Stephanie,

You asked about the specific IDR tasks I assign each day.

Most often, the IDR task is directly related to the mini-lesson I am teaching. For example, If I am teaching a lesson about context clues, I will ask students to briefly write about a word that they were able to solve that day using a context-clue strategy I taught in the mini-lesson. They would do such a task on the "3-to-a-page" IDR task response sheet that I referenced in the post. This is the most common type of task I assign because I want my students reading most of the time. I do not want them having to spend more time responding to their reading than actually being engaged in their texts.

On another day an IDR task might just be to use sticky notes to mark places in their text where they notice something. For example, when teaching students to pay attention to a character's dialogue when inferring character traits, I just ask them to write the character trait they are inferring on a sticky note and place it next to the corresponding dialogue in their text. This holds them accountable for applying the skill I taught in the mini-lesson, but it does not detract from their independent reading.

In terms of talking back to their books on sticky notes, I do not assign this task on an extremely regular basis. If there is not a specific task for the day, I may ask my readers to "talk back to your book at least 3 times today." If I have a concern about a specific student's comprehension, I may ask that student to talk back to his book on sticky notes more often just so that I can "see" his thinking even when I am not reading with him directly.

I think the other reading response tasks that you asked about are when students actually pick from one of the reading response prompts from the "Reading Response Topics" handout. These are longer pieces of writing that require students to put forth a great deal of thought and effort. I only ask my students to do this once or twice a month. They are usually given a week's notice so that they can even take it home if they prefer. The responses are usually at least a page long and are written to me as a letter. I try to respond to each student's response with a letter back to the student.

I hope this helps you to understand more thoroughly how I assign IDR tasks each day.

-Beth

Beth, You are one of the most amazing teachers I have ever seen. I would move to Michigan just to put my child in your class! I am a Reading Coach at a school in Chicago, and I share many of your ideas with my teachers. I appreciate all the resources you share. You are an inspiration to all!
Sue Roberts

I love your website, and I am amazed that you can fit so much into each day! I am a recent graduate, and the school district that I will be working for mandates a particular basal reading program. Do you have any suggestions for combining reading workshop and a basal reading program? There is so much to fit into our 90-minute reading block. I feel my head spinning!

Beth,

How do you assign IDR tasks each day? Do they get to choose whether they write a "Reading Response" or "Talk Back"? Do you assign a prompt for the RR everyday, or just some days? Do they have requirements as far as how many responses or talk backs they have to do in a week or month? Just trying to get the finishing touches put on my newly redesigned Reading Workshop!!

Thanks for the help!
Stephanie

Thanks Myriam! I'm glad you are finding my ideas useful!

-Beth

dear Beth,
thank you so so much for all your greta ideas!
Am a new teacher and i just love your website!

Sharon,

Thanks for your comments. I am glad that you have been able to use some of my tips and suggestions to improve the organization and student accountability factor in your reading workshop. Good luck for continued success!

-Beth

Sue,
I am so glad that you have found this blog to be helpful! Good luck using Civil War novels in your workshop! It's great when you can integrate social studies into your reading workshop!

-Beth

Thank you for sharing. This year I have gone from teaching small group to classroom. Although I love having a classroom, my routine is so different and I am concern that I am not utilizing my student's time as best I can. With your help, I will be able to better direct my student's time with accountability. Organization plays such an important part in having a constructive classroom and your site offers so many suggestions. God Bless You, Sharon

This is a "Bonanza Website!"I have spent the last hour with this website! I can hardly wait to adapt it to a Reading Workshop using Civil War novels for my fifth grade classroom.

Roxanne,

Thanks for the comments! I am glad that you are finding my ideas posted on the blog to be useful for you and your students! Good luck implementing them in your classroom.

-Beth

Thank you so much for sharing your wonderful Readers Notebook!

I LOVE IT!

I am a new teacher and have been looking for ideas to implement in the classroom. I am thankful for educators, like yourself, who are willing to share their ideas.

Rachel,

Thanks for sharing! The site you referenced, www.lauracandler.com , is great! She definitely has some great literacy resources for reading and writing workshop and word study!

-Beth

Hi Beth and 5th grade teachers,

Before this year, I taught all of my school's fifth grade math. One site that I loved was www.lauracandler.com I am not familiar with the literacy stuff on there because I wasn't teaching that at the time, but I know she has a lot of folders for that type of stuff. The math stuff is great. I made many many math games from her site, because she provides most of the templates and stuff for each game. Hope this helps!

Rachel

Vicki,

I am not aware of a 5th grade teacher website similar to my own, but I will ask my colleagues to see if they are aware of one.

This blog is also a great way for other teachers to connect with one another. Does anyone know of a good 5th grade teacher's website that would provide great resources for another 5th grade teacher? If so, please share!!

