Planning and Implementing a Reading Workshop ELA Professional Day November 8, 2007 TABLE OF CONTENTS Essential Concepts from the Workshop i - ii General Information Various Literacy Structures 1–5 (Multiple Book Reading, Readers’ Workshop, Whole Class Writing, Writing Workshop, Literacy Workshop) Planning a Readers’ or Writers’ Workshop The Mini-Lesson – Characteristics Overview of Mini-lesson Topics (RW & WW) Teacher & Student Roles Assessment in the Workshop 6 7 8-9 10 - 11 12 - 15 Readers’ Workshop Starting Your Readers’ Workshop Reading Workshop & Discussion Group Guidelines How to Find the Right Book for Me Mini-Lesson Activities Text Monitoring Fix-Up Strategies Literary Analysis How to Discuss Well Reading Journals (Topics) How to Use Post-Its 4-Point Rubric for Scoring Journals Status-of-the-class chart & various reading checklists Ways to Begin with Literature Circles Extending the Reading Using Writing 36 - 37 Lexile Proficiency Levels/ Workshop Themes & Related Novels (Themes include: Identity, Friendship, Making Choices, Taking Action, Discrimination/Conflict, Mystery, Survival, Justice , The Pioneering Spirit, Perceptions) Appendix Resources for Teaching Reading and Writing Workshops Readers’ and Writers’ Workshop Planning Page The 30-15-10 (Prefix, Root, Suffix List) Metaphorical Graphic Organizers Literature Circle Role Sheets 16 17 18 19 – 21 22 - 23 24 – 25 26 27 - 34 35 38 - 40 Reading and Writing Workshop Essential Content General Workshop Information 1. There are 6 literacy structures: whole-group reading of one book/flex. groups, multiple books, Readers’ Workshop (students choose their own books), Wholeclass writing, Writing Workshop (students choose writing topics), Literacy Workshop (blends reading and writing workshop into one routine) 2. Procedures and expectations need to be modeled and taught to the students. Including how students are to engage in group discussion. 3. Planning for a reading and writing workshop should always begin with the outcomes/indicators to be taught. Planning should then involve how the students will be assessed. 4. It’s important for teachers to gather information about their students’ reading and writing strengths/areas of need prior to a workshop. This can be done with surveys, conferences, anecdotal records, and reviewing student portfolios. 5. The teacher’s role in a workshop is to provide a positive learning environment, instruct skills/procedures, model, respond, and evaluate. 6. The student’s role in a workshop is to engage actively in reading, writing and/or discussions, accept responsibility, apply strategies, and be reflective about their growth. The Mini-Lesson 7. Structure of the mini-lesson: Introduction, teacher modeling, students modeling and guided practice, summarizing and reflecting. 8. Follow-ups to the mini-lesson are structured with independent practice of skills taught in the mini-lesson, application 9. Mini-lessons may be done with the whole class or a small group and usually lasts from 5-20 minutes. 10. Mini-lesson topics are based on students’ needs from teacher observation during reading and/or writing. 11. Should always go back to the literature being read and/or sample writing for examples and modeling. Readers’ Workshop 12. Readers’ Workshops can be developed around themes (survival, power, challenges, making decisions, etc.) or genre (poetry, short story, non-fiction, etc.) 13. Mini-lessons can include strategies for monitoring text, using fix-up strategies for vocabulary, analyzing literary terms, and responding to texts. 14. Teachers and students need to know their lexile levels. It should be used to select materials for workshops and should be conveyed to students to teach them how to select appropriate texts for themselves. 15. Literature Circles are small discussion groups where students can share their thoughts, questions, and conclusions about a common book. Group should be limited to 3-5 students. Writers’ Workshop 16. The essential components of a Writing Workshop are: Time to write, Response (conference time with students), Responsibility (students taking ownership), and Literature (using vibrant texts to model and spark conversation about writing). 17. Revision is at the heart of the work done in a Writing Workshop. 18. The 6 + 1 Traits model focuses on 6 elements of writing: ideas, organization, word choice, voice, sentence fluency, and conventions. The +1 Trait is presentation. General Information Reading and Writing Structures for the Classroom There are many ways to balance literacy in the classroom. One prescribed method or structure of a classroom will not meet the needs of all students throughout the school year. However, selecting and implementing various methods or structures will work to balance English language arts instruction and enhance student learning. The following are structures for reading and writing instruction: One Book – Whole Class, Flexible Groups Often referred to as whole-class instruction. In reality, however, flexible groups are being used to individualize instruction. The only whole-class activity is that everyone is reading the same book. Time Procedures Strengths Hazards 10 – 15 1. Activate prior knowledge - Gives everyone - Must be balanced minutes At least 20-25 minutes 2. Begin to read the literature Decide on the mode of reading: - - 5 – 10 Minutes Varies according to activity Teacher-Supported Reading (read aloud, shared reading, guided reading) Cooperative Reading (partners) Independent Reading Be aware of less-able students trying to “hide” to avoid showing weakness areas. 3. Respond to the reading (usually writing) 4. Discussion or reading - Whole-class discussion - Literature Circles 5. Support and Extension (includes: mini-lessons, creative responses, vocab. Activities, - - a level playing field 9boosts confidence of leower-level readers) Supports discussion involving all students. Structure is flexible. The class does not have to be done in the described order. - - with the multiplebook plan to give kids appropriate books for their level. Need to bary modes of reading, discussion groups, and activities or all students will be limited. Need student choice. Avoid dividing students into reading levels with one novel. writing, art, etc.) - Teacher-guided lesson/activities - Cooperative activities - Independent activities Multiple Books This framework for organizing the classroom is when several books of various levels are selected to accommodate individual reading needs. Time Procedures Strengths Hazards 10 – 15 minutes At least 20-25 minutes 5 – 10 Minutes Varies according to activity 1. Introduce book choices to students. 2. Begin to read the literature Students/teacher decides on the mode of reading: - Teacher-Supported Reading (read aloud, shared reading, guided reading) - Cooperative Reading (partners) - Independent Reading 3. Personal response and discussion Journals Literature Circles 4. Support and Extension (includes: mini-lessons, creative responses, vocabulary activities, writing, art, etc.) Teacher-guided lessons/activities Cooperative activities Independent activities - - Provides instructional support on student’s reading level Provides student choice - - Management Teachers don’t want to interfere with student choice (students may choose inappropriate books) Resources may not be adequate Readers’ Workshop The reading workshop is a time when the entire class is engaged in reading, responding, and sharing books with the teacher and with peers. The heart of the workshop is time to read. Time Procedures Strengths Hazards 5-10 1. Teacher Sharing Time (shares - Provides a - Using all selfminutes literature to spark students’ interests and motivate them for independent reading) 5-10 minutes 2.Mini-lessons (teacher directed lesson focusing on pre-reading activities to activate prior knowledge for genre, skill or strategy.) 