes)
Status-of-the-Class Finding and using writing resources in room Daily writing folder (its purpose and organization) Why we confer about writing What happens during peer conferencing Use of response forms when conferencing Group conferences Creating individual proofreading list of conventions How to use an editing list Modes of sharing publicly How to whisper Self-evaluation procedures Goal setting in writing Showing one’s growth and goals as a writer What to do when a writer is finished
Reading Mini-lesson TopicsText Monitoring
Rereading Reading ahead Questioning Stop and Think
(Does it make sense?)
Summarizing Finding Main
Ideas/Details Role Sheets Response Logs Post-Its Predicting Text-Coding Bookmarks/Trouble
Signs
Fix-Up Strategies
Prefixes/Suffixes/ Roots
Context Clues Key Concept
Vocabulary Personal vocabulary
list Reading to end of
sentence Rereading
sentence/paragraph Using phonics Using a dictionary Text structure
Literary/Structure Analysis
Genres (mystery, poetry, legend, memoir, essay, comic, drama, mythology, historical fiction, etc.)
Elements of Fiction: character, problem, change, plot, pace, voice, point of view, setting, lead, conclusion, dialogue, theme, tone, symbolism
Figurative Language Sound in poetry
(alliteration, assonance, onomatopoeia)
How characters are developed
Responding
Reading journals: diaries, response journals, dialogue journals, double-entry journals and how to write them.
Literature discussion circles
Readers’ Theater
Response charts
Writing Mini-lesson TopicsCraft
Revision methods Drafting leads and conclusions Qualities of a good title Ways of organizing information (non-fiction and
narrative) Ways to create a character – questions to consider Crafting realistic dialogue Ways of generating specific examples for idea and
opinion pieces Different points of view Transitions and transitional words – effective use Poetic techniques Rereading during drafting to maintain pacing Theme in narrative and poetry Plausibility in narrative What writers do when they rehearse, draft, reread Writing letters, news articles Persuasive writing Surprise endings Conciseness Voice Using strong verbs Varying sentence length Developing imagery Pruning writing – cutting what you don’t need Developing settings Flashback/time transitions Creating a dramatic scene Using humor Adding voice Importance of strong nouns and precise verbs Eliminating adjectives and adverbs that don’t add
to meaning Poetic techniques: line and stanza breaks, using the
white space, figurative language, rhyme schemes, sound patterns, how to revise a poem
Using a thesaurus Revising versus recopying
Conventions (Should come from observing students’ writing)
What are they? What they do for readers. Why we need them.
How to edit formally (using another color of ink)
Using handbooks about conventions Paragraphing Keeping a consistent point of view Keeping consistent verb tense Comma rules Apostrophe use Punctuating dialogue Commonly confused words (they’re,
their, there, lie, lay, sit, sat) Run-ons and fragments Allowable abbreviations in text Combining sentences Types of sentences Treatment of titles Purpose of the hyphen and dash Appropriate use of contractions Need for end marks of punctuation Letter formats Subject-verb agreement Why spelling matters Creating a personal word list Spelling studies
Assessment in a Reading or Writing WorkshopAdapted from In the Middle: Second Edition by Nancie Atwell and 35 Must-Have Assessment & Record Keeping Forms for Reading
Questions/Activities for Making Informed Decisions for Teaching
Talking with students, collecting information from conferences and writing, dialoguing with last year’s teachers, scanning portfolios, will enable you to identify students’ needs and indicate instructional implications. Watching your students as they work in pairs, groups, or alone, and then reflecting on what you’ve observed, can also help to inform your teaching decisions.
Student Observational Style Checklist_____ I circulate around the room and rarely sit at my desk.
_____ I pause and chat briefly with each student to learn about their reading or writing and thinking.
_____ I observe, for five to ten minutes each day, one or two students and jot down objective notes about what I see.
_____ I read students’ written responses to literature to learn more about their recall and comprehension.
How Do I Know That Students Can Use a Strategy?
Circulate and watch students during guided practice. Observe partners practicing a strategy. Note how students apply a strategy during guided strategic reading groups. Discuss a strategy during one-on-one meetings with students. Read students’ journal entries and self-evaluations.
Reflect on These Reading Assessment Questions1. Do I focus on what each student knows and can do well?2. Do I discover what the student can do when working independently?3. Do I observe the child working with a partner or in a group?4. Do I communicate my observations to students in ways that can support their progress?5. Do I include students when setting goals and planning interventions?6. Do I teach and invite students to self-evaluate and use their evaluations to support them?7. Do I use peers to support each other?8. Do I offer enough practice of a strategy for students to understand its benefits and apply it to
their reading?9. Do I provide opportunities for students to transfer their knowledge of how a strategy works to a
variety of reading materials?10. Do I record some of my observations and use them in progress reports to parents and
administrators?