-Beth

Rachel,

You asked about how my students determine what topic they will pick when doing a reading response in their notebook. I think you are referring to the reading response topic list I included in my post. That topic list is only used once a month when students actually write a letter to me about their reading. They are simply asked to pick a different topic each time they respond.

On most days the IDR reading response task is directly related to the mini-lesson and is much shorter. Students do their IDR task on an IDR Response Sheet (referred to in the post), or they use the Talking Back to Books handout (referred to in post) to write their thinking on sticky notes.

For example, students are currently studying the main characters in the texts they are reading. On the day that I teach a lesson about inferring character traits based on a character's actions, my readers' IDR task that day is to find an important action in their story and then write on a sticky note a character trait that can be inferred from that specific action.

I am careful to make sure that the IDR task is not a lengthy one everyday. I want my students engaged in their texts as much as possible and do not want to make my tasks so long that they do not spend time truly reading.

-Beth

Annelie,

I'm glad you are enjoying what I have shared! I too have benefitted from the sharing of other great teachers. I agree with you that working together and sharing resources truly leads to better teaching for all of us! Of course the students benefit as well!

-Beth

Hi Beth!

Another question: How do students choose which response topic they will do? Can they do the same one more than once? Thanks for the input.

Rachel

Amanda,

You asked if I teach the same skill for multiple mini-lessons or if I teach it once and come back to it again later.

That is a complicated question, so my answer is somewhat complicated as well.

I try to teach my mini-lessons as a series of related lessons. Each lesson builds on the next, and I am constantly asking my readers to use knowledge from prior mini-lessons.

Here are some examples. During the fiction genre study I am currently teaching, we have been focusing on story elements. Since the problem is a main component of the plot, we spend a week studying different types of problems. Here is what one week looks like.
Monday: Introducing Problem/Conflict
Tuesday: Types of Conflict-Character vs. Character
Wednesday: Types of Conflict-Character vs. Self
Thursday: Types of Conflict- Character vs. Nature
Friday: Types of Conflict- Character vs. Society

During another week in this same unit, we are stydying characters. Here is what a series of character mini-lessons looks like.
Monday: Round vs. Flat Characters
Tuesday: Identifying Character Traits
Wednesday: Inferring Character Traits Based on a Character's Actions
Thursday: Inferring Character Traits Based on a Character's Dialogue
Friday: Character Development- Analyzing HOW Characters Change
Monday: Character Development- Analyzing WHY Characters Change

I'm not sure if these examples help, but it was hard to answer your question without giving you a look at a typical week in my reading workshop. Of course all skills are revisited during small group instruction and when conferring with students individually. We also revisit these skills in future units of study so that students become very comfortable applying their learning to their independent reading.

-Beth

Gina,

I agree that it can be hard to help our "high" readers set effective reading goals. I often find that their goals come from the specific things we discuss (or things I work on with them) during individual conferences. Their goals are often related to story/character analysis for fiction texts. It is so important for these readers to really get used to using examples from the text to support their ideas about their books. Because of this, many of their goals may also be specific to their level of reading response. These readers might also set goals that lead to a specific number of chapter books they will read each month or a specific number of books they will read in a certain genre if their reading is not varied enough.

I hope this helps! It is so hard to give advice on specfic reading goals because each reader is so different!

-Beth

Dear Beth,
THANK YOU for your wonderful site! I have been a teacher for 21 years and this will be my first year using Reader's Workshop! I LOVE IT! I've always known this was the best approach, but really found it difficult to start. I have "studied" your site along with some other resources and I am now well underway & my kids LOVE it!
I teach a gifted/high achiever class so all of my readers are reading above level. They are motivated, voracious readers! I do find a challenge in writing goals for them. I know comprehension and vocabulary should be part of their goals. Do you have any suggestions for a class like this? Thanks so much for sharing!
Gina

I am in such awe of how you do reading and writing workshops! It is very inspirational! We have many skills to teach, so I was wondering how you go about doing your mini lessons. For example -- do you talk about the same skill in your mini lessons for a solid week (or however long it takes) or do you talk about it in a mini lesson once and then come back to it at a later time?

Kim,

I'm glad you are finding some of my ideas useful in your own classroom.

It sounds like some of your district's requirements (like having all students read from the basal text in place of independent reading) are really keeping your students from being able to read self-selected texts. Fortunately, my district has gone away from requiring the use of a basal text, so my students are able to read for nearly 40 minutes each day. Because of this, they are able to complete many texts each month. However, it is hard to give you a specific number because some students are reading chapter books, while my lower readers are still reading more picture books. Many students are also reading nonfiction as well, so it really varies in terms of now many books each student completes.