3-5 minutes 40-60 minutes 3. State-of-the-Class Conference (students state what they will be doing in class. Teacher records info.) 4.Reading and Responding Choice A – Students may engage in: - Self-selected reading (10-20 min.) - Literature Circles (20-30 min.) - Conferences with the teacher (20 min.) Choice B – Students may engage in: - Whole-class reading and responding (10-20 min.) - Self-selected reading and responding (10-20 min.) - Literature circles (10-20 min.) - Conferences with the teacher, held during teacherassigned reading or only on selected days (10 min.) 5. Student Sharing Time (5-10 min.) - Students share what they are doing or what they have structured and well-balanced literacy program for a block of instructional time. - selected novels limits in-depth discussion of the novel for a wide-range of students. Students may not be adequately prepared. done. May be done in small groups or as a whole class. Writing Structures for the Classroom Whole-Class Writing Students are writing for a common purpose. May include whole-class topics or genres. Time Procedures Strengths Hazards 10 – 15 1. Whole class or large groups may - Allows for solid - May move minutes work to develop a common piece. (teacher or students write text.) 5-10 minutes 2. Mini-lesson to revise or improve the class generated piece. 15-20 minutes 3. Student Writing (students may go directly to Step 4.) modeling of writing Instruction is scaffolded Can easily be combined with writers’ workshop - 30-40 minutes - students too quickly or too slowly through the piece of writing. 4. Independent Writing Writing Workshop This structure is similar to the reading workshop. It allows students time to engage in writing. Time Procedures Strengths Hazards 10 – 15 1. Mini-lesson: Focuses on some aspect - Allows for - Requires a minutes of writing or a writing skill needed by the class. (whole-class activity) 3-5 minutes 2. State-of-the-Class Conference: Use the state-of-the-class chart to record what students are doing. 30-40 minutes 3. Write and Confer: Students write. The teacher circulates and confers as needed. Scheduled conferences may also be held. - individual needs to be met Can be combined with wholeclass writing structure - definite plan for use Routines need to be share with and taught to students or workshop becomes ineffective and chaotic. 5-10 minutes 4. Group Sharing: Teachers and students share and comment on writing. (Not a show and tell session) Literacy Workshop Blends the reading and writing workshop formats into one routine. This format includes four main components: 1. Teacher Sharing - getting students excited with a read aloud or something written 2. State-of-the-class conference - find out what students are doing. 3. Reading-writing-conferring - students work on a project that involves both reading and writing. Always have time for independent reading and writing as well. Reading and writing conferences take place. 4. Group Sharing – students share, talk about, and get reactions to their reading and writing projects. This structure is a long-term goal and may not fit or develop readily for many teachers. Adapted from: Literacy: Helping Children Construct Meaning by J. David Cooper, 1997. Planning a Readers’ or Writers’ Workshop 1. Outcomes/Indicators to be taught – determine which indicators from the Cecil County content standards/VSC that you will be teaching and assessing during the unit. Include literary analysis, comprehension strategies, expectations and performance in the workshop (e.g., how you want students to respond, how to engage in discussion in a student-led literature circle), writing skills, grammar, vocabulary, etc. See Mini-Lesson Ideas sheet 2. Assessments – Develop your unit assessment of selected indicators. How will you assess student learning throughout the workshop? (formative/summative assessments) 3. Select a theme/genre and gather materials – Readers’ Workshops can focus around: Non-fiction, poetry, short stories, novels Writers’ Workshops can focus around: Types of writing – narrative, poetry, memoir, non-fiction 4. What will be read/what writing will be used and generated to teach your selected objectives? (See Workshop Planning Organizer – Appendix) 5. Create a general framework for the workshop/unit. Down the left column of piece of paper, list how many days you anticipate that the workshop will last. (Typically, workshops last between 2-3 and a-half weeks.) Example: Day 1: Day 2: Day 3: Begin with your final assessment. When will it be given? Do you want students to go back and review it/revise it once it is given? Fill this in on your unit framework. Plug in the objectives/lessons to be taught throughout the unit frame. (Some lessons may take more than one or two days.) You may want to leave a day or two as flex time to re-teach/or extend lessons as needed. 6. Other considerations: Do you want your students to participate in Literature Circles (Book Discussion Groups?) If so, you will need to plan time to teach students the guidelines and expectations of the discussion groups, and you may need to allot time for group ice-breakers to get conversation practice in prior to discussing their shared novels. The Mini-Lesson Structure: 1. Introduction – Introduce the tool/skill/content. Let students know what they will learn and relate it to literature and/or their writing. 2. Teacher Modeling – model the element being taught using the literature or writing to show examples. Use think alouds as needed. 3. Student modeling and guided practice – Kids read short text (segment from novel, short story, graph/chart, poem, news article, selection from non-fiction, etc.) and practice the skill/element. Encourage students to locate other examples of what is being taught. 4. Summarizing and reflecting - helps students summarize what they have learned and talk about how and when they might use it. For example, students could meet with a partner or small group for a quick discussion. (5-10 min) , then engage in a whole-class debriefing on their learning. Other Characteristics: - May be done with the whole class or a small group and usually lasts from 5-15 minutes. Topics are based on the students’ needs from teacher observation during reading and/or writing. Should always go back to the literature being read and/or sample writing for examples and modeling. Follow-up to the Mini-lesson: 1. Independent Practice – have students read or write what has been taught. 2. Application – Give students repeated opportunities to immediately use or apply what they have learned in other reading and writing experiences. 