Behaviors to Note:During/After Mini-lesson During
Independent Rdg.During Book Discussions
During Short Conferences
Listens to demonstration Studies chart carefully Asks questions Shares strategies and process Remains silent in follow-up
discussion Shows confusion during
questions/statements
Settles into reading quickly
Fidgets, moves around for a long time
Frequently talks to others
Concentrates on book Occasionally pauses to
share a section Changes books several
times
Comes prepared with book, pencil, journal
Reads assigned pages Listens while others speak Participates in discussion Takes notes when
appropriate Values others’ ideas Supports points with story Reads examples from text to
prove points Shares in group decision-
making
Talks about issues Can/cannot explain
confusions Participates in goal-
setting Can apply strategies
to reading
After Discussion Grp Meets
During Paired Reading
Watching Journal Writing
Reading Journal Entries
Comes prepared with book, pencil, and journal
Reads assigned pages Shows an understanding of strategy Talks about how strategy works Understands how strategy helps
reading Asks probing questions Shares process Uses text to show an understanding
of strategy
Listens carefully Follows text as partner
reads Retells selections in
great detail Supports partner Skims, rereads to
improve retellings
Heads page correctly Follows journal-entry
guidelines Returns to book to collect
specific details Stays on task Volunteers to share entry
with group/class
Follows guidelines Offers support from
text Use story details Shows understanding
of character/setting/plot/theme
Makes inferences from text
Evaluating Student Achievement and Growth in a WorkshopThe following is a list of possible assessments that can be used to evaluate student achievement and growth
throughout a readers’, writers’, or literacy workshop.
Reading Writing Status-of-the-Class Reports Amount of participation
Conferencing Degree of progress of meeting individual student goals
Degree of progress of meeting county goals
Student Self-Evaluation: o How many books have you read? o What were your reading goals? o What progress did you make? How have your goals
changed?o How have you changed as a reader? o What new techniques/strategies did you try? o What helped you the most? o What did you learn about yourself as a reader? o What were the most meaningful mini-lessons? o What have you learned about….?
Contents of the portfolio: Reading log of books read, 1 or 2 favorite journal entries
Student Self-Evaluation: o How many pieces of writing did you complete? o What were your writing goals? o What progress did you make? How have your goals
changed?o How have you changed? o What new techniques/strategies did you try? o What helped you the most? o What did you learn about yourself as a writer? o What were the most meaningful mini-lessons? o What have you learned about….?
Contents of Portfolio (# of pieces completed)
Readers’ Workshop
Starting Your Readers’ Workshop
Initial Steps:1. Book Talk each book.2. Teach a strategy to determine if a book “fits” or is too difficult:
a. 5-Finger Strategy: As a student read one page (from anywhere in the book), he/she puts up a finger for each word that he/she does not know. If he/she has 5 fingers “up” before getting to the end of the page, then the book is too difficult for him/her.b. Class Discussion: Title chart paper, “When is a Book a Smooth Ride for You?” or “What Does a ‘Just Right’ Book Feel Like?” Brainstorm and list student answers on the chart paper. Leave posted for student reference.
3. Allow students time to preview the books Placing one copy of each title at each group works well.
4. Students could record their names and their top 3 book choices (in order of preference) on a slip of paper. Fold and collect.
If you are conducting Literature Circles: You will want to limit the number of students in each discussion group. Groups should be 3-5 students but should not exceed 6 students because management and accountability became challenging.
a. By having limits on each title – students are not guaranteed their first choice. A consolation might be offer a popular book again in another workshop during the year and give those students first placement in the next discussion group.
b. You could draw names and place in groups during class or reserve that process to be done before the next class.
5. Assign books to students and explain the minimum number of pages to be read each day.
6. Begin your workshop mini-lessons.
Reading Workshop Guidelines
During the Reading Workshop, you should… Come to class each day with materials (novel, journal,
binder, pen/pencil) and be ready to read. Draw conclusions from your reading. Think about what
you are reading, examine and analyze ideas of authors, and compare them to your own.
Be willing to work in groups and discuss your ideas about what you have read.
Remember courtesy. Do not disturb other or put your words into their brains by talking.
Do not do homework for other classes in Readers’ Workshop.
Accept responsibility for completing assigned work and doing your best.
When I conference with you, speak using the same volume as I do (a whisper).
Discussion Group GuidelinesWhen you come to Literature Group meetings, you should…
Come prepared for the group with assigned reading completed.
Bring your journal entry and post-it notes and be ready for discussion.
Share your thoughts and ideas. Respect and accept the ideas and opinions of others.
You do not have to agree with everyone’s opinions or viewpoints; however, you do need to recognize that each person is entitled to an opinion.
