Great material thanks.

Hello, Thanks a lot for this awesome article! I will save this website. Thanks.

This is amazing work! Thank you so much for sharing! It's appreciated more than you know...

Beth,
Your website is phenomenal! I have used it as a refrence and guide for many things. I am unable to open your February Top Ten List. I am very anxious to see a few things I have made notes about for your fiction blog. Would you be willing to repost?
Sincerely,
Kerry

Beth, I tried to download the text structure templates for the non fiction book and it said the file is damaged. Is there a way you can re-post them?

Thank you for all of your hard work & wonderful posters. It is appreciated!

I really can't understand what you are arguing about!!??

Beth! I love all of your ideas, but am looking for your February top ten list about fiction reading resources. Where did it go?! So sad!

Beth! I love your ideas, but where is your February top ten list?? I was going to use your smart board activities with my class and now it's disappeared! So sad!

I also tried to open your file of nonfiction text posters and got the message that the file was damaged. I would love to use them,as I am trying not to reinvent the wheel. If you could repost or let me know where else I could find them I would appreciate it. Thanks for sharing your great ideas to make teacher a little easier for others:)

I love your text features posters! I tried to open it and it said the file is damaged. Am I doing something wrong? Please help, I would love to use this in my classroom.

Thank you Beth sharing all of your ideas. I have been using your website for many years now.
Recently I tried to go onto your February top ten list: Fiction Reading Lessons and Resources, but found that the page is no longer there. Do you still have this page available? If so, where could I find it?
Thanks again!

I love your book genres bulletin board. Dd you make those posters or did you order them from scholastic?

Beth,

I love your non-fiction text structure posters. Do you have any for fiction text structure? Such as main idea, summary, inferencing, etc?

Thanks! Laura

Julia (comment #39),

I teach at a public school, so standardized testing is most definitely a reality. You wondered how I was able to be so creative and still prepare my students for standardized testing.

I am very serious about my curriculum and meeting the benchmarks that are set by the state (and soon the common core standards). I have implemented intensive reading and writing workshops in my classroom and believe that I am helping my students grow to be very strong readers and writers. Each unit of study addresses different benchmarks that my students are expected to meet in third grade. However, my goal is to make the learning as enjoyable and creative as possible. That doesn't mean that I am straying from the benchmarks. I am simply working as hard as I can to make my teaching as effective as it can be while also making it fun. Creativity and thinking "outside the box" are important as I shape my students as learners and prepare them not only for "the test" but also for the real world. Many teachers in my district take this same approach, and I am proud to say that we regularly have some of the highest standardized test scores in the state:)

-Beth

Samantha (comment #38),

You asked if I would share my year-long plan of units. I cannot share the units themselves because I wrote them for our school district with a team of teachers. However, you can see the order in which I teach my units of study in comment #40 of this post.

Here is a great website that provides reading workshop units of study avalable for download: http://curriculum.dpsk12.org/lang_literacy_cultural/literacy/elem_lit/curric_instruc_assess/planning_guides/index.shtml

Lucy Calkins has also written reading workshop units of study for grades 3-5: http://www.unitsofstudy.com/teachingReading/default.asp

I hope this helps!

-Beth

Sara (comment #37),

You asked about my book basket labels. I created them in Print Shop Deluxe Version 23 for PC. I believe you can purchase Print Shop for MAC, but I know that the files cannot be opened in Print Master. It is a similar but different program.

-Beth

Alison (comment #36),

When I write my reading and writing workshop mini-lessons, I follow the "Architecture of an Effective Mini-Lesson" format. Effective mini-lessons tend to follow a similar structure. That is, while the content of the mini lesson changes from day to day, the architecture of mini lessons often remains constant.

Connection: My mini-lessons begin with a connection, in which you talk about how this lesson will fit into the work students have been doing and how it will fit into their lives as readers.

Teaching Point: Next, tell students exactly what you'll be teaching them. This is the teaching point.

Teaching: Now you teach students something you hope they'll use often as they read. You usually do this by demonstrating a strategy you use to read with greater accuracy, fluency, and comprehension. Sometimes you might share a strategy used by a student in our class, retell a vignette, or re-enact something you've seen other readers do. Usually, this component is structured sequentially, like a how-to text.

