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The Reader's Notebook

By Beth Newingham on November 4, 2009
  • Grades: PreK–K, 1–2, 3–5, 6–8

Once I did away with the basal many years ago and adopted the Reading Workshop approach in my classroom, I quickly realized that my students needed a place to organize their reading materials, keep track of the books they read, and record the thinking they do about their reading.  After trying out a variety of different versions of a Reader's Notebook, including a spiral notebook and a Duo-Tang folder, I finally determined that a binder was the most user-friendly solution. 

A binder works so well for my readers because it provides them with an efficient way to add new handouts, quickly access information, and easily refer to previous reading responses in the six carefully organized sections of the binder.

I can't imagine running my Reading Workshop without having my students maintain a Reader's Notebook.  It is in this notebook that students build their reading lives over the course of the year.  READ ON to learn more about the sections I include in my Reader's Notebook and find links to download the resources I include in each section.


 

The Reader's Notebook

Notebook

My Reader's Notebook is a one-inch view binder with a personalized cover and a spine labeled with each student's name. The binder has six sections that are separated with colored, labeled tabs.

Tabs

 

Below is a description of what I include in each section.



1. Reading Log

Reading log scan I chose this as the first section in the notebook because it's something that students need to access easily and often. Every time my students complete a book, they record the book's title and author, and the date they complete the book.  After learning about the different genres in our library, students also record the book's genre using a genre code. (See section two for more details about genre.)  I find it necessary for my students to also include the book's color coded level and then determine if the book was E (easy), JR (just right), or C (challenging) after they have finished reading it. 

Recording the actual level with their corresponding level of comfort with the book is an important component of my reading log because my students are constantly encouraged to reflect on their personal reading growth.  It's through the regular recording of their books that students realize when a color code is becoming easier for them as the year progresses. It's at this point that they may decide to try out a book at a higher level.  Students revisit their reading log often when making connections between books they are currently reading and books they have read previously.  They also use their reading log to create genre graphs at the end of each unit of study (see section two).

I choose to print multiple copies of the reading log on card stock instead of regular paper so the reading log pages do not rip out of the students' binders.  This record of reading is such an important reflection of each student's reading growth over the school year, so spending a little extra money on card stock to make sure the log stays in the binder is worth it to me!

Download Reading Log


 

2. Genres

Genre definitions Genre Overview

The first resource in this section is the "Genre Overview" sheet.  At the beginning of the year when students are still becoming familiar with the characteristics of each genre and the corresponding genre codes, I can direct them to this sheet without having to meet with students every time they're not sure of the genre of a particular book. I use the genre codes suggested by Fountas and Pinnell.


Download "Genre Overview"

 

 


Genre Graphs

Genre Graph

 

At the end of every unit of study, students count up the number of books they have read in each genre and record the number on the "What Genres Am I Reading?" sheet. They then use the information to create a genre graph that reflects their variety (or lack of variety) of reading during IDR time. The graphs are often a wake-up call for students who get too comfortable reading a single genre, and they are a great way for me to get a quick overview of what each student is choosing to read. The results of the genre graphs often lead students to set genre-specific reading goals each month. (See more information about setting reading goals in section three.)

 

Download "What Genres Am I Reading?"

Download Genre Graph 0–5

Download Genre Graph 0–10

Download Genre Graph 0–20

Download Genre Graph 0–30

3. Goals and Progress

This is another important section on my Reader's Notebook because it is a place for students to really keep track of their growth as a reader throughout the year. This section is great for showing parents or referring to when completing report cards.



Students' Personal Reading Goals

Reading Goals The first resource in this section is the "My Reading Goals" sheet.  At the beginning of each month, my students set goals for themselves as readers. Of course I do quite a bit of modeling prior to asking students to set their own goals. I encourage students to set a goal in at least three of the categories listed below. I added sample goals in each category. 


 

Word Attack & Fluency Goals

 Use more expression when I read.

 Use the strategy ______________ to decode unfamiliar words.

 Pay more attention to punctuation when I read (periods, quotation marks, commas, etc.).