Allow 1 person to speak at a time. Share your thoughts and ideas willingly. Plan what you wish to say before speaking. Do not interrupt the speaker and listen politely.
Stay on topic when sharing ideas and asking questions. Comment to a speaker in a constructive and positive
manner. Explain why you might disagree with a speaker.
Reading Mini-Lesson ActivitiesRationale: These monitoring and fix-up tools remind students to:
Enter a text thinking. Be conscious of their responses as they read. Stop (during or after) reading and record their thinking.Note: All notes from reading travel to discussion groups to refresh memories and stimulate discussion.
Lessons to Teach Text Monitoring: (Introduce/select only 1 or 2 of these to use for your 1st workshop, add others through other workshops)
Role Sheets – provides structure if you’re using Literature Circles, ultimate goal is to make them obsolete.
Response Logs – See Journal Topic List Post Its – See explanation sheet Bookmarks/Trouble Slips – cutting scraps of paper into bookmark-size
strips, provide each student with several strips. As they read, they make notes on their bookmarks, flagging those words and passages to get clarification on trouble spots.
Drawing - Have students create an image to reflect their interpretation of an element of the story: a scene, character, moment, or event from the story; an image or picture that came to mind while you were reading – it could be a memory or scene from your life; a diagram, flow chart, or map of the story; an abstract form that represent a thought or feeling you got from the reading – an explosion, a thunderbolt, a pattern, etc. (May require some teacher modeling on what is expected.)
Sentence Starters – have students complete this sentence starter: I don’t understand…If it’s a challenging segment, they might need to complete 3 “I don’t understand…” statements. Students get into small groups or pairs to share their statements and help each other clear up confusion. Other focus starters include:
I noticed… I wonder… I was reminded of… I think… I’m surprised that… I’d like to know… I realized… If I were… The central issue(s) is (are)… Once consequence of _________ could be… If ________, then… I’m not sure… Although it seems….
Text Coding – Symbols – Develop a system of “codes” to use to indicate
thoughts as students read a text. (i.e., ! = this is new; ? = confuses me; x = contradicts what I thought)
Color Coding – give students a yellow and pink highlighter. Read a difficult passage, with highlighters in hand, and highlight every single word in the text. Use the yellow highlighter for words, phrases, sentences, or entire passages that they understand. Use the pink highlighter for everything that they do not understand. This pinpoints exactly where student comprehension breaks down.
Scoring Comprehension – Chunk a piece of text. After reading a segment of it (i.e., a paragraph) students score their level of comprehension on a scale of 1-10, with 1 meaning you have little or no understanding and 10 meaning you thoroughly understand the text. * Could be done with post-it notes.
Lessons to teach Fix-Up Strategies:For Problems at the Word Level:
Search Prefixes/Suffixes/Roots for Partial Meanings – See 30-15-10 list in appendix. List of 30 most common prefixes, 15 most common roots, and the 10 most common suffixes. (Other resource: Language Network: Vocabulary and Spelling workbook)
Figure out Sound-Alikes – Teach students to pick apart a word to find familiar aspects. May be helpful for bi-lingual students.
For Problems at the Sentence Level: Context Clues – Model and explain how to use context clues to determine
word meaning. Provide scaffolded instruction as needed for students to become proficient in using this strategy. (Resources; Language Network: Vocabulary and Spelling workbook)
Note: These will need to be explicitly taught to students. Use samples and modeling of effectively completed notes, role sheets, journals, etc. and demonstrate how to use the comprehension monitoring tools using think-alouds and guided practice.
Lessons to teach Literary Analysis:1. Characterization: How does the author develop characters? What is the
difference between “flat” and “round” characters? Which minor characters play important roles? How do the characters advance the plot and conflicts?
2. Time and Sequence: Which themes emerge from the book? Is there an overriding theme? Do minor themes emerge? How are these themes developed?
3. Author’s Purpose: Why do you think the author wrote this book? What did he or she really want to say? What was the historical context in which this book was written, and how did this influence the author? Who is/was the author’s intended audience?
4. Diction: How does the author’s choice of words advance the story? Is dialogue used effectively? Does the diction ring true? Does the author effectively use figurative language – metaphor, simile, personification?
5. Symbolism: How does the author effectively use symbolism to advance the story? How do these symbols enrich the novel?
6. Voice: Who is telling the story? Which point of view has the author used? How are the other literary elements revealed through the use of narration, dialogue, dramatic monologue, etc.?
7. Setting: Where is the story set? How does this setting affect the story’s development?
8. Conflict: What are the central conflicts in the work? How does the author develop these conflicts? Are the conflicts primarily internal or external?
