much the same as in writing workshop. Share time Share time in reading workshop is generally formed around “buzz groups,” as Steven Layne calls them, or book clubs. In buzz groups, students will be reading different books, but will be talking or “buzzing” about a particular strategy, literary analysis, or part of their books. In book clubs there are similar conversations, but students discuss a shared text. Book clubs are also known as literature circles. Another partnership that might exist in reading workshop are reading partners. Sometimes paired students are reading the same book. Assessment Assessment is a continuous process during reading workshop. A teacher can find evidence of growth for formative and summative assessments in observations made during minilessons, conference notes, small group work, buzz groups, and book clubs. Conference notes are a vital resource in determining how a student has developed as a reader and give insight into a student’s critical reading process. Vocabulary Instruction Vocabulary Instruction is incorporated into the reading workshop. See the LCPS Vocabulary Framework for an in depth discussion of vocabulary instruction including lesson plans and activities. Please refer to the appendix of this guide for a list of Latin and Greek prefixes and suffixes that might be helpful shaping instruction. Instruction in Research Skills Instruction in research skills is integrated into reading and writing workshop. During the month that we are focusing on research-based writing in writing workshop, students are reading non-fiction texts to support their research endeavors. Many of our reading workshop minilessons will focus on research skills, nonfiction text structures along with skills such as note-taking, paraphrasing, and summarizing. In writing workshop, students will be looking at published researched works to find the characteristics of the type of writing they will be engaged in. For instance, if students are researching to write feature magazine articles, they will study feature magazine articles in writing workshop. If they are researching to write public service announcements, they are analyzing a variety of public service announcements. If they are researching to write an editorial, they are reading and analyzing editorials. Our instructional framework for teaching research skills focuses on a six-step process (SSP).
much the same as in writing workshop. Share time Share time in reading workshop is generally formed around “buzz groups,” as Steven Layne calls them, or book clubs. In buzz groups, students will be reading different books, but will be talking or “buzzing” about a particular strategy, literary analysis, or part of their books. In book clubs there are similar conversations, but students discuss a shared text. Book clubs are also known as literature circles. Another partnership that might exist in reading workshop are reading partners. Sometimes paired students are reading the same book. Assessment Assessment is a continuous process during reading workshop. A teacher can find evidence of growth for formative and summative assessments in observations made during minilessons, conference notes, small group work, buzz groups, and book clubs. Conference notes are a vital resource in determining how a student has developed as a reader and give insight into a student’s critical reading process. Vocabulary Instruction Vocabulary Instruction is incorporated into the reading workshop. See the LCPS Vocabulary Framework for an in depth discussion of vocabulary instruction including lesson plans and activities. Please refer to the appendix of this guide for a list of Latin and Greek prefixes and suffixes that might be helpful shaping instruction. Instruction in Research Skills Instruction in research skills is integrated into reading and writing workshop. During the month that we are focusing on research-based writing in writing workshop, students are reading non-fiction texts to support their research endeavors. Many of our reading workshop minilessons will focus on research skills, nonfiction text structures along with skills such as note-taking, paraphrasing, and summarizing. In writing workshop, students will be looking at published researched works to find the characteristics of the type of writing they will be engaged in. For instance, if students are researching to write feature magazine articles, they will study feature magazine articles in writing workshop. If they are researching to write public service announcements, they are analyzing a variety of public service announcements. If they are researching to write an editorial, they are reading and analyzing editorials. Our instructional framework for teaching research skills focuses on a six-step process (SSP).
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