“The Reading Workshop is a teaching method in which the goal is to teach students strategies for reading and comprehension. The workshop model allows teachers to differentiate and meet the needs of all their students.”
The Reading Workshop!
The workshop model is part of inclusive pedagogy because it differentiates the instruction to meet the needs of all students. Through the model workshop, the teacher is able to adapt the lesson and work individually with each student. It is important for teachers to know their student’s strengths and weaknesses in order for this workshop to be successful. For example, if a child is struggling with comprehension, the teacher can help assist the student with his or her needs.
As discussed in Dudley-Marling and Paugh, an example of the workshop being an inclusive strategy is the use of modeling “text-to-self.” This is a strategy to help the students who are struggling with making connections but at the same time, is helpful to all students. We as future educators need to know various ways to help the students who are struggling and create a learning experience for all the students at the same time.
Reading was never one of my strengths in school so most of my experience regarding reading was negative, but I remember one experience with the workshop model that goes back to when I was in first grade. It is one of the very few things I remember about elementary school. I had an amazing teacher and during read aloud she would always pause and talk about the book, provide clarification and ask us questions. This was always very beneficial for me as it helped me gain a better understanding of the book. I remember sitting on her carpet and enjoying the readings and participating in discussions. I was very shy and participating was hard for me, but when the teacher used the reading workshop model, I was always apart of the discussions and that helped me learn. It is something I will definitely think back to and apply in my future classroom.
Rick’s Reading Workshop!
This was an AMAZING video and a great learning experience. Two pivotal moments that stood out to me that incorperated differentiate instruction to meet the needs of all students are:
9:23- During this time Rick was reading aloud to the students and then had the students talking to one another about their ideas and experiences while Rick goes around listening. This allowed the students to be pulled into the story and engage them in the text. It allowed students to hear their classmate’s thoughts and learn from one another. It also gave Rick an idea of the student’s understanding of the book.
12:00- Silent reading: During this time, books were provided at the students reading level and Rick was able to go around and have one on one time and conference with his students. He was able to assist each student in the area in which they needed the extra help. Rick was able to discuss comprehension and theory and adapt his conferences to each individual student. He was differentiating his one on one time.
Below is a link to a quick overview regarding readers workshop, I hope you enjoy it!
Kliewer’s Triadic Literate Profile and Literate Citizenship!
This brings me to my final point, I believe the workshop model fits into Kliewer’s Triadic Literate Profile and Literate Citizenship for multiple reasons…..
- All children have the right to be literate citizens no matter what their abilities or disabilities maybe.
- There are various sign systems, not just reading ad writing.
- Helping students make connections and display it in their own way.
- Helping students find meaning of the text.
- Allowing students to use their own experiences to express their thoughts.
- Every child is a rightful and valued citizen.
- Teachers need to help their students by assisting them with literature and asking questions.
Kliewer (2008) Chapters 3 & 4
Dudley-Marling and Paugh (2004)
Reading Workshop lesson on the Teaching Channel: https://www.teachingchannel.org/videos/student-reading-workshop-lesson (Links to an external site.)