3. Reflecting – Have students reflect about use. After several opportunities to apply what was taught, encourage students to talk about how they used what they have learned. Teacher and Student Roles Note: Teacher roles are varied in the workshop format. The teacher’s role is to: Provide a Positive Learning Environment Establish clear student responsibilities and effective routines Make available a variety of reading materials Provide more personal student interaction Promote reading through displays that highlight authors and bulletin boards and posters that sell reading Instruct Present mini-lessons of approximately 10-15 minutes targeted to specific needs of students, saving individual questions for after the lesson Present groups with discussion topics until they are able to generate their own Help students find and focus topics Model In the beginning guide student participation and model good group behavior Read with and to your students Join a discussion group to model the way to share thoughts and opinions Guide students through a variety activities to help them find meaning in what they read Cut and paste during revision Show students how to eliminate the ‘fluff’ in their writing Respond Listen to students’ ideas Listen to students read portions of the text they have written Speak with individuals, asking probing questions about novels they’re reading and text they are writing Comment in journals to affirm, challenge, or extend reader’s thinking Help students sort through their thoughts Evaluate Confer with student on individual student goals Record daily a few concise statements about the progress of students Hold a minute or two reading conferences, noting clues as to student strengths and weaknesses Accept that learning is individual and students will progress at their own rates Offer suggestions for revision Confer with students over finished writing pieces The student’s role is to: (Student roles may vary throughout workshops.) Do much of the reading or writing in class. Maintain reading logs (journals) to record reactions to their reading, answer questions, take notes, include questions of their own, write about their feeling Accept the responsibility of participating in discussions Draw conclusions about their reading, analyze ideas of authors and compare to their own Respond to important issues or complex questions, open-ended questions and go into in-depth analysis of meaning Value everyone’s opinion Learn how to select reading materials that interests them Learn how to select reading materials on their reading level. (See “How to Find the Right Book for Me” chart in the Readers’ Workshop section or the 5-Finger Strategy.) Accept responsibility for behaving properly in a workshop setting Find and develop topics for writing Try new strategies and techniques to improve writing Accept responsibility for completing pieces of writing Maintain a portfolio for keeping their writing Grow as a reader and a writer to produce ‘best work’ Overview of Mini-Lesson Topics Structural / Procedural Mini-lesson Topics Reading Expectations for reading Rules for Reading Workshop Workshop Routines: the day’s schedule of read aloud and independent reading Status-of-the-class Classroom literary resources Reading logs & recommended reading list How to select an appropriate book (using lexiles) Rating books (using lexiles and interest) Procedures for book talks Self-evaluation procedures Goal-setting in reading Establishing a portfolio to show evidence of growth as a reader Writing Expectations for writing Rules for Writing Workshop Workshop Routines: each day’s schedule (poem, mini-lesson, status of class conference, independent writing/conferring, group meeting – sometimes) Status-of-the-Class Finding and using writing resources in room Daily writing folder (its purpose and organization) Why we confer about writing What happens during peer conferencing Use of response forms when conferencing Group conferences Creating individual proofreading list of conventions How to use an editing list Modes of sharing publicly How to whisper Self-evaluation procedures Goal setting in writing Showing one’s growth and goals as a writer What to do when a writer is finished Reading Mini-lesson Topics Text Monitoring Rereading Reading ahead Questioning Stop and Think (Does it make sense?) Summarizing Finding Main Ideas/Details Role Sheets Response Logs Post-Its Predicting Text-Coding Bookmarks/Trouble Signs Fix-Up Strategies Prefixes/Suffixes/ Roots Context Clues Key Concept Vocabulary Personal vocabulary list Reading to end of sentence Rereading sentence/paragraph Using phonics Using a dictionary Text structure Literary/Structure Analysis Genres (mystery, poetry, legend, memoir, essay, comic, drama, mythology, historical fiction, etc.) Elements of Fiction: character, problem, change, plot, pace, voice, point of view, setting, lead, conclusion, dialogue, theme, tone, symbolism Figurative Language Sound in poetry (alliteration, assonance, onomatopoeia) How characters are Responding Reading journals: diaries, response journals, dialogue journals, double-entry journals and how to write them. Literature discussion circles Readers’ Theater Response charts Writing Mini-lesson Topics developed Craft Revision methods Drafting leads and conclusions Qualities of a good title Ways of organizing information (non-fiction and narrative) Ways to create a character – questions to consider Crafting realistic dialogue Ways of generating specific examples for idea and opinion pieces Different points of view Transitions and transitional words – effective use Poetic techniques Rereading during drafting to maintain pacing Theme in narrative and poetry Plausibility in narrative What writers do when they rehearse, draft, reread Writing letters, news articles Persuasive writing Surprise endings Conciseness Voice Using strong verbs Varying sentence length Developing imagery Pruning writing – cutting what you don’t need Developing settings Flashback/time transitions Creating a dramatic scene Using humor Adding voice Importance of strong nouns and precise verbs Eliminating adjectives and adverbs that don’t add to meaning Poetic techniques: line and stanza breaks, using the white space, figurative language, rhyme schemes, sound patterns, how to revise a poem Using a thesaurus Revising versus recopying Conventions (Should come from observing students’ writing) What are they? What they do for readers. Why we need them. How to edit formally (using another color of ink) Using handbooks about conventions Paragraphing Keeping a consistent point of view Keeping consistent verb tense Comma rules Apostrophe use Punctuating dialogue Commonly confused words (they’re, their, there, lie, lay, sit, sat) Run-ons and fragments Allowable abbreviations in text Combining sentences Types of sentences Treatment of titles Purpose of the hyphen and dash Appropriate use of contractions Need for end marks of punctuation Letter formats Subject-verb agreement Why spelling matters Creating a personal word list Spelling studies Assessment in a Reading or Writing Workshop Adapted from In the Middle: Second Edition by Nancie Atwell and 35 Must-Have Assessment & Record Keeping Forms for Reading Questions/Activities for Making Informed Decisions for Teaching Talking with students, collecting information from conferences and writing, dialoguing with last year’s teachers, scanning portfolios, will enable you to identify students’ needs and indicate instructional implications. Watching your students as they work in pairs, groups, or alone, and then reflecting on what you’ve observed, can also help to inform your teaching decisions. Student Observational Style Checklist _____ I circulate around the room and rarely sit at my desk. _____ I pause and chat briefly with each student to learn about their reading or writing and thinking. _____ I observe, for five to ten minutes each day, one or two students and jot down objective notes about what I see. _____ I read students’ written responses to literature to learn more about their recall and comprehension. How Do I Know That Students Can Use a Strategy? Circulate and watch students during guided practice. Observe partners practicing a strategy. Note how students apply a strategy during guided strategic reading groups. Discuss a strategy during one-on-one meetings with students. Read students’ journal entries and self-evaluations. Reflect on These Reading Assessment Questions 1. 