Reader's Workshop
Reader's Workshop is a method of teaching reading in which students learn reading strategies through mini lessons with read alouds. These strategies are practiced through guided reading groups, independent reading, response to literature, conferring, and library time.
Guided Reading Groups
Small groups are created based on children's reading level, fluency, and comprehension. Groups are fluid and may change based on the students' needs. Groups may change depending on the understanding and application of skills being taught.
Independent Reading
It is important to give students the opportunity to have quiet time to read independently and practice skills that have been taught during mini lessons. Students are expected to select books on their unique reading level for use during this time. Readers are permitted to sit comfortably around the room.
Response to Literature
Readers will be asked to respond to the books they are reading. After learning and practicing response choices students will be given two weeks to create four responses to be graded based on a rubric.
Reading Response Choices Example
Conferring
Talking about what we read is an important component to becoming a more aware and stronger reader. Each day, time will be set aside for student/teacher conferences. These are one on one conversations about books and reading. Each conference lasts between 5 and 7 minutes and typically begins with the student reading aloud from their self selected "just right" book. I will compliment the reader on strengths and make suggestions for improvements. Information from conferences will be recorded for use in future conferences with that student as well as placement in guided reading groups.
Library Time
Students will have the opportunity to select 2 books from our school library 3 times each week. These 15 minutes should be used wisely as it is a chance to return books, take AR tests, and check out new books.
Performance Based Reading Rubric DCES 2nd Grade Reading Rubric
Guided Reading Groups
Small groups are created based on children's reading level, fluency, and comprehension. Groups are fluid and may change based on the students' needs. Groups may change depending on the understanding and application of skills being taught.
Independent Reading
It is important to give students the opportunity to have quiet time to read independently and practice skills that have been taught during mini lessons. Students are expected to select books on their unique reading level for use during this time. Readers are permitted to sit comfortably around the room.
Response to Literature
Readers will be asked to respond to the books they are reading. After learning and practicing response choices students will be given two weeks to create four responses to be graded based on a rubric.
Reading Response Choices Example
Conferring
Talking about what we read is an important component to becoming a more aware and stronger reader. Each day, time will be set aside for student/teacher conferences. These are one on one conversations about books and reading. Each conference lasts between 5 and 7 minutes and typically begins with the student reading aloud from their self selected "just right" book. I will compliment the reader on strengths and make suggestions for improvements. Information from conferences will be recorded for use in future conferences with that student as well as placement in guided reading groups.
Library Time
Students will have the opportunity to select 2 books from our school library 3 times each week. These 15 minutes should be used wisely as it is a chance to return books, take AR tests, and check out new books.
Performance Based Reading Rubric DCES 2nd Grade Reading Rubric