Active Engagement: Now you give all students a quick opportunity to try what you've taught with your support, or to imagine themselves trying it before you send them off to continue reading. This active engagement phase often involves students practicing the strategy we've just demonstrated on a familiar text, and it often involves them talking with their reading partner.

Link: To bring closure to the mini lesson, try to link the mini lesson to what the class has learned on previous days, to that day's work-time and to students' lives as readers. You may recall the major topic the class has been studying. "You already learned ... and today you have one more strategy to add ... " Sometimes the subject of the mini-lesson will only be pertinent for some readers. "How many of you will do this today?" you might ask. Other times, you will want to be sure every reader incorporates the new strategy into his or her work that day. "I'd like everyone to try out this strategy today to see how it helps you as you read." In these ways, you make it likely that at least some students transfer the mini lesson to that day's independent work, and that it becomes part of all students' ongoing repertoire.

I learned this approach when I first started exploring reading workshop and still use each component when planning and writing my reading workshop and writing workshop mini-lessons.

-Beth

Kristie (comment #35),

You asked about my calendar for reading workshop. This is what my year looks like (listed in the order in which the units are taught):

Launching Reading Workshop: 6 weeks
Reading Fiction: 5-6 Weeks
Mystery/Detective Book Clubs: 3 Weeks
Nonfiction: 5 weeks
Research/Report: 5 Weeks
Poetry: 4 Weeks
Reading Partnerships: 3-4 Weeks
Author Study/Book Clubs: 4 Weeks
Reflection/Summer Reading Plans: 2 Weeks

I hope this helps!

-Beth

I have found your resources to be invaluable. There are teachers at my school who might think you don't have the constraints of statewide, standardized tests and that might be why you have the freedom to be so creative. I didn't think there were any public schools unaffected by NCLB & AYP. Is yours a public school? Make my day and tell me that you can do all of this despite the standards, because I want to brag on you!!!

Hi, Beth. I have been using your website since I started teaching 5 years ago, and I have gotten so much valuable information from you! I follow a lot of the same ideas that you do for reading workshop, and I was wondering if you have a year long plan of units that you cover that you'd be willing to share, particularly in reading. I feel like a lot of my units are disconnected, or week by week. I want to do more that "flows." Can you share something like this here or on your website?

Hi Beth,
Thank you so much for sharing all of your materials! I am sharing with my school and they are really excited about Reader's Workshop!

I have a question about your book labels. I have a mac, and I just bought a new version of Printmaster. i can't open any of the documents you made or the ones I made, unless I saved them to a PDF. Do you happen to know the formatting you used for your labels? I would like to recreate labels with the same format. I also use them for math centers too.

Thank you!

Thank you so much, Beth! Those links are very helpful and I've already saved several things from them. I was wondering if you have a blank template that you use for your lesson plans for reading and writing workshop and/or word study. If so, I'd love to see it (if you are able to share it). I understand completely why you can't share your entire units of study because you created them with other professionals. Thanks for sharing so much!!

Beth,
Thank you so much for sharing all your awesome ideas. I am new to third grade this year and have implement a lot of your ideas into my classroom. I look forward to each new top 10 post each month.

I was wondering, do you have some sort of calendar you follow for reading? As to when you teach the certain big units? If so, would it be possible for you to share it? I struggle a lot with where to go from one thing to the next.

Thanks,
Kristie

Alison (comment #33),

Have you have read my previous posts I have written about Reading Workshop on my Scholastic blog? Here are links to those posts. Hopefully you will find answers to any questions you may have about my reading workshop.

Reading Workshop: What it Looks Like in My Classroom: http://blogs.scholastic.com/top_teaching/2009/10/reading-workshop.html

The Reader's Notebook: http://blogs.scholastic.com/top_teaching/2009/11/readers-notebook.html

Assessment in My Reading Workshop: http://blogs.scholastic.com/top_teaching/2009/11/assessment-reading-workshop.html

A Virtual Peek Into My Classroom Library: http://blogs.scholastic.com/top_teaching/2009/10/classlibrary.html

I would use the summer to first get your classroom library organized so that your students are able to use it effctively during independent reading time each day.

I am not able to share my units of study since I created them with other members of a reading committee for my school district. However, here is a link to a site where you can find great reading workshop units of study for all grade levels: http://curriculum.dpsk12.org/lang_literacy_cultural/literacy/elem_lit/curric_instruc_assess/planning_guides/index.shtml

I hope this helps!