2. 3. 4. 5. 6. 7. 8. Do I focus on what each student knows and can do well? Do I discover what the student can do when working independently? Do I observe the child working with a partner or in a group? Do I communicate my observations to students in ways that can support their progress? Do I include students when setting goals and planning interventions? Do I teach and invite students to self-evaluate and use their evaluations to support them? Do I use peers to support each other? Do I offer enough practice of a strategy for students to understand its benefits and apply it to their reading? 9. Do I provide opportunities for students to transfer their knowledge of how a strategy works to a variety of reading materials? 10. Do I record some of my observations and use them in progress reports to parents and administrators? Behaviors to Note: During/After Minilesson Listens to demonstration Studies chart carefully Asks questions Shares strategies and process Remains silent in follow-up discussion Shows confusion during questions/statements During Independent Rdg. Settles into reading quickly Fidgets, moves around for a long time Frequently talks to others Concentrates on book Occasionally pauses to share a section Changes books several times After Discussion Grp Meets Comes prepared with book, pencil, and journal Reads assigned pages Shows an understanding of strategy Talks about how strategy works Understands how strategy helps reading Asks probing questions Shares process During Paired Reading Listens carefully Follows text as partner reads Retells selections in great detail Supports partner Skims, rereads to improve retellings During Book Discussions During Short Conferences Comes prepared with book, pencil, journal Reads assigned pages Listens while others speak Participates in discussion Takes notes when appropriate Values others’ ideas Supports points with story Reads examples from text to prove points Shares in group decisionmaking Watching Journal Writing Heads page correctly Follows journal-entry guidelines Returns to book to collect specific details Stays on task Volunteers to share entry with group/class Talks about issues Can/cannot explain confusions Participates in goalsetting Can apply strategies to reading Reading Journal Entries Follows guidelines Offers support from text Use story details Shows understanding of character/setting/plot/th eme Makes inferences from Uses text to show an understanding of strategy text Evaluating Student Achievement and Growth in a Workshop The following is a list of possible assessments that can be used to evaluate student achievement and growth throughout a readers’, writers’, or literacy workshop. Reading Student Self-Evaluation: Writing Status-of-the-Class Reports Amount of participation Conferencing Degree of progress of meeting individual student goals Degree of progress of meeting county goals Student Self-Evaluation: o How many books have you read? o What were your reading goals? o What progress did you make? How have your goals changed? o How have you changed as a reader? o What new techniques/strategies did you try? o What helped you the most? o What did you learn about yourself as a reader? o What were the most meaningful mini-lessons? o What have you learned about….? Contents of the portfolio: Reading log of books read, 1 or 2 favorite journal entries o How many pieces of writing did you complete? o What were your writing goals? o What progress did you make? How have your goals changed? o How have you changed? o What new techniques/strategies did you try? o What helped you the most? o What did you learn about yourself as a writer? o What were the most meaningful mini-lessons? o What have you learned about….? Contents of Portfolio (# of pieces completed) Readers’ Workshop Starting Your Readers’ Workshop Initial Steps: 1. Book Talk each book. 2. Teach a strategy to determine if a book “fits” or is too difficult: a. 5-Finger Strategy: As a student read one page (from anywhere in the book), he/she puts up a finger for each word that he/she does not know. If he/she has 5 fingers “up” before getting to the end of the page, then the book is too difficult for him/her. b. Class Discussion: Title chart paper, “When is a Book a Smooth Ride for You?” or “What Does a ‘Just Right’ Book Feel Like?” Brainstorm and list student answers on the chart paper. Leave posted for student reference. 3. Allow students time to preview the books Placing one copy of each title at each group works well. 4. Students could record their names and their top 3 book choices (in order of preference) on a slip of paper. Fold and collect. If you are conducting Literature Circles: You will want to limit the number of students in each discussion group. Groups should be 3-5 students but should not exceed 6 students because management and accountability became challenging. a. By having limits on each title – students are not guaranteed their first choice. A consolation might be offer a popular book again in another workshop during the year and give those students first placement in the next discussion group. b. You could draw names and place in groups during class or reserve that process to be done before the next class. 5. Assign books to students and explain the minimum number of pages to be read each day. 6. Begin your workshop mini-lessons. Reading Workshop Guidelines During the Reading Workshop, you should… Come to class each day with materials (novel, journal, binder, pen/pencil) and be ready to read. Draw conclusions from your reading. Think about what you are reading, examine and analyze ideas of authors, and compare them to your own. Be willing to work in groups and discuss your ideas about what you have read. Remember courtesy. Do not disturb other or put your words into their brains by talking. Do not do homework for other classes in Readers’ Workshop. Accept responsibility for completing assigned work and doing your best. When I conference with you, speak using the same volume as I do (a whisper). Discussion Group Guidelines When you come to Literature Group meetings, you should… Come prepared for the group with assigned reading completed. Bring your journal entry and post-it notes and be ready for discussion. Share your thoughts and ideas. Respect and accept the ideas and opinions of others. You do not have to agree with everyone’s opinions or viewpoints; however, you do need to recognize that each person is entitled to an opinion. Allow 1 person to speak at a time. Share your thoughts and ideas willingly. Plan what you wish to say before speaking. Do not interrupt the speaker and listen politely. Stay on topic when sharing ideas and asking questions. Comment to a speaker in a constructive and positive manner. Explain why you might disagree