9. Irony: How is irony used in the story? What kind of irony advances our understanding of the characters?
10. Tone: What is the author’s attitude in this work? How and where is it revealed? 11. Metaphorical Graphic Organizers: Can be used to teach students to analyze
character, plot and structure, and setting. (See attached sheets in the Appendix.)
Lessons to teach kids to discuss well:Note: Need them to be able to monitor their thinking first!
Ice breakers with group before first discussion to get comfortable with conversation in the group.
Routines/expectations of workshop Literature Circles. Fish bowl of good discussion: Have a small group of students model a
Literature Circle discussion while the rest of the class observes and makes note of effective techniques. Discuss observations as a whole class.
Journal Entry Topics
Ideally, your journal entries will be off-shoots of the thoughts, ideas, connections, and questions that you record on your post-its. However, sometimes our brains need a jumpstart into thinking. These journal starters may help you to think more deeply about your reading:
Describe what you wonder about or don’t understand. Guess what might happen in the story. Tell whether your predictions were right. Tell what a character is like and offer evidence for your opinions. Tell what or who the story reminds you of in your life. Figure out the “big idea” or theme the author may be trying to get across
to the reader. Describe the story’s problem and how it was solved, or explain another
solution to the problem. If the problem wasn’t solved, explain why and tell how you might have solved it.
Tell what you would have done differently if you were the author. Describe the way that the author writes beginnings, endings, chapter
titles, etc… Show how two characters are similar and different. Within this story or
across different texts. Explain how the author has drawn you into the story. Explain some of the hidden meanings that you are finding. Explain how effectively the author creates either setting, characters, or
conflicts. Are they authentic? Why or why not? Describe the main character’s transformation throughout the story. Select 3 key events and show how each provided insight into a
character’s personality. Select an important quote from the story (1-3 sentences), explain how
you connect to the quote and show how the quote relates to a theme, conflict, or character in the text.
Summarize and evaluate two to three decisions the main character made. List several things that you value or are important to you. List what your
favorite character values. Compare and contrast lists, pointing out what you have in common and how you differ.
Choose a minor character and show how he or she was important to the plot, main character, or themes.
Visualize a scene or a character; use drawings or words to illustrate these. Tell what you have noticed about what kinds of things this writer does in
a story that might be different from other writers you have read.
Sentence Starters So far I think this book is….Explain your opinion by giving
specific examples to tell more about the story or the writing style.
One character that I see myself in is…Tell why by giving examples of the way the character is like you.
If __________________ (a parent, older brother or sister, friend) were reading this book, he/she would think it was ….because…
A question that’s on my mind after reading this part is …Tell why you want to know this! What are some possible answers?
If I were telling this story, I would…Explain what you would do differently or keep the same.
Reading this book reminds me of…Tell more about what it reminds you of – another book, an experience, a place, a person – and why.
The part I just read makes me think a little differently about…because… My feelings toward (character’s name) have changed since the beginning
of the book…Explain how your feelings have changed. A part of this book that I really don’t understand is…because… If I read another book by this author, I would know it was the same
author because…
Journal Questions for Non-fiction text: What conclusions can be drawn about the topic? How did the author use evidence to reach conclusions? What personal connections can you make to the text? How does the author’s style help the reader to understand the topic? How did the author organize the information in the text? Was the text objective or biased? What points of view did the author present?
What opinions did you form? What might the author have included to make the information
more interesting or to make the information more easily understood?
1. Would you like to read other text on this topic? Why or why not?
Using Post-Its to Respond to Texts
Rationale: the simple technique of marking selected passages can support strong conversations about what was read. Students can also use post-its to identify places in the text where they locate evidence toward their purpose for reading. You are teaching students to “train your mind to think when you’re reading.”
Purposes for reading & marking texts w/Post-its:The one page where they especially feel the author’s big idea.A place where the main character changes.Sections where the book reminds them of their lives.Sections in which the book resembles another book.Point where the text demonstrates/exemplifies characteristics of the genre.Clues to unravel the mystery.Sections which show a view of life with which the reader disagrees (or critiques).Places where the author has done something they want to emulate.Cool things they want to discuss.Places that show a central conflict.Places where the pattern in a book is broken.
Supporting Kids’ First Responses to Reading: Using Post-Its and Other ToolsLeave a post-it at funny parts to revisit it during discussion.
Choose two (and only two) Post-its that will remain in the book forever. Recopy the notes, making their thoughts neater and more explicit and recording their name and the date. – When other students come across the post-its, they will reread the line and wonder why the line was marked.
They could move their post-it notes from the book into their writers’ notebooks Peel all of the post-its off the pages and compile them into a tiny Post-it book that gets titled and saved.
