1. Readers’ Workshop and
Summer Reading Strategies
PRESENTED BY STEFANIE RYDER, JUSTINE
LANG, AMY THIBAULT, CELESTE LYNCH,
MICHAEL DILTZ AND DAVID PRYOR

2. Learning Targets
 Overview of reading
instruction in
kindergarten through
fifth grade.
 Strategies for supporting
reading development at
home after school and
during the summer.

3. What strategies do you use to read and understand?

4. Reading Structures
Surface Structure Deep Structure
 Reading Fluently  Comprehending Text
 Identifying and  Probing Ideas and
Pronouncing Words Extending Meaning
 Strategies for Solving  Reading Deeply
Word Problems

5. Surface Structure
Systems Strategies
 Letter/Sound  Using context
Knowledge  Letter/word recognition
 Decoding  Noticing prefixes,
suffixes, compound
 Visual Word words
Recognition  Rereading, reading
 Memory for Word ahead, deep reading,
skimming
Meaning
 Chunking, point & slide,
 Word, Sentence and looking for known words
Text Structures inside words

6. Deep Structure
Systems Strategies
 Word Meanings &  Monitor for Meaning
Associations  Determine Importance
 Meaning at Whole Text  Create Mental Images
Level  Synthesizing
 Prior Knowledge  Connecting New to
 Social Construction of Known
Meaning  Questioning
 Inferring
 Reading for a Purpose

7. As Readers Grow…
 In K-2 Classrooms, 50%
Surface Structure
Systems and 50% on
Deep Structure Systems
 In 3-6 Classrooms, 20%
Surface Structure
Systems and 80% on
Deep Structure Systems

8. Redundancy Model of Reading Processes

9. Reader’s Workshop
Purpose
 Supportive environment
 Authentic reading experiences
 Differentiate for strengths
and needs of each individual
 Provide extended amount of
time every day for reading
interesting texts
 Inspire opportunities to think
and talk about literature.
 Develop competent, life-long,
passionate readers.
 Learn and practice productive
reading strategies.

10. Reader’s Workshop
Components
 Mini-lessons
 Read-alouds
 Shared Reading
 Guided Reading
 Sustained Reading
 Individual/Small Group
Conferences
 Literature Groups
 Inquiry
 Writing
 Reflection

11. Interconnected

12. Gradual Release of Responsibility

13. Reading in Kindergarten & First Grade
Here are a few things you can do to help your
child develop as a reader:
 Introduce your child to a variety of literature.
 Read aloud to your child everyday to model fluency
and expression.
 Talk about your thinking while reading.
 Make connections to the text.
 Discuss new and interesting vocabulary words as
they come up in the story.

14. Questions for Younger Readers
Here are some good questions to ask when a
story is complete:
 Who were the characters in the story? The main
character?
 What was the setting of the story?
 What was the problem in the story? The solution?
 Why did the author write the story?

15. Reading Instruction in Grades 2/3
 Workshop model= mini-lesson then time to practice
 Individual conferences and goal setting
 Interactive read alouds to provide modeling of fluency
 Explicit instruction in reading strategies and skills through
think alouds/CAFÉ menu
 Book clubs - conversations about text
 Reading instruction integrated throughout all content area
instruction
 Responses to reading
 Buddy reading
 Read to Us Week- reading in lives of adults

16. Top 3 Focus Areas in
Grade 2/3 Reading Instruction
 Knowing yourself as a reader
 Becoming an active and engaged reader
 Becoming a voracious reader

17. CAFÉ Menu
 Comprehension
 Accuracy
 Fluency
 Expand vocabulary
 Menu of strategies that
good readers use
 Makes skills/strategies
explicit
 Declares goals publicly

18. #1
Knowing Yourself as a Reader
 Ability to identify and locate Just Right reading
books- 98-99% accuracy rate
 Match your reading purpose with the author’s
purpose
 Match your reading pace with your purpose
 Familiarize yourself with authors, books and
genres you enjoy
 Become metacognitive about reading- aware of the
thinking you do before, during and after reading

19. #2
Becoming an Active & Engaged Reader
 Monitoring comprehension and accuracy
 Employing fix-up strategies
 Reacting/responding to text beyond predictions,
questions and surface connections- show deep
understanding
 Reading fluently to show comprehension
 Expanding vocabulary by noticing & using good
words from text

20. #3
Becoming a Voracious Reader
 Reading every day
 Building reading stamina-ability to read for
sustained period of time and also stamina to
complete books
 Entering the “reading zone”
 Reading a variety of genres and authors-
understanding different text structures
 Engaging in conversations about reading

21. Reading In 4th/5th Grade
 Conferences and Goal Setting- What is my current
reading level? What am I working on as a reader?
 Reading workshop- Setting a purpose, post
its/notes, sharing.
 Building stamina- Getting lost in books.
 Book clubs- Conversations and written responses
to text.
 Forming opinions/questions/reactions
 Noticing author’s craft
 Using evidence from the text
 Teacher and student read alouds- Using expression
and improving fluency.

22. Begin With a Good Book
 Reader’s choice – Motivation is key. Change is good.
 3 word rule- Independent reading should be easy
and enjoyable.
 Non-fiction text should be even easier.
 Ask them to read a page or two aloud.
 Reading should sound fluid- much like talking.
 High motivation/High reading level books as read
alouds or audiobooks.

23. Check In
Ask your child what is happening in their story. Is the picture
clear or fuzzy?
Rereading is huge.
Reread to get back on track.
Reread for to improve fluency and comprehension.
Reread to check facts.
Reread for enjoyment.
Working with unfamiliar words.
What clues are given in the text? What word would also make
sense?
That’s what the internet’s for.

24. Reading Wide Awake
Good books make our heart race. Reading wide awake
or on autopilot?
Ask your child to choose a favorite excerpt to read
aloud.
Reader sets the scene for the listener.
Reader uses character’s voice and body language.

25. Making Connections- Fiction
Readers bring experience and background knowledge
to the page.
We fill in details not explicitly stated.
We form questions and opinions.
Talk about a character as if they were real.
Use precise language to describe them.
What advice would you give them?
What do you think they’ll do?

26. Making Connections – Non- Fiction
Readers bring experience and background knowledge
to the page.
We fill in details not explicitly stated.
We form questions and opinions.
Ask your child to paraphrase what they’ve read.
Get a discussion going.
What questions do they have?
What reactions/opinions develop?
Does new information change their thinking?

27. Developing Theories
We read characters like we read people in real life.
Words, actions, and objects in text are clues that
develop into theories.
 What does this character really want/need?
 What events/issues come up again and again?
 How did the character change over time?
 Does new information support your theory or modify
it?

28. Breaking Out
Readers tend to fall into comfort zones when thinking
about books.
Predicting
Asking questions
Thinking about the main character
Comparing books to his/her life or another book
Noticing the author’s craft
Encourage your child to break out of their pattern and
exercise their brain.