with a speaker. Reading Mini-Lesson Activities Rationale: These monitoring and fix-up tools remind students to: Enter a text thinking. Be conscious of their responses as they read. Stop (during or after) reading and record their thinking. Note: All notes from reading travel to discussion groups to refresh memories and stimulate discussion. Lessons to Teach Text Monitoring: (Introduce/select only 1 or 2 of these to use for your 1st workshop, add others through other workshops) Role Sheets – provides structure if you’re using Literature Circles, ultimate goal is to make them obsolete. Response Logs – See Journal Topic List Post Its – See explanation sheet Bookmarks/Trouble Slips – cutting scraps of paper into bookmark-size strips, provide each student with several strips. As they read, they make notes on their bookmarks, flagging those words and passages to get clarification on trouble spots. Drawing - Have students create an image to reflect their interpretation of an element of the story: a scene, character, moment, or event from the story; an image or picture that came to mind while you were reading – it could be a memory or scene from your life; a diagram, flow chart, or map of the story; an abstract form that represent a thought or feeling you got from the reading – an explosion, a thunderbolt, a pattern, etc. (May require some teacher modeling on what is expected.) Sentence Starters – have students complete this sentence starter: I don’t understand…If it’s a challenging segment, they might need to complete 3 “I don’t understand…” statements. Students get into small groups or pairs to share their statements and help each other clear up confusion. Other focus starters include: I noticed… I wonder… I was reminded of… I think… I’m surprised that… I’d like to know… I realized… If I were… The central issue(s) is (are)… Once consequence of _________ could be… If ________, then… I’m not sure… Although it seems…. Text Coding – Symbols – Develop a system of “codes” to use to indicate thoughts as students read a text. (i.e., ! = this is new; ? = confuses me; x = contradicts what I thought) Color Coding – give students a yellow and pink highlighter. Read a difficult passage, with highlighters in hand, and highlight every single word in the text. Use the yellow highlighter for words, phrases, sentences, or entire passages that they understand. Use the pink highlighter for everything that they do not understand. This pinpoints exactly where student comprehension breaks down. Scoring Comprehension – Chunk a piece of text. After reading a segment of it (i.e., a paragraph) students score their level of comprehension on a scale of 1-10, with 1 meaning you have little or no understanding and 10 meaning you thoroughly understand the text. * Could be done with post-it notes. Lessons to teach Fix-Up Strategies: For Problems at the Word Level: Search Prefixes/Suffixes/Roots for Partial Meanings – See 30-15-10 list in appendix. List of 30 most common prefixes, 15 most common roots, and the 10 most common suffixes. (Other resource: Language Network: Vocabulary and Spelling workbook) Figure out Sound-Alikes – Teach students to pick apart a word to find familiar aspects. May be helpful for bi-lingual students. For Problems at the Sentence Level: Context Clues – Model and explain how to use context clues to determine word meaning. Provide scaffolded instruction as needed for students to become proficient in using this strategy. (Resources; Language Network: Vocabulary and Spelling workbook) Note: These will need to be explicitly taught to students. Use samples and modeling of effectively completed notes, role sheets, journals, etc. and demonstrate how to use the comprehension monitoring tools using think-alouds and guided practice. Lessons to teach Literary Analysis: 1. Characterization: How does the author develop characters? What is the difference between “flat” and “round” characters? Which minor characters play important roles? How do the characters advance the plot and conflicts? 2. Time and Sequence: Which themes emerge from the book? Is there an overriding theme? Do minor themes emerge? How are these themes developed? 3. Author’s Purpose: Why do you think the author wrote this book? What did he or she really want to say? What was the historical context in which this book was written, and how did this influence the author? Who is/was the author’s intended audience? 4. Diction: How does the author’s choice of words advance the story? Is dialogue used effectively? Does the diction ring true? Does the author effectively use figurative language – metaphor, simile, personification? 5. Symbolism: How does the author effectively use symbolism to advance the story? How do these symbols enrich the novel? 6. Voice: Who is telling the story? Which point of view has the author used? How are the other literary elements revealed through the use of narration, dialogue, dramatic monologue, etc.? 7. Setting: Where is the story set? How does this setting affect the story’s development? 8. Conflict: What are the central conflicts in the work? How does the author develop these conflicts? Are the conflicts primarily internal or external? 9. Irony: How is irony used in the story? What kind of irony advances our understanding of the characters? 10. Tone: What is the author’s attitude in this work? How and where is it revealed? 11. Metaphorical Graphic Organizers: Can be used to teach students to analyze character, plot and structure, and setting. (See attached sheets in the Appendix.) Lessons to teach kids to discuss well: Note: Need them to be able to monitor their thinking first! Ice breakers with group before first discussion to get comfortable with conversation in the group. Routines/expectations of workshop Literature Circles. Fish bowl of good discussion: Have a small group of students model a Literature Circle discussion while the rest of the class observes and makes note of effective techniques. Discuss observations as a whole class. Journal Entry Topics Ideally, your journal entries will be off-shoots of the thoughts, ideas, connections, and questions that you record on your post-its. However, sometimes our brains need a jumpstart into thinking. These journal starters may help you to think more deeply about your reading: Describe what you wonder about or don’t understand. Guess what might happen in the story. Tell whether your predictions were right. Tell what a character is like and offer evidence for your opinions. Tell what or who the story reminds you of in your life. Figure out the “big idea” or theme the author may be trying to get across to the reader. Describe the story’s problem and how it was solved, or explain another solution to the problem. If the problem wasn’t solved, explain why and tell how you might have solved it. Tell what you would have done differently if you were the author. Describe the way that the author writes beginnings, endings, chapter titles, etc… Show how two characters are similar and different. Within this story or across different texts. Explain how the author has drawn you into the story. Explain some of the hidden meanings that you are finding. Explain how effectively the author creates either setting, characters, or conflicts. Are they authentic? Why or why not? Describe the main character’s transformation throughout the story. Select 3 key events and show how each provided insight into a character’s personality. Select