Reading Workshop


Reading Workshop is a model used to deliver reading instruction. It allows for targeted, differentiated instruction, formal and informal assessment, and student responsibility and choice. During reading workshop, students might be working in groups or individually.  They spend most of their time reading, but they might also be talking or writing about their text. Teachers use student data to plan for whole group instruction, minilessons, modeling, small group instruction and conferences with students.

The Components
Reading Workshop typically includes: read aloud, shared reading, word study, guided reading or guided practice, independent reading, and conferences.

1. Instruction –
The teacher chooses a primary instructional focus for the day/week based on the curriculum map or data indicating student need. He or she may address that instructional focus in one or more of the following ways:

  • Read aloud – Teacher reads an unfamiliar text. Focus may be to build background knowledge, introduce different genres, model fluent reading and reading strategies, etc. May include limited interaction with teacher reading, and students invited to share brief comments.
  • Interactive Read aloud – Teacher reads aloud a picture book or short passage, usually a familiar text, to introduce or reinforce a strategy or skill. May look like modeling (think aloud) or include student participation. Student participation may be whole group or small group.
  • Word work/study – Includes spelling, vocabulary, word origins, grammar, and phonics instruction. May also appear in the context of Writing Workshop.
  • Shared reading – All students have access to the text. They might each have their own copy of the book or passage, or the text may be displayed on a chart or overhead. The text is read by a fluent reader while others follow along with a purpose set by the teacher. May also include choral reading.
  • Guided reading – Small group formed for a specific instructional purpose. May be a setting for extra support, reinforcement, or extension. Students usually read the same text, chosen by the teacher. The text is at the instructional level of each member of the group. This group meets only long enough to address the purpose set for forming the group.

2. Practice –

  • Independent Reading – Students read self-selected text with the expectation that they are applying the strategies and skills learned in number. Teacher confers with individual students to check for understanding and application, making notes for future lessons and conferences.
  • Literature Circles/Book clubs – Eventually an arena for students to apply and practice their reading and discussion skills. Implementation generally begins with more teacher support until students are able to sustain natural discussions independently.