Reading workshop implementation guide

Jennifer Evans 2015 St. Clair County RESA

Reading Workshop Implementation Guide Tasks Not Started

Unacceptable In Progress

Approaching Acceptable

Achieved Acceptable

Achieved with Fidelity Gold Standard

Materials: My goal is to have all necessary materials organized and accessible for use during the lesson.

My books and other materials are at a beginning point in terms of acquisition and organization.

I have a leveled collection of books, but it is minimal and not adequate for the needs of my class. I have some other materials, but they are not yet organized. I know about keeping reader’s notebooks, but I am not using them yet.

I have a leveled set of books and I am using it. I have an easel, white board, etc. and using them. I am using reader’s notebooks and keeping records.

A leveled, well-organized collection of books exists and is being used. I have a meeting area and an area for guided reading with easel, white board, etc. as well as relevant center activities established. My students know how to use notebooks and reading logs. I have a well-organized, usable record keeping system that guides instruction.

Management: My goal is to highly engage

students in productive reading activities while I am working with groups.

My goal is to highly engage students in productive reading activities while I am conferring with individuals.

My goal is to create a positive literacy environment.

My goal is to develop appropriate routines and procedures.

I have not yet established a system for independent reading; students need a great deal of attention and I cannot work productively with small groups. Students continually interrupt my work with other students.

I have begun to teach students how to engage in silent independent reading and build stamina, but the routines and procedures are not yet established. I am beginning to establish a schedule that will allow for independent, relevant work while I teach small groups and work with individuals. Students at times still interrupt. I am beginning to teach mini-lessons focusing on independent reading.

My system for independent reading is well established and I am conferring with individuals. Students are using reader’s notebooks and logs, and I am working with guided reading/skill groups on a regular basis. Routines and procedures are established and students are able to work independently most of the time, not interrupt, and be successful with relevant activities.

My classroom is well managed during the entire reading block. Routines and procedures are clearly established. Students are engaged in silent independent reading or responding in their notebooks. Relevant activities are completed and learning is transferred. Students are able to work completely independently while I work with regular guided reading/skill groups and confer with individuals.


Grouping: My goal is to form small

groups of students who are similar in their development of a reading process and read at the same level of text so that I can teach them in guided reading.

I also use data to identify particular needs and interests for focused guided reading or skill groups.

I am just beginning to observe students’ reading behaviors and to think about forming groups based on levels of text; I have not identified other ways that I use to group students. Usually I teach the whole class.

I have formed and met with some needs/interest/skill based groups when I notice that there is something that students need to learn or I look at assessment data. I know how to apply some assessment measures and have tentatively formed some level-based groups.

I continue to meet with needs/interest/skill based groups on a regular basis, using relevant data to determine groupings. I have established level-based groups and am keeping regular records of reading behaviors. I meet with groups daily.

Every student in my class is served with small group instruction. Groups meet regularly, and strategies/skills taught are based on assessment data (formative or summative). Appropriate texts are selected to meet the needs of the students. Learning transfers to other situations.

Lesson Management:

My goal is to provide fast-paced, lively engaging lessons with all components working together effectively.

My goal is to ensure learning objectives are evident to the students.

My goal is provide timely, relevant, positive feedback to all students.

My goal is to provide students with ample opportunities to practice.

My goal is to provide students with visual aids to help scaffold instruction.

I have not yet implemented any of the components of reading workshop including: Minilesson (connecting, teaching, engaging, linking, sharing), guided reading lesson (Before – Teacher introduces text, vocab., sets purpose or teaching point, etc. During – teacher listens as students read independently recording observations and using formative assessments to guide instruction. After – Teacher restates/reinforces/links today’s learning to ongoing work/learning /

I have begun to introduce texts to students and to ask them to read independently. I am learning about the components of reading workshop including: Minilesson (connecting, teaching, engaging, linking, sharing), guided reading lesson (Before – Teacher introduces text, vocab., sets purpose or teaching point, etc. During – teacher listens as students read independently recording observations and using formative assessments to guide instruction. After – Teacher

I can teach minilessons and provide relevant activities for students to do as I break into guided reading/skill groups. I am doing the components of reading workshop including: Minilesson (connecting, teaching, engaging, linking, sharing), guided reading lesson (Before – Teacher introduces text, vocab., sets purpose or teaching point, etc. During – teacher listens as students read independently recording observations and using formative assessments to guide instruction. After – Teacher

My lesson is well-timed, smoothly managed and includes appropriate lessons. Center activities are relevant and at appropriate levels. I successfully address all components of a reading workshop including: Minilesson (connecting, teaching, engaging, linking, sharing), guided reading lesson (Before – Teacher introduces text, vocab., sets purpose or teaching point, etc. During – teacher listens as students read independently recording observations and using formative assessments to guide instruction. After – Teacher restates/reinforces/links today’s learning to ongoing


application, etc.), skill lesson, independent work time, sharing, etc.

restates/reinforces/links today’s learning to ongoing work/learning / application, etc.), skill lesson, independent work time, sharing, etc.

restates/reinforces/links today’s learning to ongoing work/learning / application, etc.), skill lesson, independent work time, sharing, etc. Sometimes my groups and lessons are too short or too long.

work/learning / application, etc.), skill lesson, independent work time, sharing, etc. Students are using metacognition and transferring learning to all content areas.