an important quote from the story (1-3 sentences), explain how you connect to the quote and show how the quote relates to a theme, conflict, or character in the text. Summarize and evaluate two to three decisions the main character made. List several things that you value or are important to you. List what your favorite character values. Compare and contrast lists, pointing out what you have in common and how you differ. Choose a minor character and show how he or she was important to the plot, main character, or themes. Visualize a scene or a character; use drawings or words to illustrate these. Tell what you have noticed about what kinds of things this writer does in a story that might be different from other writers you have read. Sentence Starters So far I think this book is….Explain your opinion by giving specific examples to tell more about the story or the writing style. One character that I see myself in is…Tell why by giving examples of the way the character is like you. If __________________ (a parent, older brother or sister, friend) were reading this book, he/she would think it was ….because… A question that’s on my mind after reading this part is …Tell why you want to know this! What are some possible answers? If I were telling this story, I would…Explain what you would do differently or keep the same. Reading this book reminds me of…Tell more about what it reminds you of – another book, an experience, a place, a person – and why. The part I just read makes me think a little differently about…because… My feelings toward (character’s name) have changed since the beginning of the book…Explain how your feelings have changed. A part of this book that I really don’t understand is…because… If I read another book by this author, I would know it was the same author because… Journal Questions for Non-fiction text: What conclusions can be drawn about the topic? How did the author use evidence to reach conclusions? What personal connections can you make to the text? How does the author’s style help the reader to understand the topic? How did the author organize the information in the text? Was the text objective or biased? What points of view did the author present? What opinions did you form? What might the author have included to make the information more interesting or to make the information more easily understood? 1. Would you like to read other text on this topic? Why or why not? Using Post-Its to Respond to Texts Rationale: the simple technique of marking selected passages can support strong conversations about what was read. Students can also use post-its to identify places in the text where they locate evidence toward their purpose for reading. You are teaching students to “train your mind to think when you’re reading.” Purposes for reading & marking texts w/Post-its: The one page where they especially feel the author’s big idea. A place where the main character changes. Sections where the book reminds them of their lives. Sections in which the book resembles another book. Point where the text demonstrates/exemplifies characteristics of the genre. Clues to unravel the mystery. Sections which show a view of life with which the reader disagrees (or critiques). Places where the author has done something they want to emulate. Cool things they want to discuss. Places that show a central conflict. Places where the pattern in a book is broken. Supporting Kids’ First Responses to Reading: Using Post-Its and Other Tools Leave a post-it at funny parts to revisit it during discussion. Choose two (and only two) Post-its that will remain in the book forever. Recopy the notes, making their thoughts neater and more explicit and recording their name and the date. – When other students come across the post-its, they will reread the line and wonder why the line was marked. They could move their post-it notes from the book into their writers’ notebooks Peel all of the post-its off the pages and compile them into a tiny Post-it book that gets titled and saved. Tools Students Can Use to Help them Respond to Texts Reading Notebooks For jottings and page numbers (these can be tiny memo books at first and move toward larger, thicker notebooks for more extended writing, book lists, goals, and notes on minilessons. Readers may also collect articles, book reviews and other short texts they’ve studied. Highlighters For marking readers’ own text or duplicated copies of texts Fine-point writing For fitting thoughts into page margins utensils Bookmarks or index To mark places in the text and to record jottings about those cards places. Post-its To mark places in the text and to record jottings about those places Paper Clips To mark spots in books (make sure clips are plastic-coated so they don’t leave rust-spots on precious pages) Plain paper book covers For jotting thoughts and page numbers Sketchbooks For quick sketches, maps, and as graphic organizers for thoughts Ways Good Readers Respond to Books Good readers… 1. Grow theories about characters 2. Notice, admire, and critique the way an author writes 3. Develop big ideas about the whole book 4. Predict 5. Walk in the shoes of a character, speaking as the character would speak 6. Let books remind them of their own lives 7. Find connections between one book and another “I think Gilly is pretty mean” – Amy, Katherine Patterson’s The Great Gilly Hopkins “Right here I’m noticing how th boat is getting further and further to the end, the author slows down the story.” - Malika, Lois Lowry’s The Giver “They’re bringing in pieces together to build a bridge! Maniac and some other kids like each other.” – Brian, Jerry Spinelli’s Maniac Magee “ I think Mela might never go back to the sea!” – Hallie, Karen Hesse’s The Music of Dolphins “Mela: I will leave my human thoughts on the beach and I will go home!” – Kevin, Karen Hesse’s The Music of Dolphins “When my dad talks to me like that, I get mad. I wonder if he’s mad.” – Rajpal, Lois Lowry’s The Giver “Prince Horace and Sarah Ida both act mean when they are unhappy.” - Svenja, Sid Fleischman’s The Whipping Boy and Clyde Bulla’s Shoeshine Girl 4 –Point Rubric for Scoring Journals 4 Points: the text. - Includes several supporting details from - Makes personal connections and/or connections to other books. - Makes inferences using story details. 3 Points: - Includes one or two supporting details. - Makes a personal connection. 2 Points: - Retells the story. - Makes a personal connection. 1 Point: - Retells the story. Ways to Begin with Literature Circles: 1. Provide guided practice with role sheets to ease students into the independent practice of them with their novels: a. Use the role sheets to give students structured guidance for discussion. i. Required Roles – Discussion Director (Questioner), Literary Luminary/passage master, Connector, Illustrator ii. Optional Roles: Researcher, Summarizer, Character Captain, Vocabulary Enricher/word master, Scene Setter b. Using a short selection as a whole class, distribute the role sheets. Group students with the same role sheets together to discuss and complete their role sheets. c. Next day – provide another short selection as a whole class (may be related to previous day’s reading). Each member of the group will have a different role sheet to complete and to discuss the reading. 