-Beth

Hi Beth,
I've been using your class website as a reference for a few years now and I've always been interested in the "Reading Workshop" model of teaching. I've always had to use a specific reading curriculum that doesn't allow for a lot of flexibility. My school is allowing me to pilot a reading workshop model next year with my 2nd graders. I'm very excited, but a little overwhelmed. What do you recommend I focus on first? When you write your plans, what do they look like? I actually loop at my school, so I will teach the same students in 3rd grade, as well. Any suggestions or starting points you could give me would be so appreciated. The resources on your websites are so wonderful and I really appreciate your willingness to share!

Erica (comment #30),

You asked some questions about how I use Everyday Math in my classroom. I think most of your questions will be answered when you read a Math Workshop post I wrote last year. Here is a link to that post: http://blogs.scholastic.com/top_teaching/2010/05/math-workshop.html

To address some of your questions, I correct Home Links and use them to guide my future instruction. If a large number of students do poorly on a home link concept, I know I need to reteach those skills. If just a small group of students do poorly, I will put them in the same rotation group during math workshop and reteach the concept to just those students.

On our report card, students receive S (secure) P (progressing) or N (needs improvement) for each unit. Then skills like basic facts and problem solving are given individual marks. I feel like I know my students in a much more thorough way than our report card allows me to show, so I always add lots of additional comments about math to each child's report card.

I think my Math Workshop post will give you a better idea of how I differentiate my instruction and manage math in my classroom to best meet the needs of all students.

-Beth

Kathleen and Jamie (comments #28 & 29),

Thanks for your thoughtful comments! It's always so nice to hear from teachers who are enjoying my blog!

-Beth

I recently found your website and I am amazed and excited at the same time! You have really motivated me to make some changes in my classroom. Most of your posts refer to reading and writing. I am also very curious to learn more about your EDM program. How do you deal with all of the HomeLinks and going over them? Also, what do you do for grades? Do you have a standards based report card? I teach 2nd grade and I find that the children have difficult time doing a lot of the pages independently and there isn't a lot of practice due to the spiraling of the program. Do you create additional worksheets? I would love to read a few more posts about how you handle math. Thank you for getting me excited to try some new things!

Hi Beth,
I just wanted to say how AWESOME you are! Thank you so much for sharing all of your TOO CUTE posters, etc. and your great lessons! I look forward to your monthly posts! Please don't stop!

Beth,this is a great website! Thanks for sharing your ideas.
:)
Kathleen Fox
LibraryGames.com

Angie (comment #25),

You asked if I had a list of good nonfiction books that have clear examples of different text structures. Since identifying text structures can be a challenging skill for students, I try to use short articles from magazines or student newspapers instead of full-length books. I find that, many times, a nonfiction book will actually have a variety of text structures within it, so that can be confusing for students. Short articles tend to be written in a single text structure and are much easier for students to identify.

Scholastic News is a great magazine to order for your class! Check it out here: http://teacher.scholastic.com/products/classmags.asp

-Beth

Amanda (comment #23),

You will be able to open any of my Print Shop files in versions 23 or any previous versions. Apparently anything created in earlier versions of Print Shop will not open in the new Print Shop 2.0 version, so my files will not open in the 2.0 version.

I hope that helps!

-Beth

Beth,

Do you have a good to list of nonfiction books that are strong examples of the different type of text structures? I'm trying to put a group of titles together for my kids to use.

Thanks!
Angie

Thanks, Beth! If you do find the visuals, I would love to see them. The leads you shared have made such a difference in the quality of writing my students are doing!

Hey Beth,
Bless you for getting back to everyone on here! I truly don't see how you do this and teach too~ and keep up with two little boys.
I only wish I had your stamina!

I have a simple question: There are a few of your literacy centers that I'd like to take and tweak but I don't have Print Shop. I'd like to buy it but I'd like to buy the version compatible to your materials. Can you share that with us? Is it a newer version???

Your site is awsome by the way!
Thanks,
Amanda

Nina (comment #18),

Thanks for posting your feedback on The Comprehension Toolkit! You mentioned that the lessons can sometimes last for multiple days. I think you will find that to also be the case if you use Making Meaning!