During our 35-40 minute IDR time, I regularly conduct guided reading groups and strategy groups. However, I really try to keep my lessons to 12-15 minutes so that students never lose an entire day of IDR time. Another goal is not to see a single student more than 3 times a week. (You may have to make an exception for students reading well below grade level.) I want them to have time to apply what they learn in their lessons with me to their independent reading. I really try to give them ample time to do that.

You also mentioned that your students are spending a great deal of their IDR time doing work to prepare for the next guided reading group meeting. In the past couple of years, I have really tried to keep my work with my readers confined to the lesson. I now use shorter texts in my guided reading lessons so that students can return to their self-selceted texts when they are not with me. I then use my individual reading conferences to check-in and make sure they are using the skills I taught them during my small group lessons.

The only is exception is when students are in book clubs. When they are in book clubs, they are reading chapter books that do require them to do reading outside of our time together so that they are prepared for the next meeting. During these times, I understand that students will be reading fewer books during IDR time.

My ultimate goal in reading workshop is to grow lifelong readers. The more my students are able to read "just right" books of their own choosing, the closer I am to reaching that goal of instilling in my students an authentic love of reading.

I know that it is more difficult than it sounds, especially when your district has so many requirements that make it tough to meet your personal teaching goals.

I'm not sure if I have really been able to help you, but I hope that I have been able to give you some insight as to how I manage the readers in my classroom.

Jane,

You asked if the Reader's Notebook binders ever get full. I used to use half-inch binders, and they did get full. When I switched to 1-inch binders, that was not as much of a problem. Another thing that helped was really condensing my mini-lesson handout section. When I first created this section in the notebook, I felt like I needed to create a helpful handout for nearly every new strategy or skill I was teaching. Before giving students a handout to add to their binder, I now ask myself, "Do I think my students will actually use the handout when reading independently?" or "Is the handout something to which I would like to direct my students' attention when conferring with them?" If I can answer no to either question, I do not give students a handout for the mini-lesson. Each year it seems like there are fewer handouts in the binder because I pay close attention to what my students are really using to improve their reading.

If the reading response section gets too full, I may ask students to take some of the response pages home. I try to comment on their responses as they are written (which helps me guide my future teaching), so the parents can see the comments when the responses come home. However, this is a last resort option. Ideally I like to keep everything students have written in the binder all year. This way the students (and the teacher) can really see the improvement that takes place over the school year in terms of the students' quality of responses. It is nice for parents to also see their child's enhanced level of reading response when they take their notebook home each month.

I hope this answers your question!

-Beth

Dear Beth,

Let me just say... WOW! You are amazing! I can't believe how organized and cutting edge you are. Thank you so much for being the kind of person who knows that the best way to help all children, is by helping all teachers. It's the saddest thing when people choose not to share. You are very generous and it just further illustrates your obvious love of teaching!
Look forward to implementing your ideas!
Yours in teaching,
Annelie

Beth,
Thank you for your amazing ideas. I read this article in awe!

Do the binders ever get full? If so, what do you do with the materials you remove?

Thanks!

Elizabeth,

I added a link for you to download my Reader's Notebook Rubric. You can find it below the photo of the rubric in my post!

-Beth

You have great ideas and are so organinized. Thank you for sharing. My reading is centered around reader's workshop. Students are required to read the basal, independent read, and participate in reading groups. When my class looked at their mid November reading logs, many students have only been able to read 1 or 2 independent reading books. Between reading the basal one day a week, reading Weekly Reader, and reading groups, they don't seem to have a lot of time for independent reading. On average, how many books do the grade level students read each month and how do you find enough time for students to independent read? With reading groups, do you find students are using much of their time reading books and preparing for the next time the group meets?

Beth,

I love your website and all your wonderful ideas. Is there a site like yours that would work for 5th grade?

Hello Beth~

I think I know your website inside and out! I LOVE it and have used SO much from it. Thanks! Is it possible that you could include a link for your Notebook Assessment that you have?

Thanks - Beth

Hello, Where do you get your mini lessons from? I am trying too implement Reader's Workshop in my class, but I am struggling with what to do in my mini lessons.

David,

I was excited to see your post and read your comments. I am so glad that you are enjoying my work on the site this year. I truly enjoy sharing my ideas and connecting with other teachers!

Thanks!

-Beth

Beth,
Just want to compliment you on this amazing post and the video. Great work and what a learning experience. I just showed it to two design people who are working with us on the site to give them a sense of what a great teaching process looks like, and how sophisticated and professional teaching really is.
David

Ashley,

It is always exciting to hear that pre-service teachers are tuned in to reading workshop. I truly believe it is the best way to teach reading, and I wish I would have been doing it since the beginning of my career!

In terms of getting books to use for guided reading, you may find that the district you eventually work in already has a literacy library in which sets of guided reading books at different levels are kept. That is the case at our school.