Tools Students Can Use to Help them Respond to TextsReading Notebooks For jottings and page numbers (these can be tiny memo books
at first and move toward larger, thicker notebooks for more extended writing, book lists, goals, and notes on minilessons. Readers may also collect articles, book reviews and other short texts they’ve studied.
Highlighters For marking readers’ own text or duplicated copies of textsFine-point writing utensils
For fitting thoughts into page margins
Bookmarks or index cards
To mark places in the text and to record jottings about those places.
Post-its To mark places in the text and to record jottings about those places
Paper Clips To mark spots in books (make sure clips are plastic-coated so
they don’t leave rust-spots on precious pages)Plain paper book covers For jotting thoughts and page numbersSketchbooks For quick sketches, maps, and as graphic organizers for
thoughts
Ways Good Readers Respond to BooksGood readers…
1. Grow theories about characters
“I think Gilly is pretty mean” – Amy, Katherine Patterson’s The Great Gilly Hopkins
2. Notice, admire, and critique the way an author writes
“Right here I’m noticing how th boat is getting further and further to the end, the author slows down the story.” - Malika, Lois Lowry’s The Giver
3. Develop big ideas about the whole book
“They’re bringing in pieces together to build a bridge! Maniac and some other kids like each other.” – Brian, Jerry Spinelli’s Maniac Magee
4. Predict “ I think Mela might never go back to the sea!” – Hallie, Karen Hesse’s The Music of Dolphins
5. Walk in the shoes of a character, speaking as the character would speak
“Mela: I will leave my human thoughts on the beach and I will go home!” – Kevin, Karen Hesse’s The Music of Dolphins
6. Let books remind them of their own lives
“When my dad talks to me like that, I get mad. I wonder if he’s mad.” – Rajpal, Lois Lowry’s The Giver
7. Find connections between one book and another
“Prince Horace and Sarah Ida both act mean when they are unhappy.” - Svenja, Sid Fleischman’s The Whipping Boy and Clyde Bulla’s Shoeshine Girl
4 –Point Rubric for Scoring Journals
4 Points: - Includes several supporting details from the text.- Makes personal connections and/or connections to other books.- Makes inferences using story details.
3 Points: - Includes one or two supporting details.- Makes a personal connection.
2 Points: - Retells the story.- Makes a personal connection.
1 Point: - Retells the story.
Ways to Begin with Literature Circles:1. Provide guided practice with role sheets to ease students into the independent
practice of them with their novels:a. Use the role sheets to give students structured guidance for discussion.
i. Required Roles – Discussion Director (Questioner), Literary Luminary/passage master, Connector, Illustrator
ii. Optional Roles: Researcher, Summarizer, Character Captain, Vocabulary Enricher/word master, Scene Setter
b. Using a short selection as a whole class, distribute the role sheets. Group students with the same role sheets together to discuss and complete their role sheets.
c. Next day – provide another short selection as a whole class (may be related to previous day’s reading). Each member of the group will have a different role sheet to complete and to discuss the reading.
2. Could provide/post a role sheet rotation schedule:
Stopping Points 1 2 3 4
Student A LL DD CC WWStudent B WW LL DD CCStudent C CC WW LL DDStudent D DD CC WW LL
3. Rearrange the groups frequently to take advantage of various personalities and viewpoints
4. Arrange the furniture to be conducive to group work5. Initially provide topics which might include what the reader learned, how the
reader feels, what insights and understandings were gained
Extending the ReadingAfter reading, here are some ideas for students to demonstrate their understanding of the text using writing.
1. 3 Degrees of… - Students consider the central theme and how it is found in degrees in the contemporary world.
Example: In To Kill a Mockingbird, students identify racism as the central idea. First-degree racism: The Ku Klux Klan held a rally this weekend in
Kentucky. Second-degree racism: Recent racial-profiling statistics have shown that
African-Americans and other people of color are more likely to be pulled over by the police.
Third-degree racism: Though there are many African-American players, there are very few African-American coaches in college football.
Other Ideas: Degrees of: evil, compassion, oppression, sacrifice, greed, love, or any central idea found in the book.
2. Most Valuable Idea – Create a t-chart on a piece of paper. At the top of the paper, students write what they think is the single most important idea found in the book – in a complete sentence. In the left-hand column, students find an example in the real world that illustrates the idea. In the right-had column, students explain the connection between the idea found in the book and the real-world example.
6. Theme Notebooks – conduct a whole class discussion on themes found in the book/selection. Record them as sentences.
For example: Themes found in To Kill a Mockingbird Students choose one theme as a focus for the Theme Notebook.