 Read a minimum of ___ pages each day.

 

Genre Goals

• Read a book from the ________ genre this month.

• Read ___ books in the ___________ genre this month.

• Try reading a book from the __________ series this month because I haven’t tried this series before.

• Read ____ chapter books this month.

• Become an expert on _________ by reading books about this topic.

 

Thinking Goals

• Stop after every chapter and think about what I am reading.

• Use Post-it notes as stop signs to make myself “stop and think.”

• Reread when something doesn’t make sense.

 

Reading Behavior Goals

• Remember to record every book I read.

• Read without distracting others.

• Read only books that are just right for me.

• Always do the IDR task that is assigned.

 

 

Color Code Form

Color code The second resource in this section is the "What Is My Just Right Color?" sheet.  This sheet is used as a visual record of a student's progression through the color codes in our classroom library throughout the school year.  When I see students choosing to read books well below or above their "just right" color code, I can quickly flip to this section of their notebook and remind them of the books they should be reading.

Download Color Code Form

 

 

Books I Plan to Read

Optional resources in this section include the "Books I Plan to Read" sheet and the "Chapter Books vs. Picture Books" recording sheet.  Since students may find books in the classroom library that they are interested in reading but are too challenging for them at a certain point in the year, they are encouraged to record those books on the "Books I Plan to Read" sheet so that they can remember to choose those books when they do feel more comfortable at the higher level.  Students may even use this sheet to plan future reading of "just right" books by certain authors or books that are part of a favorite series.

Download "Books I Plan to Read"

 

Chapter Books vs. Picture Books

The "Chapter Books vs. Picture Books" sheet is used when I have students who should be reading chapter books but who are instead reading picture books the majority of the time.  Third grade is a transitional year for many readers.  While students want to read chapter books at the beginning of the year, I find that many readers will fall back into picture books because they are a quick, "easy-to-read" choice.  Setting goals in this area is helpful for some readers.

Download "Chapter Books vs. Picture Books"

 

 

4. Mini-Lesson Handouts

TOC There are times when I want to provide students with a helpful handout that will assist them with an independent reading task or a sheet that I think they might want to reference when reading on their own.  Examples include decoding strategies, class charts (that I type up after a mini-lesson), etc.  I like this section because students can easily access resources from mini-lessons during independent reading, and I can also refer to the handouts when conferring with students if I find it necessary to reference a specific lesson or concept I have previously taught.  I make sure to only ask students to add a handout to their table of contents if I truly think they may refer to it at a later time.  Each time students add a handout to their binder, they write the title of the handout on their "Mini-Lesson Handout Table of Contents" and write a page number on the bottom of the handout.

Download "Mini-Lesson Handouts Table of Contents"

 

 

IMG_0799 5. Reading Partnerships

I will do a separate post on reading partnerships later in the year, but this section is a place for students to keep all of the recording sheets from this unit in one safe place so that they are not misplaced when students need to meet with their partners. Take a look at my Reading Partnership Unit.

 

 

 

6. Reading Response

Reading response When transitioning from an actual notebook to a binder, it was difficult for me to determine what this section of my Reader's Notebook would look like.  When using a spiral notebook, it was hard for my 3rd graders to keep their responses organized, and I was frustrated when trying to read their responses. This section of my binder is now more structured. There are three ways that students respond to their reading on a daily basis.

 

IDR Task Sheets

I ask students to use these task sheets when I just want them to do a quick task when reading during IDR (individualized daily reading) time. I want my students reading for the majority of IDR time and am careful not to always give them tasks that take up the entire time that should be spent reading self-selected texts from their book box.

IDR T 
 

Download IDR Task Sheet


 

Sticky Note Tracker Sheet

Sticky note pages There are other times when I just want them to write about their reading on sticky notes as they make their way through their books.  I tell my students to "talk back" to their books as they read.  Whenever they talk back to their book, they leave a sticky note on that page.   Although I confer with students often, I can't be there with them during every book they read.  For this reason, I ask them to take the sticky notes out of their books when they are done and attach them to a "Sticky Note Tracker Sheet" that is then added to their Reader's Notebook.  This way I can see the thinking that is taking place on a regular basis and use it as a tool to guide my individual conversations and necessary instruction with specific students.