2. Could provide/post a role sheet rotation schedule: Student A Student B Student C Student D Stopping Points 1 2 3 LL DD CC WW LL DD CC WW LL DD CC WW 4 WW CC DD LL 3. Rearrange the groups frequently to take advantage of various personalities and viewpoints 4. Arrange the furniture to be conducive to group work 5. Initially provide topics which might include what the reader learned, how the reader feels, what insights and understandings were gained Extending the Reading After reading, here are some ideas for students to demonstrate their understanding of the text using writing. 1. 3 Degrees of… - Students consider the central theme and how it is found in degrees in the contemporary world. Example: In To Kill a Mockingbird, students identify racism as the central idea. First-degree racism: The Ku Klux Klan held a rally this weekend in Kentucky. Second-degree racism: Recent racial-profiling statistics have shown that African-Americans and other people of color are more likely to be pulled over by the police. Third-degree racism: Though there are many African-American players, there are very few African-American coaches in college football. Other Ideas: Degrees of: evil, compassion, oppression, sacrifice, greed, love, or any central idea found in the book. 2. Most Valuable Idea – Create a t-chart on a piece of paper. At the top of the paper, students write what they think is the single most important idea found in the book – in a complete sentence. In the left-hand column, students find an example in the real world that illustrates the idea. In the right-had column, students explain the connection between the idea found in the book and the real-world example. “Most Valuable Idea” Form In a complete sentence, write the most valuable idea found in the book: _______________________________________________________________________ _______________________________________________________________________ Affix an article here that illustrates the Most Valuable Idea This idea is still valuable today because… 6. Theme Notebooks – conduct a whole class discussion on themes found in the book/selection. Record them as sentences. For example: Themes found in To Kill a Mockingbird Students choose one theme as a focus for the Theme Notebook. Search for evidence of this theme in today’s world. (10 separate sources) (i.e., movies, newspapers, magazines, advertisements, political cartoons, song lyrics, poems, drama, short stories, children’s stories, t.v.programs, novels, original student stories, quotations, photographs, art, comic strips, jokes, internet articles, video games) 7. Casting Call – Students select real people to play the roles of characters in the novel. a. Who is qualified? Not just someone famous! b. Explain why a particular person is qualified to play a role. a. What qualifies this person to play the role of this character? b. What are the parallels between the character and the real-life person? Alternative: Create a baseball card set. The cards depict the characters from the novel; however, who are the real people to play the roles? Each card explains the connection on the back. 8. Theme Layers – Identify the central theme. Demonstrate various layers of real-world connections to that theme. For example, connect to self, family, community and nation. Explain each connection. 9. Anchor Questions – Provide a question for students to consider while they read the book - this helps to give a focus for reading. Example: Can irony make us better people? 10. Hunt for Author’s Purpose – Assign this BEFORE reading the book! What was the author’s purpose in writing this book? In an essay, explain the purpose the author may have had in mind. Cite specific passages to reinforce your thesis. Discuss why this purpose is still relevant to the modern reader. Note: Mini-lessons can be planned to help students “discover” and chart the author’s purpose as they read. 11. Metaphorical Graphic Organizers – Can be used as a springboard into writing. 12. Alternate ending/next chapter – continue the story or create a different ending. 13. Book Review/Critique – compose a review of the text. Using a “hook” at the beginning of the review, offer a brief summary of the text and recommendation for reading. 14. Theme/Shape Poem – create a poem that reflects the them of the story; write the poem in the shape or symbol from the story. 15. Respond to a Quote – (connect a particular quote to the text) 16. Agree/Disagree Statements – pose a statement that students would need to defend or refute and connect to the text. (i.e., “Everyone is capable of greed and selfishness.”) Lexile Proficiency Levels Grade 5 6 7 8 At Risk 449 & below 499 & below 549 & below 600 & below Basic 450 – 699 500 – 799 550 – 849 601 – 899 Proficient Advanced 700 – 1000 800 – 1050 850 – 1100 900 – 1150 1001 & above 1051 & above 1101 & above 1151 & above Reading Workshop Theme Ideas Theme: Identity Title The Janitor’s Boy The Well Esperanza Rising This Land is My Land The Giver Losing Joe’s Place I Am Regina Theme: Friendship Title Pink and Say Taking Sides The Maze Maniac Magee Author Lexile Title Author Lexile Clements, Andrew Taylor, Mildred 770 I Am the Cheese Cormier, Robert 810 Farmer, Nancy 660 Ryan, Pam Munoz Littlechild, George Lowry, Lois Korman, Gordon Keene, Sally 750 House of the Scorpion Among the Hidden Haddix, Margaret 800 Avi 740 760 790 True Confessions of Charlotte Doyle Tangerine Light in the Forest Bloor, Edward Richter, Conrade 680 870 720 Things Not Seen Clements, Andrew 680 Author Placco, Patricia Soto, Gary Hobbs, Will Spinelli, Jerry Theme: Making Choices Title Author 700 Lexile 590 750 720 820 Lexile The Butterfly Stefoff, Rebecca 750 Speed of Light Rosen, Cybil 540 Shiloh Graduation of Jake Moon Naylor, Phyllis Park, Barbara 890 680 Title Freak the Mighty Holes Silent Boy On My Honor Author Lexile Rodman Philbrick Sachar, Lewis Lowry, Lois Bauer, Joan 1000 660 870 750 Author Lexile Title Surviving the Applewhites Nothing But the Truth The Contender Tolan, Stephanie 820 Avi NP Lipsyte, Jonathan 760 Theme: Taking Action Title Author Lexile Title Author Lexile The Children’s Book of Heroes Captain Kate Bennett, William Reeder, Carolyn 820 Burning Up Cooney, Caroline 720 920 Paulsen, Gary 840 Hoot Flying Solo Hiaasen, Carl Fletcher, Ralph 760 590 Sarah Bishop O’Dell, Scott 760 Sarny: A Life to Remember Nightjohn My Brother Sam is Dead True Confessions of Charlotte Doyle Theme: Discrimination/Conflict Title Author The Diary of Anne Frank Upstairs Room Number the Stars The Witch of Blackbird Pond Crash Theme: Mystery Title The Westing Game Jade Green Blizzard’s Wake Chasing Vermeer Face on the Milk Carton The Undertaker’s Gone Bananas Theme: Survival Title Lexile Frank, Anne Reise, Johanna Lowry, Lois Speare, Elizabeth George Spinelli, Jerry Author Raskin, Ellen Naylor, Phyllis Naylor, Phyllis Balliett, Bleu Cooney, Caroline Zindel, Paul Author 740 Lexile Greene, Bette 800 380 670 850 Paulsen, Gary Kerr, M.E. Bishop, Claire Hutchet 830 630 560 Soldier X Wulffson, Don 740 Lexile Title Author Lexile 750 1040 910 770 660 Avi Konigsburg, E.L. Turner, Megan Hoober, Dorothy Avi 580 810 920 760 740 1050 Something Upstairs Silent to the Bone The Thief In Darkness, Death True Confessions of Charlotte Doyle House of Dies Drear Lexile Title Author The Incredible Journey Touching Spirit Bear Blumberg, Dorothy Mikaelsen, Ben I Have Lived a Thousand Years Britton, Gerta Paulsen, Gary 1020 Island of the Blue Dolphins I Want to Go Home O’Dell, Scott 1000 Trial By Wilderness Author 770 Summer