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Bringing the Reader’s
Workshop Model to
High School ELs
Melissa Persson, Heather McKerrow
Wellstone International High School
MPS
Our School - Wellstone
• Newcomer High School for MPS
• Sheltered ELD, content and literacy
classes
Our Students
● Beginning/Intermediate Reading
● WIDA Composite Levels 1-3
● 0-3 years in U.S.
● SLIFE
Student Data
Student A
2014 WIDA Reading 1.9
Current F+P level A
Student B
2014 WIDA Reading 1.9
Current F+P level H
Why Reader’s Workshop?
• Lack of usable data for low language level
• Students were not actively reading
• To increase literacy, students need:
-to read everyday
-texts at independent and instructional
level
-explicit reading strategies instruction
Elementary:
•90 min. literacy block
•1:25
•Ages: 5-11
•Low-level texts
geared toward this
age group
High School:
•50 min. classes
•1:150
•Ages: 14-21
•Low-level texts not
geared toward this age
group
Reader’s
Workshop
Assess: Fountas and
Pinnell
Guided
Reading
Independent
Reading
Strategies/
Grammar
Writing/
Speaking: -Reader’s
Response
-Book Talks
Benchmark Assessment
First F+P Results - Level 2 ELL class
Classroom library/ Group boxes
Independent Reading
Reader’s Notebook
Guided Reading
Strategies/ Grammar
Book Talks Flip Grid Video
Benefits
• Knowing our students’ literacy needs
• Differentiation
• Monitoring growth
• Individual goal setting
• All language modalities: active reading, writing
and speaking about text everyday
Benefits
• Students understand themselves as readers
• Choice
• Building independence
• Students ARE reading
Reading Growth
What You Need
Fountas and Pinnell Benchmark Assessment Kits
Leveled libraries in each reading classroom
Leveled guided reading library
Reading A-Z, RAZ Kids
Readers notebooks
Time for assessing
Volunteers and student teachers VERY helpful/ necessary
Challenges
• Difficult to fully implement in large
classes
• Initial cost to get it started
• Takes time to develop systems and
independence
• Needs a classroom (not a cart)
How can you bring this to your school?
• Study up on the reader’s workshop model and best
practices for reading instruction
• Find ally with access to money (principal, district dept)
• Find ally with reading experience (elementary teacher,
reading specialist, reading teacher…)
• Demonstrate the lack of helpful data for your students
• Extra time on the front end for book ordering
Questions!
Resources Allington, R.L. (2006). What really matters for struggling readers: Designing research- based programs
(2nd ed.). Boston: Allyn & Bacon.
Cloud, N., & Genesee, F. (2009). Literacy instruction for English language learners: A teacher's guide to
research-based practices. Portsmouth, NH: Heinemann.
Florida Center for Reading Research. (2014, January 1). Retrieved November 13, 2014, from
http://www.fcrr.org
Frey, N., & Fisher, D. (2009). Good habits, great readers: Building the literacy community. Boston: Allyn &
Bacon/Pearson.
Gambrell, L. (2007). Best practices in literacy instruction (3rd ed.). New York: Guilford Press.
Pinnell, G., & Fountas, I. (2011). The continuum of literacy learning, grades PreK-8: A guide to teaching
(2nd ed.). Portsmouth, NH: Heinemann.
Richardson, J. (2009). The next step in guided reading: Focused assessments and targeted lessons for
helping every student become a better reader. New York: Scholastic.