Download "Sticky Note Tracker Sheet"


 

Reading Response Topics

Students also have lined paper in this last section of their notebook.  While the IDR task sheets and the "Sticky Note Tracker Sheets" are used when I want students to quickly record their thinking as they read or show their understanding of a mini-lesson concept, the reading response topics are to be used when I expect students to truly write about their reading.  As a class, we create a rubric that is used to evaluate the quality of students' responses.  Students are required to complete a reading response entry twice a month.  For students who I believe need to be challenged, I may ask request weekly responses.

Download Reading Response Topics



 

Reader's Notebook Assessment

 

Readers notebook rubricSince students are constantly using their Reader's Notebook to record books they've read, reflect on their reading, track their reading progress, talk back to their books, and set reading goals, it is important that I take time to check in on their work.  It is also important to hold my students accountable for maintaining their Reader's Notebook and using it to improve their reading.  For this reason, I created a Reader's Notebook Rubric that I use to assess the effort, care, and thought that is put into each student's notebook.

Whenever I formally assess the notebooks, I have the students take them home for their parents to review as well.  It is important for parents to observe their child's reading growth over the year, and the Reader's Notebook is a very concrete way for parents to see it.

Download Reader's Notebook Rubric

 

 

 

 

Reader's Notebook Storage

I like to have my students' Reader's Notebooks kept with their book boxes in one place.  This way students need to make only one stop on their way to the reading carpet for the mini-lesson.  Their notebooks are kept right next to their book boxes on special bookshelves in our classroom.

Storage

 

Assessment in the Reading Workshop

Check back soon for my next post that will focus on assessment in the Reading Workshop. I will describe the ways I formally and informally assess my readers on a regular basis and how I then use the information to guide my future teaching.

 

 

 

Comments (163)

Thank you so much for your help!!!

Hi Beth, I am from Australia and have adapted this into my classroom! It works a treat... amazing, my kids & I love it!!! Question though, the website that you get your tubs and other things from called really good stuff is fantastic but is there any way I can purchase stuff and get it sent to me here? Its fantastic!???

Hi Beth, I am switching to second grade this year. How would you change, if anything, your Reader's Workshop for those beginning of the year second graders. I have learned so much from your website. A colleague and I are making many of your literacy centers! Thank you!

Marisela,

Good luck implementing the reading activities and coming up with a theme for next year!

-Beth

I am going to try to implement your reading activities next year. I love the Theme I am thinking of one for our first graders next year. Thanks for all the posted activities.

Monica,

I actually wrote a post specifically about assessment in Reading Workshop. Here is a link to the post: http://blogs.scholastic.com/top_teaching/2009/11/assessment-reading-workshop.html

Let me know if you still have questions after reading it!

-Beth

I would love more information on your assessment for the reader's workshop. Thanks, Monica

Karen,

Thanks so much for your comments. It is always great to hear from teachers who are finding my materials to be useful! The most fulfilling part of working with Scholastic has been to hear from teachers like you!

-Beth

Carrie,

You asked if students purchased the binders that we use in our classroom for reading and writing. In the past, there has been money in our school budget to purchase binders, and we have been able to use them for 2 years. However, the kids really do like to take home their entire Reader's Notebook (binder included), so we are thinking we will add a 1-inch white view binder to our school supply list for parents to purchase next school year.

I purchased the colored book baskets in my classroom library from reallygoodstuff.com

Here is a link to the baskets: http://www.reallygoodstuff.com/product_details.aspx?item_guid=0a035899-836a-469d-97a1-3a268b99af23

Thanks for your comments!

-Beth

Hi Beth, I just wanted to send a note of thanks for sharing such amazing, and easy, ideas for reading in my classroom. I have been implementing many of the strategies and ideas shared on your website and have found a huge difference in my independent reading activities. My students love to "Talk Back" (sticky notes) to their books. I appreciate all your generosity and passion in our profession.