“Most Valuable Idea” FormIn a complete sentence, write the most valuable idea found in the book:______________________________________________________________________________________________________________________________________________
Affix an article here that illustrates the This idea is still valuable today because…Most Valuable Idea
Search for evidence of this theme in today’s world. (10 separate sources) (i.e., movies, newspapers, magazines, advertisements, political cartoons, song lyrics, poems, drama, short stories, children’s stories, t.v.programs, novels, original student stories, quotations, photographs, art, comic strips, jokes, internet articles, video games)
7. Casting Call – Students select real people to play the roles of characters in the novel. a. Who is qualified? Not just someone famous!b. Explain why a particular person is qualified to play a role.
a. What qualifies this person to play the role of this character?b. What are the parallels between the character and the real-life person?
Alternative: Create a baseball card set. The cards depict the characters from the novel; however, who are the real people to play the roles? Each card explains the connection on the back.8. Theme Layers – Identify the central theme. Demonstrate various layers of
real-world connections to that theme. For example, connect to self, family, community and nation. Explain each connection.
9. Anchor Questions – Provide a question for students to consider while they read the book - this helps to give a focus for reading.
Example: Can irony make us better people?
10. Hunt for Author’s Purpose – Assign this BEFORE reading the book! What was the author’s purpose in writing this book? In an essay, explain the purpose the author may have had in mind. Cite specific passages to reinforce your thesis. Discuss why this purpose is still relevant to the modern reader.
Note: Mini-lessons can be planned to help students “discover” and chart the author’s purpose as they read.
11. Metaphorical Graphic Organizers – Can be used as a springboard into writing.
12. Alternate ending/next chapter – continue the story or create a different ending.
13. Book Review/Critique – compose a review of the text. Using a “hook” at the beginning of the review, offer a brief summary of the text and recommendation for reading.
14.Theme/Shape Poem – create a poem that reflects the them of the story; write the poem in the shape or symbol from the story.
15. Respond to a Quote – (connect a particular quote to the text)16. Agree/Disagree Statements – pose a statement that students would need to
defend or refute and connect to the text. (i.e., “Everyone is capable of greed and selfishness.”)
Lexile Proficiency LevelsReading Workshop Theme Ideas
Grade At Risk Basic Proficient Advanced5 449 & below 450 – 699 700 – 1000 1001 & above6 499 & below 500 – 799 800 – 1050 1051 & above7 549 & below 550 – 849 850 – 1100 1101 & above8 600 & below 601 – 899 900 – 1150 1151 & above
Theme: IdentityTitle Author Lexil
eTitle Author Lexile
The Janitor’s Boy Clements, Andrew
770 I Am the Cheese Cormier, Robert 810
The Well Taylor, Mildred House of the Scorpion
Farmer, Nancy 660
Esperanza Rising Ryan, Pam Munoz
750 Among the Hidden Haddix, Margaret 800
This Land is My Land
Littlechild, George
700 True Confessions of Charlotte Doyle
Avi 740
The Giver Lowry, Lois 760 Tangerine Bloor, Edward 680Losing Joe’s Place Korman,
Gordon790 Light in the Forest Richter, Conrade 870
I Am Regina Keene, Sally 720 Things Not Seen Clements, Andrew
680
Theme: FriendshipTitle Author Lexil
eTitle Author Lexile
Pink and Say Placco, Patricia 590 Freak the Mighty Rodman Philbrick 1000Taking Sides Soto, Gary 750 Holes Sachar, Lewis 660The Maze Hobbs, Will 720 Silent Boy Lowry, Lois 870Maniac Magee Spinelli, Jerry 820 On My Honor Bauer, Joan 750
Theme: Making ChoicesTitle Author Lexil
eTitle Author Lexile
The Butterfly Stefoff, Rebecca 750 Surviving the Applewhites
Tolan, Stephanie 820
Speed of Light Rosen, Cybil 540 Nothing But the Truth
Avi NP
Shiloh Naylor, Phyllis 890 The Contender Lipsyte, Jonathan 760Graduation of Jake Park, Barbara 680
Moon
Theme: Taking ActionTitle Author Lexil
eTitle Author Lexil
eThe Children’s Book of Heroes
Bennett, William
820 Burning Up Cooney, Caroline 720
Captain Kate Reeder, Carolyn 920 Sarny: A Life to Remember
Paulsen, Gary 840
Hoot Hiaasen, Carl 760 Nightjohn Paulsen, GaryFlying Solo Fletcher, Ralph 590 My Brother Sam is