Text Selection: My goal is to select texts

that are appropriate in terms of level for my groups.

My goal is to teach students how to appropriately select texts at their level.

Text Variation: My goal is to provide students with experiences across a wide range of fiction and nonfiction texts.

I am just beginning to analyze texts for level of difficulty and opportunities to develop processing strategies. I am just beginning to learn about genres and how they vary in structure and other characteristics. My book collection does not provide variety to meet my students’ needs.

I am selecting texts with attention to level and text characteristics but often they are not suitable for many of my groups. Students have choice for reading at home but not for independent reading at school. I can identify genres and know about their structure and characteristics. I am just beginning to analyze what my students know and to plan for more variety in my guided reading program.

I can generally select texts that meet the needs of my students in terms of level, but I am still working on using text characteristics effectively to help students extend their knowledge. Students have choice for their independent reading. I have acquired a varied book collection, and I understand and use my knowledge of characteristics of genre in planning for minilessons and guided reading. My students are provided with fiction and nonfiction texts on a regular basis.

I select texts that are appropriate and meet the needs of my students. I can analyze text to discern opportunities to learn and use texts effectively to help children extend their strategies. Students are able to appropriately select texts for their independent reading. My book collection is rich and varied. I have an in-depth knowledge of the characteristics of different genres. I plan students’ reading programs carefully so that they are introduced to new genres in minilessons and guided reading instruction, and they incorporate them into their independent reading.

Text Introduction: I sometimes introduce I regularly introduce texts I introduce texts in a way My text introductions are


My goal is to introduce texts in a way that provides access for students to the meaning, language, and print of fiction and nonfiction texts.

texts by reviewing vocabulary words and asking questions. I have student predict what they think will happen based on the title or picture, but I rarely go back and discuss whether their prediction were accurate. I am just learning how to introduce texts in a way that helps children use processing strategies.

by previewing the meaning and directing children’s attention to some features. I try to set a purpose for reading. Sometimes my introductions are too supportive and sometimes they do not seem to provide enough support. I am beginning to plan text introductions based on my observations of student reading behavior.

that provides students with the support they need to read and comprehend texts at their appropriate reading levels. My introductions are usually well planned and based on students’ behaviors. I am working on my introductions to enable students to read with comprehension and other processing strategies.

carefully planned, scaffolded, smooth, and well-paced. They provide students with access to meaning, language, and print features but leave important problem-solving for them to do. My introductions are based on my assessment of students’ processing strategies and make it possible for students to learn more from their own reading.

Teaching Strategies: My goal is to teach

intensively in every part of the reading lesson in order to expand my students’ ability to use background knowledge, solve words, check on their reading, access and use information, think beyond a text, make connections, maintain phrased, fluent reading, and think about the text in critical ways.

My goal is to successfully implement fluent, relevant mini-lessons based on students’ reading behaviors.

My goal is to successfully

I am just beginning to understand processing strategies and to observe students’ reading behaviors. I am beginning to accommodate students’ needs.

I am able to find evidence of processing strategies as I observe students reading. I support their development of strategies by providing texts at appropriate levels most of the time but have not yet developed expert teaching skills. I am not always accurate with selecting appropriate strategies based on the needs of students. I have systems in place to assess and re-teach in order to accommodate students’ needs.

I observe students’ reading behavior continuously and am able to find examples and powerful teaching points to bring to their attention; I am observing the impact of my introduction, interactions, and teaching after the reading. I have begun to incorporate some differentiation into initial instruction. I provide interventions to targeted students but am inconsistent.

My decisions and interactions are well-timed and powerful in illustrating processing strategies for students. My decisions allow students to use what they know to process a text. I am aware of and teach for a wide range of processing strategies and I see evidence that students are taking on these strategies for themselves. I differentiate for all students to meet students’ needs so that they are successful on their first attempts. I assess, teach, and monitor the learning of students on a daily basis. I provide interventions to targeted students daily.


implement all components of a guided reading lesson including before, during, and after activities.

My goal is to provide explicit, scaffold instruction.

My goal is to utilize the gradual release model for instruction.

My goal is to accommodate all student needs with a MTSS (Multi-Tiered System of Support.

Adapted from Guiding Readers and Writers, by Irene C. Fountas and Gay Su Pinnell

Documents

Reading workshop implementation guide