Hi Beth, Do you have your students purchase the 1-inch and 1/2 inch binders that you use for your reading & writing workshops each year? Or, do you reuse binders year after year? Also, where did you purchase the colored book baskets for you classroom library?

By the way, your website & ideas are inspiring...thanks for sharing!

I will be a first year teacher in the fall (3rd grade) and I love your ideas! I was curious if you had a document which contains the selection of books you have in your classroom? Im trying to build my classroom library and need some ideas for books in different genres.

Is this too much for 2nd graders to do for reading workshop? What would you recommend for a 2nd grade notebook?

Jennifer,

Here are some answers to your questions:

1. I get my book boxes from reallygoodstuff.com Here is a link to the book boxes: http://www.reallygoodstuff.com/product_details.aspx?item_guid=6f34e415-8cbd-4a68-b158-89fb79fc21fd

2. I was a part of a committee in my district that has been writing our own units of study for reading workshop. I can't share those here, but here is a link to a great website with some reading workshop units for all grade levels: http://curriculum.dpsk12.org/index.htm#lit_pg

3. You can find information about my spelling program on my website. Click on "Literacy Links" in the sidebar menu and then choose "Word Study." Here is a link to my website: http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/index.htm

4. Many of the fonts I use are from a "School Fonts" CD that I can no longer find available to purchase (including the polka dot font), but I also get many of my fonts from different websites. Here are links to some of my favorite font websites:

http://www.fontseek.com/fonts/kids.htm

http://www.fontauthority.com/fontCategory.aspx?Kids

http://cooltext.com/Fonts-Kids

http://www.billybear4kids.com/fonts/fonts.htm

5. I have done many reading workshop presentations for teachers in my district and surrounding districts.

I hope I have answered all of your questions!!

-Beth

Dan,

Thanks for reading the blog and for posting your comments! I'm glad my resources have been helpful to you!

It was exciting to see a comment from a teacher in New Zealand!!

-Beth

Diane,

I have no experience teaching Kindergarten, so I am not completely familiar with the ability level of students at this age. Since a great deal of the notebook requires students to be writing about their reading and recording books, I am guessing such a resource would likely be too challenging and probably not very worthwhile for students at this age.

Are there any kindergarten teachers out there reading this blog whose students keep any type of reader's notebook?

I wish I could be of more help!

-Beth

I have a son about to start kindergarten this year. I am going to use this with him. Maybe it is possible that most of the work could be done at home with a parent/sibling? I know it couldn't be as detailed as for the older ones (I also have a 6th grader), but I find it to be useful. I teach high school computer and business classes, so I don't get to use this with my students, but at home it is wonderful. Maybe you could make a copy for each student and let it be "homework". If parents actually had tools like this that actually explain what things are, why they are important, and how to help their child, I think they would be more likely to help their kids with it. Give it a shot, if it doesn't work well, maybe it will still work well for some. At least you will have given the parents a chance to help their child. Good luck!

Beth, Your website is amazing. Thank you for sharing all of your wonderful ideas. I am wanting to implement the readers workshop in my classroom next year. I have a few questions for you.

Where did you purchase your book boxes?

Where do you get all of your mini-lesson for group and guided reading time?

Do you do whole group spelling?

Where do you get all of your cute fonts? I especially like the polka dot font and the bigger block fonts you have used for your classroom posters?

Have you ever done any workshops for teachers? Are you willing to do that?

Thanks you so much for all these resources. You have positively changed my reading programme! Dan Oades Auckland, New Zealand

I teach Kindergarten - any suggestions on how to adapt the notebook for K?

Maggie,

Here is a link to the Teacher's College wesbite where you can learn more about the reading institute I referenced in comment #91: http://rwproject.tc.columbia.edu/

-Beth

Maggie,

You asked about where I was trained for reading workshop. To be honest, most of my "training" came from my own reading professional books on the topic. There are some great books out there! Here is a link to my favorite professional books about reading workshop: http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/indexproreading.htm

I also attended Lucy Calkin's Columbia Teacher's College Reading Institute a few years ago. It was a wonderfully helpful week of training for me!