DeadCollier, James Lincoln
770
Sarah Bishop O’Dell, Scott 760 True Confessions of Charlotte Doyle
Avi 740
Theme: Discrimination/ConflictTitle Author Lexil
eTitle Author Lexil
eThe Diary of Anne Frank
Frank, Anne Summer of My German Soldier
Greene, Bette 800
Upstairs Room Reise, Johanna 380 Nightjohn Paulsen, GaryNumber the Stars Lowry, Lois 670 Gentlehands Kerr, M.E. 830The Witch of Blackbird Pond
Speare, Elizabeth George
850 Twenty and Ten Bishop, Claire Hutchet
630
Crash Spinelli, Jerry 560 Soldier X Wulffson, Don 740
Theme: MysteryTitle Author Lexil
eTitle Author Lexil
eThe Westing Game Raskin, Ellen 750 Something Upstairs Avi 580Jade Green Naylor, Phyllis 1040 Silent to the Bone Konigsburg, E.L. 810Blizzard’s Wake Naylor, Phyllis 910 The Thief Turner, Megan 920Chasing Vermeer Balliett, Bleu 770 In Darkness, Death Hoober, Dorothy 760Face on the Milk Carton
Cooney, Caroline
660 True Confessions of Charlotte Doyle
Avi 740
The Undertaker’s Gone Bananas
Zindel, Paul 1050 House of Dies Drear Hamilton, Virginia
Theme: SurvivalTitle Author Lexil
eTitle Author Lexil
eHatchet Paulsen, Gary 1020 The Incredible Blumberg, 1320
Journey DorothyIsland of the Blue Dolphins
O’Dell, Scott 1000 Touching Spirit Bear Mikaelsen, Ben 670
I Want to Go Home Korman, Gordon I Have Lived a Thousand Years
Britton, Gerta
Trial By Wilderness
Theme: JusticeTitle Author Lexil
eTitle Author Lexil
eMonster Myers, Walter
Dean670 Nothing But the
TruthAvi NP
Silent to the Bone Konigsberg, E.L.
810 True Confessions of Charlotte Doyle
Avi 740
I Am the Cheese Cormier, Robert 810 The Witch of Blackbird Pond
Speare, Elizabeth George
850
Tangerine Bloor, Edward 680 Sarah Bishop O’Dell, Scott 760Among the Hidden Haddix,
Margaret800 House of the
ScorpionFarmer, Nancy 660
Ender’s Game Card, Orson Scott
780 Touching Spirit Bear Mikaelsen, Ben 670
Theme: The Pioneering SpiritTitle Author Lexil
eTitle Author Lexil
eA Burst of Firsts: Doers, Shakers, and Record Breakers
Lewis, Patrick The Journal of Augustus Pelletier: the Lewis and Clark Expedition, 1804
Lasky, Katherine 860
Journey to Nowhere Auch, Mary Jane
770 The Breadwinner Ellis, Debora 630
Stargirl Spinelli, Jerry 590
Theme: PerceptionsTitle Author Lexile Title Author Lexil
eThe Giver Lowry, Lois 760 Whirligig Fleischman, Paul 760The Contender Lipsyte,
Jonathan760 Dicey’s Song Voight, Cynthia 710
Gathering Blue Lowry, Lois 680 A Solitary Blue Voight, Cynthia 770The Messenger Lowry, Lois 720 House of the
ScorpionFarmer, Nancy 660
Gentlehands Kerr, M.E. 830 Ender’s Game Card, Orson 780The Pigman Zindel, Paul 950 Monster Myers, Walter
Dean670
Pigman’s Legacy Zindel, Paul 1010 The Witch of Blackbird Pond
Speare, Elizabeth George
850
December Stillness Hahn, Mary Downing
860 I Am the Cheese Cormier, Robert 810
Nothing But the Avi NP Walk Two Moons Creech, Sharon 770
Truth
Appendix
Resources for Teaching Reading and Writing WorkshopsThese resources can be used to plan mini-lessons and to guide teachers in the development and management of reading and writing workshops in their classrooms. Multiple copies of many of these resources are available in each middle school’s English Language Arts professional library. Talk to your IST about the location of these materials in your school.
Balanced LiteracyFour Blocks Plan Book Simon, Cheryl Lesson plan book for the 4 block structureIn the Middle Atwell, Nancie Writing/reading & learning with adolescents
Literacy Dictionary, The Harris, Theodore & Richard Hodges The Vocabulary of Reading & Writing
Literacy: Help to Construct Meaning - 3rd Cooper, J. David
Creating an integrated & balanced lit. classroom
Literacy: Help to Construct Meaning - 4th Cooper, J. David
Creating an integrated & balanced lit. classroom
Modifying the Four Blocks Sigmon, CherylFor upper grades - matching strategies to students' needs
GrammarBreaking the Rules Schuster, Edgar Innovative Grammar InstructionFundamental English Quicktests Hutchinson, Emily Reproducible tests on lang. useHelp With Capital., numb & abbrev. Daniel, Wanda Help With Punctuation Masters, Ann Image Grammar Noden, Harry Using Grammar structures to teach writingNovels/LiteratureTo Be a Boy, To Be a Reader Brozo, William Engaging Teen & Preteen Boys in Active
LiteracyWriting about Literature Globe Fearon
Young Adult Literature in the Class Elliott, Joan & Mary Dupuis Reading it, Teaching it, Loving it!