However, Scholastic does sell sets of great guided reading books. They are all leveled using the Fountas and Pinnell guided reading levels. Here is a link to all of the guided reading materials on the Scholastic website: http://teacher.scholastic.com/products/guidedreading/

I've been following your posts and your website for a while. I'm a student teacher and I would really like to try Reading Workshop in my future classroom. I've already bought some of the books you've recommended about Reading Workshop and your posts have been also very helpful. I have a question about the guided reading part of Reading Workshop. Where would I get the books to do guided reading? Is there a set of books from a company you can recommend? Thanks for your help!

Bethany,

You asked if my students include their writing workshop mini-lesson handouts in their reader's notebook or in their writing composition book.

Actually, my students have a separate half-inch writing resource binder that stores their mini-lesson handouts, editing tools, rough draft pockets, a writing conference log, and a section for their published pieces of writing.

Thanks for posting on the blog!

-Beth

Stacy,

I love hearing that the reading trophy is a hit in your classroom. It seems like such a silly thing, but it has really improved the thought and effort my students put into their IDR task.

Unfortunately not all students are intrinsically motivated, so it is sometimes necessary to add a little incentive. I also like that it rewards effort. Too often the "good" readers are praised, and the lower readers are only told how they can improve. The "Reader of the Day" trophy allows me to also recognize the efforts of my lower readers!

-Beth

A few weeks ago I read about the daily reading trophy that you give out to you super reader for the day. I started shortly after. I have the children gather for our sharing session at the end of Reader's Workshop and have them share what they did that day to help them grow as readers. They get so excited to hear who will be honored and it really has increased their level of responsibility during Independent Reading. thanks for the great idea!

Beth,
Thank you so much for all the wonderful resources! My classroom library is starting to look VERY similar to yours! One quick question: Do your students include their writing mini-lesson notes in the reading binder or in their writing composition books? Thanks again!

Josh,

It is so exciting to hear about the success you are having in your classroom. It makes teaching so much more enjoyable when students are truly engaged in their own learning!

I hope you will have continued success in your implementation of reading workshop!

-Beth

Beth (and Angela!),

Like so many have said before, thank you for sharing these ideas. My students and I are addicted to Reading Workshop and I wanted to share that success with you. I introduced them to "talking back" to their books with sticky notes last week, and I can honestly say that 100% of my students were engaged in reading. This is a first for this group. Thanks again!

Donna,

Many of the questions you've asked are answered in my Classroom Library post from a few weeks back. All of the books my students are reading in our classroom come from my classroom library.

Here is the link to my classroom library post: http://blogs.scholastic.com/teaching_matters/2009/10/classlibrary.html

If you still have questions, let me know!

-Beth

Beth,

Thank you for your generosity of sharing your wonderful ideas! I'm sure this process was very time consuming, which we are all short on, so you have given a gift to us all, especially the students! I am curious as to how you have the books available to your students. Do you have them in your classroom or do they come from the school library? Do you place items into their book tubs or do the students fill their own tubs and are they changed weekly, monthly, or whenever the student wants?

Thanks,
Donna

Courtney,

Thanks for posting on the blog! I'm glad that the information Angela and I have posted so far has been helpful for you!

-Beth

Brooke,

Thanks for your questions! That is exciting that you are thinking about implementing a reading workshop in your classroom.

You asked about how I make sure I am teaching all of the reading curriculum in my reading workshop. When creating my units of study, I used Michigan's Grade Level Content Expectations which are essentially the benchmarks and standards for each grade level in all subject areas. In addition to incorporating the benchmarks, I also used Fountas and Pinnell's Continuum of Literacy Learning to determine the reading skills that are expected of third grade readers. Their continuum also focuses on the text features readers are likely to encounter in specific levels of text, so that was helpful when writing my units of study and determining the specific mini-lessons to include in each unit.

Your second question was about accountability. That is a huge concern for many teachers in reading workshop. The Reader's Notebook is certainly one thing I use for assessment and accountability, but I will be posting more details about assessment in Reader's Workshop in my next post. Stay tuned!!

-Beth

Beth,
I love what you do in your classroom and I almost want to go back and be a 3rd grader in your classroom!
You mentioned that you stopped using the basal several years ago and implemented Readers' Workshop. Last year and as of now, I am still using the basal. The one plus side to the basal is that I am able to teach vocabulary, teach a certain reading skill and assess all of this learning easily. I am not at all attached to continue using the basal and would love to try to implement Readers' workshop, however, I do have a few questions:

How do you make sure to teach all of the reading curriculum? Do you use the 15 minute mini lesson time to teach reading elements such as, cause and effect, summary, main idea etc?
How do you keep the students accountable for learning these reading elements and assessing their learning?

Thank you!
Brooke

Beth - I just wanted to thank you for being so generous with your ideas. I am trying to implement reader's workshop this year for the first time. All of the information posted by you and by Angela has been so helpful. Thanks again!