-Beth

Johna,

You asked about what types of third grade books to purchase for literacy centers. I am not exactly sure what you mean by that? Do you mean guided reading groups or word study centers? Let me know what you mean by literacy centers, and I can help suggest some books.

-Beth

Beth, currently my District is "authentically implementing a basal" I would like to write my thesis on the effects of using a basal vs the reading workshop approach. Do you know of any research that supports the reading workshop approach? I am a fan of reading workshop.

I am very interested in starting a reading workshop approach at our school. We use Lucy Calkins for Writers Workshop. Where did you get your training for Readers Workshop? I have not been able to find any professional developments on the topic. Thanks! Maggie

I am a first year 3rd grade teacher. I taught kindergarten for 9 years and feel really out of the loop on what types of 3rd grade books to purchase for literacy centers.

Any suggestions?

Johna Hancock

Lisa,

I think a reading workshop approach to teaching reading would be so powerful in a middle school setting! If you have an hour each day with your students, that would be enough time to teach a 10-15 minute mini-lesson, provide them with 40 minutes of independent reading time where they could meet in book clubs or partnerships, and then close the lesson at the end of the hour.

Storage would definitely be problem if you had to store Reader's Notebooks for each group of students you teach in your classroom. I know that when I was in middle school I had a locker where I kept my materials, and I was expected to bring the appropriate books or notebooks to class each hour. Would your students be able to keep their Reader's Notebooks in their locker and bring them to class each day rather than storing them in your classroom?

-Beth

I realize this is a belated posted but, I would like to know if it is feasible to put some of these practices to use in middle school, primarily 7 & 8 grade? Since at these grades we are departmentalized and have several classes how can the "storage" of the notebooks be set up. I like the way your picture shows, but not sure how it will work for my circumstance. Please advice

Wendy,

I truly appreciate your comments and am so glad that you have found the ideas on my website and on this blog to be of use in your own classroom. I am always excited to hear from teachers who are using the ideas and materials that I share!

-Beth

Calandra,

Thanks for your compliments! You mentioned in your post that you feel like you sometimes fall short of holding your students accountable in your reading workshop. I felt this way too when I first began implementing RW in my own classroom. Check out my "Assessment in the Reading Workshop" post for tons of helpful tips about how I hold my students accountable. Here is a link to the post: http://blogs.scholastic.com/top_teaching/2009/11/assessment-reading-workshop.html

-Beth

I just had to write to you - your website is very impressive and I applaud your professional commitment. By sharing your creativity, you are inviting other teachers to create the same dynamic learning atmosphere for their students. Bravo!

One word describes you: Awesome!!!! Thank you for sharing your ideas. I am a second year teacher and I am trying to keep myself organized. Sometimes I fall short of holding the students accountable. Please pass on any other helpful tips you have because they are greatly appreciated!!!

Leah,

You asked what students do during the mini-lesson or for their reading task when they are not reading the genre we are studying. Whenever we begin a genre study, my students are asked to have at least 3 books from that genre in their book box at all times. This allows them to have the necessary books available to use when doing tasks related to a specific genre.

-Beth

Chrissy,

Thanks for your comment. I am excited to hear that some of my reading workshop ideas have helped inspire great teaching and learning in your classroom!

-Beth

I am a reading teacher and I have intervention groups in the afternoons where I have students doing a lot of independent reading. I LOVE all the reading workshop ideas, lessons, handouts, assessments, etc. I have been using so many ideas from this site! I recently made a bulletin board with the thick and thin questions...the students were thrilled to ask THICK questions and the lesson was more than effective. Thanks for all the SUPERB ideas!!!

Beth,

I'm wondering what you do if students aren't reading the genre you are focusing on in your mini-lesson. For example, if you are focusing on the character mini-lessons, what does the child do for her task if she reading an informational book at the time?