of My German Soldier Nightjohn Gentlehands Twenty and Ten Hatchet Korman, Gordon Title Paulsen, Gary Collier, James Lincoln Avi Hamilton, Virginia Lexile 1320 670 Theme: Justice Title Monster Silent to the Bone I Am the Cheese Tangerine Among the Hidden Ender’s Game Author Myers, Walter Dean Konigsberg, E.L. Cormier, Robert 670 Bloor, Edward Haddix, Margaret Card, Orson Scott 680 800 Theme: The Pioneering Spirit Title Author A Burst of Firsts: Doers, Shakers, and Record Breakers Lewis, Patrick Journey to Nowhere Auch, Mary Jane Theme: Perceptions Title The Giver The Contender Lexile Author 810 810 780 Title Nothing But the Truth True Confessions of Charlotte Doyle The Witch of Blackbird Pond Sarah Bishop House of the Scorpion Touching Spirit Bear Lexile 770 Lexile Author Lexile Avi NP Avi 740 Speare, Elizabeth George O’Dell, Scott Farmer, Nancy 850 Mikaelsen, Ben 670 760 660 Title Author The Journal of Augustus Pelletier: the Lewis and Clark Expedition, 1804 The Breadwinner Lasky, Katherine 860 Ellis, Debora 630 Stargirl Spinelli, Jerry 590 Title Author Lexile Lexile 760 760 Whirligig Dicey’s Song Fleischman, Paul Voight, Cynthia 760 710 Gathering Blue The Messenger Lowry, Lois Lipsyte, Jonathan Lowry, Lois Lowry, Lois 680 720 Voight, Cynthia Farmer, Nancy 770 660 Gentlehands The Pigman Kerr, M.E. Zindel, Paul 830 950 A Solitary Blue House of the Scorpion Ender’s Game Monster 780 670 Pigman’s Legacy Zindel, Paul 1010 December Stillness Hahn, Mary Downing Avi 860 The Witch of Blackbird Pond I Am the Cheese Card, Orson Myers, Walter Dean Speare, Elizabeth George Cormier, Robert NP Walk Two Moons Creech, Sharon 770 Nothing But the Truth 850 810 Appendix Resources for Teaching Reading and Writing Workshops These resources can be used to plan mini-lessons and to guide teachers in the development and management of reading and writing workshops in their classrooms. Multiple copies of many of these resources are available in each middle school’s English Language Arts professional library. Talk to your IST about the location of these materials in your school. Balanced Literacy Four Blocks Plan Book Simon, Cheryl In the Middle Atwell, Nancie Harris, Theodore & Richard Hodges Literacy Dictionary, The Literacy: Help to Construct Meaning - 3rd Literacy: Help to Construct Meaning - 4th Lesson plan book for the 4 block structure Writing/reading & learning with adolescents Sigmon, Cheryl The Vocabulary of Reading & Writing Creating an integrated & balanced lit. classroom Creating an integrated & balanced lit. classroom For upper grades - matching strategies to students' needs Breaking the Rules Schuster, Edgar Innovative Grammar Instruction Fundamental English Quicktests Help With Capital., numb & abbrev. Hutchinson, Emily Reproducible tests on lang. use Help With Punctuation Masters, Ann Modifying the Four Blocks Cooper, J. David Cooper, J. David Grammar Daniel, Wanda Noden, Harry Using Grammar structures to teach writing To Be a Boy, To Be a Reader Brozo, William Engaging Teen & Preteen Boys in Active Literacy Writing about Literature Young Adult Literature in the Class Globe Fearon Elliott, Joan & Mary Dupuis Reading it, Teaching it, Loving it! Image Grammar Novels/Literature Reading Strategies 10 Terrific Reading Strategies for Teens Baily, Cate Reproducible skills book High interest & low vocabulary reproducibles Toolkit of Classroom Activities (grades 6-12) Building Comprehension Building Reading Comprehension Habits Milliken Pub. co Critical Thinking Barnes, Dan Differentiating Textbooks Guided Comprehension Forsten, Char McLaughlin, Maureen & Allen I Read it, But I Don't Get It! Tovani, Cris A Teaching Model for Grades 3-8 Comprehension strategies for Adolescent readers Questioning the Author Beck, Isabel, et. al Enhancing Student Engagement w/ text Reading Comprehension Workshop Globe Fearon Pub. Reading for Meaning Taylor, Barbara Reading strategies & activities Fostering Comprehension in the middle grades Reading Reasons Gallagher, Kelly Motivational mini-lessons for MS & HS Zwiers, Jeff Reading, thinking, & reasoning skills Strategies important to student comprehension Reading Reminders Burke, Jim Reciprocal Teaching at Work: Oczkus, Lori SSR Handbook, The Pilgreen, Janice Strategies that Work Harvey, Stephanie Tools, Tips, & Techniques Strategies for improving reading comprehension How to organize and manage a SSR program Teaching Comprehension to Enhance Understanding Teach Them All To Read McEwan, Elaine Catch kids who fall through the cracks Teaching Struggling Readers Allington, Richard ed. Articles from The Reading Teacher Reading Workshop Mini-lessons for Literature Circles Daniels, Harvey Reading Workshop Survival Kit Muschla, Gary How to set up and run literature circles Tools to set up, teach, manage readers’ workshop Vocabulary Bringing Words to Life Teaching Vocabulary Beck, Isabel Tompkins, Gail & Blanchfield Robust Vocabulary Instruction 50 Creative Strategies (Grades K-12) Writing 6 + 1 Traits of Writing 40 Reproducible Forms for the Writing Traits Classroom Craft Lessons Essay, The : A teacher's Resource Culham, Ruth Culham, Ruth & Amanda Wheeler Fletcher, Ralph SCOPE Checklists, Graphic Organizers, Rubrics and Scoring Sheets Teaching Writing K-8 Persuasive, Narrative, Descriptive, Expository Essential Ingredients Worsham, Sandra Exemplar Series 6-8 Myers, Miles Expository Writing: How to Capture Live Authors & Bring Them to Your School Hickler, Holly Improving Children's Writing Murray, Elizabeth Laughing Matters Lessons that Change Writers (kit & bk) Hoomes, Eleanor Act. to encourage creative writing Atwell, Nancie Mini-lessons for writers Nonfiction Craft Lessons Fletcher, Ralph Nonfiction Writing Robb, Laura Teaching Info. Writing K-8 Writing lessons inspired by conversations w/authors Revision Toolbook Heard, Georgia Teaching Tech. that work Sentence Combining Teaching the Qualities of Writing Strong, William A composing book Lessons for Ideas, Design, Language and Presentation Teaching the Writing Process Using Picture Books To Teach Writing With the Traits Millett, Nancy Writers’ Workshop Survival Kit Muschla, Gary Writing for Publication Writing Prompts for Literature in the Trait-Based Classroom Baumann, James Writing Skills Instruction. Fair Pub. Reproducibles Melton, David Portalupi & Fletcher Culham, Ruth Culham, Ruth Recipes for teaching writing High, Middle, Low samples of student writing From thought to action Ways to schedule authors to come to school Guide for teachers and supervisors Lesson ideas and activities to teach and assess each writing trait. Tools to set up, teach, manage writers’ workshop In reading & lang. arts Prompts that encourage the use and reflection on the 6 Traits of writing Writing to Persuade Globe Fearon Pub. Written & Illustrated by... Melton, David Teaching students how to write & illustr. books How to Find the Right Book for Me Name: ___________________________ Really Easy Lexile Range 100-250 Lexiles Below Grade: _______ Not Too Easy, Not Too Difficult…Just Right 50 Lexiles Above – 100 Lexiles Below Lexile: _______________ Challenging (Only if I’m really interested or have background knowledge) 50 – 250 Lexiles Above Reading Status-of-the-Class Readers’ Workshop Planning Page Title/ Theme of Workshop: Frame: Selection READING What will be read? (short stories, novels, poems, nonfiction, etc.) Time Skills to be taught/Reinforced Vocabulary Instruction Needed?