Reading Strategies10 Terrific Reading Strategies for Teens Baily, Cate Reproducible skills bookBuilding Comprehension Milliken Pub. co High interest & low vocabulary reproduciblesBuilding Reading Comprehension Habits Zwiers, Jeff Toolkit of Classroom Activities (grades 6-12)Critical Thinking Barnes, Dan Reading, thinking, & reasoning skills
Differentiating Textbooks Forsten, CharStrategies important to student comprehension
Guided Comprehension McLaughlin, Maureen & Allen A Teaching Model for Grades 3-8
I Read it, But I Don't Get It! Tovani, CrisComprehension strategies for Adolescent readers
Questioning the Author Beck, Isabel, et. al Enhancing Student Engagement w/ textReading Comprehension Workshop Globe Fearon Pub. Reading strategies & activities
Reading for Meaning Taylor, BarbaraFostering Comprehension in the middle grades
Reading Reasons Gallagher, Kelly Motivational mini-lessons for MS & HSReading Reminders Burke, Jim Tools, Tips, & Techniques
Reciprocal Teaching at Work: Oczkus, LoriStrategies for improving reading comprehension
SSR Handbook, The Pilgreen, Janice How to organize and manage a SSR programStrategies that Work Harvey, Stephanie Teaching Comprehension to Enhance
UnderstandingTeach Them All To Read McEwan, Elaine Catch kids who fall through the cracksTeaching Struggling Readers Allington, Richard ed. Articles from The Reading TeacherReading WorkshopMini-lessons for Literature Circles Daniels, Harvey How to set up and run literature circles
Reading Workshop Survival Kit Muschla, GaryTools to set up, teach, manage readers’ workshop
VocabularyBringing Words to Life Beck, Isabel Robust Vocabulary Instruction
Teaching Vocabulary Tompkins, Gail & Blanchfield 50 Creative Strategies (Grades K-12)
Writing6 + 1 Traits of Writing Culham, Ruth
40 Reproducible Forms for the Writing Traits Classroom
Culham, Ruth & Amanda Wheeler Checklists, Graphic Organizers, Rubrics and
Scoring SheetsCraft Lessons Fletcher, Ralph Teaching Writing K-8
Essay, The : A teacher's Resource SCOPEPersuasive, Narrative, Descriptive, Expository
Essential Ingredients Worsham, Sandra Recipes for teaching writingExemplar Series 6-8 Myers, Miles High, Middle, Low samples of student writingExpository Writing: Hickler, Holly From thought to actionHow to Capture Live Authors & Bring Them to Your School Melton, David Ways to schedule authors to come to schoolImproving Children's Writing Murray, Elizabeth Laughing Matters Hoomes, Eleanor Act. to encourage creative writing
Lessons that Change Writers (kit & bk) Atwell, Nancie Mini-lessons for writersNonfiction Craft Lessons Fletcher, Ralph Teaching Info. Writing K-8
Nonfiction Writing Robb, LauraWriting lessons inspired by conversations w/authors
Revision Toolbook Heard, Georgia Teaching Tech. that workSentence Combining Strong, William A composing book
Teaching the Qualities of Writing Portalupi & Fletcher Lessons for Ideas, Design, Language and Presentation
Teaching the Writing Process Millett, Nancy Guide for teachers and supervisorsUsing Picture Books To Teach Writing With the Traits Culham, Ruth Lesson ideas and activities to teach and
assess each writing trait.
Writers’ Workshop Survival Kit Muschla, GaryTools to set up, teach, manage writers’ workshop
Writing for Publication Baumann, James In reading & lang. artsWriting Prompts for Literature in the Trait-Based Classroom Culham, Ruth Prompts that encourage the use and
reflection on the 6 Traits of writingWriting Skills Instruction. Fair Pub. ReproduciblesWriting to Persuade Globe Fearon Pub.
Written & Illustrated by... Melton, DavidTeaching students how to write & illustr. books
How to Find the Right Book for Me
Name: ___________________________ Grade: _______ Lexile: _______________
Really Easy Not Too Easy, Not Too Difficult…Just Right
Challenging (Only if I’m really interested or have background knowledge)
Lexile Range
100-250 Lexiles Below
50 Lexiles Above – 100 Lexiles Below
50 – 250 Lexiles Above
Reading Status-of-the-Class
Readers’ Workshop Planning Page
Title/ Theme of Workshop: Time Frame:
READING
What will be read? (short stories, novels, poems, non-fiction, etc.)
Selection Skills to be taught/Reinforced
Vocabulary Instruction Needed?