Linda,

I understand your "mommy brain" comment! I am about to welcome my second child in March, and I'm sure it only gets worse with 2 little ones:)

You asked about when my students fill their book bins. You specifically asked if they do it every Monday. Actually, there is no specific day that students are asked to fill their book boxes. Since readers are finishing books at different times, it does not work for me to have "shopping" days. Instead, my readers can opt to switch their books during morning work time any morning that it is necessary. Our morning work time lasts for about 15 minutes, and any student who needs to switch books can choose to do it during this time. Students are not allowed to shop for books during reading workshop because it often disrupts other students who are trying to read independently or meet in small groups.

You also asked about my read aloud time. This is a time of the day that is separate from reading workshop. However, it is often related to the skills I am teaching my readers and writers in reading and writing workshops. I choose books that lend themselves to the modeling of skills I am teaching in reading workshop or the author's craft we are studying in writing workshop. While students are not usually required to do any written work at this time, I do make my read-alouds interactive. Students are expected to participate in the discussions and turn and talk to their "talk partners" when asked to do so.

I hope that my feedback has helped answer your questions! Thanks for posting on the blog!

-Beth

Sharon,

I am glad my videos have been helpful for your professional development classes! Good luck with the continued training of teachers in the area of reading workshop!

-Beth

Hi,

The wonderful reading workshop ideas and templates that you share have provided me with some spark! I am clearly suffering from mommy-brain and am needing everything spelled out for me... how do you go about the routine of filling book bins on Mondays? Do you just tell the kids to take a few minutes in the book nook to fill their bins with good book choices? Also, I see in your daily schedule you have read alouds as well as your reading workshop. During a read aloud do you simply read to the kids with no follow-up being required of them?

Beth, Thanks for sharing your videos on your website. I am a literacy coach currently teaching professional development classes on the Daily 5. Even though you don't specifically have anchor charts posted, etc. in your classroom you truly have a Daily 5 structured classroom environment. Teachers I am working with have wanted to see what a reading workshop looks like and you have provided me with the perfect resources. Thank you, thank you. I have used your same classroom structure in my own classroom and students love it!

Jessica,

You asked about why I choose to use a Reader's Notebook binder instead of a spiral notebook. That is a great question!

After trying out a true notebook approach, I found it was hard for my third graders to keep their ideas and thoughts organized in the notebook as well as their materials. I tried to add tabs to the notebook pages so that the notebook had different sections, but the pages ended up falling out, and students would use random pages to do their reading work. This made the notebooks hard to assess when I collected them to check in on my readers' progress.

I switched to the binder because it is so easy to add new things in a specific order without asking my students to glue in handouts and stick loose papers in their notebooks. My binder has different sections. I like that students can add new reading log pages if necessary, add useful handouts in the mini-lesson handout section, and keep important materials and notes for reading partnership meetings in the partnership section of the binder. They also create genre graphs each month that they add to the genre section. If I did not use a binder, my students would not be able to keep their materials and their reading work organized in a way that is easy for them (and for me) to locate specific materials and information. They also have blank notebook paper at the back of the binder where they respond to their reading like they would in a traditional spiral notebook.

I do happen to have the space in my classroom to store these binders, and I understand your concern about the binders taking up quite a bit of room. However, I do not find them to be cumbersome when students are using them to record their books or respond to their reading. They bring them to the carpet for the mini-lesson each day and have them with them at their book nook at all times during independent reading time.

I hope my ideas have given you some insight about the use of reading binders!

-Beth

Marsha,

I read your comment on another one of my blog posts that said you did read some of my comments in response to other teachers who also are required to use basal texts. It seems you are certainly not the only teacher out there who desires to implement a true reading workshop but is being held back by the demands of a basal curriculum.

I have actually responded to many teachers' concerns about this issue on my other posts about reading workshop as well. If you are looking for ways to balance the basal text with the daily routine of a reading workshop, I suggest reading through the comments I have posted here and on many of my previous workshop-related blog posts. Here are links to the other posts where you will find some of my comments related to your question:

http://blogs.scholastic.com/top_teaching/2009/11/assessment-reading-workshop.html

http://blogs.scholastic.com/top_teaching/2009/10/reading-workshop.html#comments

http://blogs.scholastic.com/top_teaching/2009/10/classlibrary.html

-Beth

Beth-

First of all I love your website! I have been referring to it for years, so thank you for all the great ideas! I was wondering what made you switch to using a binder for the Reader's Notebook. I currently use a spiral notebook and am worried the binder may be too cumbersome. Unfortunately I don't have the great classroom space that you have. Can you give me some pros and cons for using the binder with my Gifted and Talented students?

