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Balanced Literacy
Reading and Writing Workshop Definition
Reading and writing workshops are instructional strategies as well as
organizational frameworks for language arts instruction. These strategies
are in a Balanced Literacy model of delivering instruction of the language
arts curriculum. In the workshop, students participate in three broad areas:
a mini-lesson conducted by the teacher, activity time, and sharing time.
Reading and Writing Workshop
Reading Workshop
Writing Workshop
 Used for the past two years.
 Used for the past two years.
 Marsha Riddle Buly of
 Some of the staff has been
Western Washington
University provided training
for K-8th grade.
 Used school-wide.
 Conducted in Spanish and
trained by Marsha Riddle
Buly of Western Washington
 Conducted in Spanish and
Literacy Schedule
First Grade
 9:20-10:30 Reading
 1:00-2:00 Reading Workshop
Centers/Reading Workshop
 10:45-11:30 Writing Workshop
 2:00-2:20 Writing Workshop
* Writing and reading are also
integrated throughout the
content areas (math, social
studies, science). GLAD
supports this integration.
General Layout of Reading/Writing Workshop
Reading Workshop in a nut shell
Grade 3
GLE: 1.4.3 Apply different reading rate to match text.
Adjust reading rate to match difficulty of texts (e.g. content/academic text) and for different purposes (e.g., pleasure reading
vs. reading for information).
5-10 minute mini-lesson
1 minute- Connect
Readers, we’ve been talking how we read for different reasons. Sometimes we read for pleasure and sometimes we read for information. The last few
days we practiced reading for pleasure. We’ve also talked about reading at different rates or speed. When you read for information you need to
read slower so that you can learn new things and think about them as you read. Today we will practice reading slower for information.
2-3 minute- Teach
Let me show you how I use the strategy of changing my speed while reading. First I will read a book for pleasure. Pay attention to the rate (speed)
at which I read (Read fluently pausing to reflect). See how I read fluently and with expression. This helps me understand what is happening in
the story with the character.
Now I will read a book for information. We do this a lot in school when we want to learn something new. Watch me and see how my rate (speed)
changes. (read and informational text at a slower rate pausing more often to think out loud and process new information)
5 minute- Engage
Now let’s read these two paragraphs (or pages) together. The first one we will read for pleasure. The second we will read more slowly for
Turn and talk to your neighbor about how your rate or speed changed while reading.
1 minute- Link to Independent Learning
So readers, remember that when you read you can read at different rates (speeds). Today, during independent reading time you can read slower or
faster depending on whether you are reading for information or for pleasure. When you go to read I want you to try changing the rate (speed)
at which you read.
30-45 minute - Read independently (and/or buddy read)
While students are reading select 5-7 students to confer with. During this time ask them:
What book are you reading?
How did you choose this book?
Can you show me how you used today’s strategy of… (Changing your reading rate while reading).
How did this work for you?
Would you like to show the class how you used this strategy during share time?
5 minute- Share Time
Have the student/s that you selected come and demonstrate the strategy to the class and explain why they used it.
Example of a mini-lesson at the beginning
of readers/writers workshop.
Example of students practicing daily lessons
independently or with a partner. Teachers
conference with students during this time.
Example of review at the
end of reading workshop.
Classroom libraries are important
for reading workshop.
First grades have their library
organized by subject and
author. The children sorted
these books and made
appropriate labels.
Kindergarten students have
their library organized by
reading levels. Teachers
determined the levels and
separated books.
More examples of libraries within
the classrooms.
First Grade Classrooms
Kindergarten Classrooms
Personal book bins are important, so that
students can choose “just right books”, which are
at their reading level and are of interest to the
Anchor Charts and Graphic Organizers are
important also.
Sticky notes can be used to have
students mark in their books where
they use a specific strategy.
Lined Paper “Student Paper”
Large Chart “Teacher Paper”
Pencils, markers, etc….
Students’ work samples in English based on writing workshop.
Students’ work samples in Spanish
based on writing workshop.
GLAD Definition: GLAD is a model of professional
development in the area of language acquisition and
literacy. The strategies and model promote English
language acquisition, academic achievement, and crosscultural skills.
Excerpt from a GLAD social studies
Examples of GLAD resources in
social studies.
More examples literacy, math, social studies and
And more math…….
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