Stephanie,

Thanks for posting your comments on the blog.

You asked what I do if a student is not completing the work. I am guessing you are referring to the tasks that students are asked to complete during individualized daily read time. Since I check in on students' progress on a regular basis, I am always aware of students who are not doing their reading "work." I make sure to meet with these students immediately and set up a plan to hold them accountable for completing tasks. Usually an individual conference with the student where we set personal reading goals leads to an improved effort on the student's part.

However, there are times when these students must face consequences for their incomplete reading work. In our classroom economy, students receive debits for not turning in homework assignments. I consider reading work to be just as important and will apply the classroom economy rules to reading workshop tasks as well. (For more information on my classroom economy, read my recent blog post: http://blogs.scholastic.com/top_teaching/2010/01/class-economy.html ) I also look for ways to recognize these students when they do put extra effort into tasks. When I see a glimpse of quality work, I am quick to choose these less-motivated students as my "reader of the day." That usually boosts their confidence and increases their level of motivation to continue working hard.

You also asked what I do when a partner has not read or brought questions for a buddy meeting. I believe you are referring to my reading partnership unit. While students are very independent during this unit, I do make sure that they alwasys sign-up first before conducting a partnership meeting. When they sign up for a meeting, I check their "thick" questions first and then approve the meeting. This way I know that both readers are prepared to make their book discussion meeting as purposeful as possible.

I hope I have answered your questions!

-Beth

Beth-I also want to thank you for all of the time you have spent helping other teachers. I have been using some of your fantastic ideas for the past 2 years. I also need to stay with my district's guidelines and I do need to use the basal readers and I cannot use the Reader's Workshop in my classroom; however, I was hoping that I can incorporate some or most of the reader's workshop activities along with the basal reader. The reading series that we are using has wonderful leveled readers and I am thinking that I can also use these books to create a "reader's workshop" in my classroom. Any suggestions that may help me?

Beth, Thank you for all the great ideas! I am considering implementing Reading Workshop in my classroom next year and I have a few questions. What do you do when you meet with a child who is not completing the work? What do you do when one partner has not read or brought questions for the buddy meeting? I have several students this year who I can see doing this and was wondering how you handle the situation. Thank you!

Sara,

That is exciting that you are getting ready to implement a reading workshop in your classroom next year! While managment and organization are keys to making it work, the lessons that you teach are ultimately the most important component.

While I would love to share my own lessons with you, I have agreed to write the units of study that I use in my classroom for my own school district and am unfortunately not able to post them on this blog.

However, a great resource for reading workshop units of study to help you get started is the Denver Public Schools reading curriculum website. Here is the address: http://curriculum.dpsk12.org/index.htm#lit_pg

Thanks for posting your comments!

-Beth

Beth, I, too, am a third grade teacher and I love your site! I find myself turning to it for all sorts of information! I'm working on getting organized to kick off a workshop based classroom next year. I've started growing my library and labeling and organizing books, but I'm worried about where to get the information for the mini-lessons and how you organize when you teach what. Our district currently does not have a curriculum map, so it's hard to know when to teach what. Thank you so much for your help!

Hi Beth,

I am curious if you have a suggestion how to implement guided reading within an IB PYP program. I teach third grade at an international school in Shanghai. There is anywhere from 40-100 minutes of English class per day each week. I'm trying to determine the best way to go about setting up a workshop that includes guided reaidng, and then related writing, spelling and grammar, since there is no separate time for this during the day. Any ideas you have are welcome! Thanks and xie xie

Julia

We use the Fountas and Pinnell Benchmark Assessment System to assess students' reading levels in our district. Here is a link to their website for more information: http://www.fountasandpinnellbenchmarkassessment.com/

-Beth

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