-Beth

Jada (comment #19),

Thanks for your comments! I fixed the cover of the student text structure book. I'm glad you have found my resources to be helpful!
-Beth

Sara (comment #14),

For some reason I cannot find the file of the posters for the different types of endings. I will keep looking so that I can post a visual for you. I have them in my classroom printed out, but cannot find the actual file.

For now, here are descriptions of 3 types of endings:

1. Repeat the Lead: This type of ending echoes the lead

Examples:
Lead: If you give a mouse a cookie...
Ending: Chance are if he asks for a glass of milk, he's going to want a cookie to go with it.

2. Emotional Ending: This type of ending can be happy, sad, mysterious, funny, or surprising.

Example: I cannot remember a time in my life that I was as terrified as this experience at the zoo. I hope the tiger never scares me like that again!

3. Hope or Wish: In this type of ending, the writer shares a hope or wish that has something to do with the story.

Example: I wish that every Christmas could be a great as this one!

I hope this helps for now!

-Beth

Beth,
Thanks for all the great info. on teaching non-fiction! My student teacher used the slideshow in a lesson just the other day. I know you are very busy, but I think there is an error with the text structures student booklet cover page...I am pretty sure both covers say text features.

Hi Beth

Like Randa I have found that the lessons in The Comprehension Toolkit last for longer than one lesson - there is so much to them and so much for the children to take on board. I do think it is one of the best resources I have come across for teaching comprehension that I have seen. I don't stick to it religiously, but it does provide a great framework. My class have benefited enormously from having the comprehension strategies and skills explicitly taught to them.
I use it in conjunction with the CAFE book that I read about on your website! That is also a fantastic book. I also use so many of the ideas that you have posted here as well. I am going to look at Making Meaning - it sounds really interesting and we were just talking about a read aloud program recently!
Thank you again for all that you do! Nina

Randa (comment #11),

Thanks for sharing your thoughts about The Comprehension Toolkit. Like you, I have never found that one program is enough when it comes to my teaching. I am always looking for additional and supplemental resources to make my instruction as effective and thorough as it can be. I look forward to checking out The Comprehension Toolkit this summer!

I'm glad you liked my theme resources!

-Beth

Colleen (comment #9),

Thank you SO much for letting me know about the mistakes in some of the text feature posters! I made the changes and added updated versions of the PDF slideshows to my post.

I appreciate your comments!

-Beth

Kristy (comment #7),

You asked about Making Meaning. We use it as a read-aloud program for grades 1-5 in our district. While it builds on the concepts we are teaching in reading workshop, it is a separate program that we use during read-aloud time each day. In our classroom, reading workshop, writing workshop, word study, and read-aloud make up the 4 components of our balanced literacy program.

Our second grade teachers do guided reading (mixed with strategy groups and conferring) during the IDR component of reading workshop each day. I agree that it is hard to fit it all in! I do not have the expectation that I will meet with every guided reading group each day (or sometimes every week). I look at my students and determine first who needs the most individual instruction. I try to see those students the most often in guided reading groups and strategy groups.

You can check out my daily schedule to see how I (try) to fit it all in:http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/indexschedule.htm

Thanks for posting your comments!

-Beth

Beth,

You had shared some examples of great leads in narrative writing. They made it very easy for my students to understand good ways to start a story. Do you know of any resources or have any examples for teaching kids about writing closings/endings to their stories.

Thanks

Laura (comment #8),

Thanks for posting your comments! I'm glad you are enjoying my blog!

-Beth

Linda (comment #4),

You asked how I fit it all in? You can check out my daily/weekly schedule here: http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/indexschedule.htm

One thing that will help is to make sure your mini-lessons are indeed "mini." When I first started doing reading and writing workshops in my classroom, I tried teaching too much during each mini-lesson, and I was really cutting in to the students' independent practice time. I began taking my mini-lessons and breaking them into shorter mini-lessons with a single (more specific) teaching point. Perhaps this will help.

I also understand your frustration with students being pulled out for speech, resource room, etc. I always try to collaborate with the teachers who are pulling my students out of my classroom so that they can build on what we are doing in class. Classroom teachers at my school have also been asking those teachers to "push in" rather than pull out whenever possible. That way the students are given extra support, but the support is directly related to what I am teaching in my classroom.

Thanks for posting your comments!

-Beth

Hi Beth,
Like Nina, I use the Comprehension Toolkit in my school. It is a wonderful framework for great minilessons, but I find myself supplementing text to extend lessons over several days. My students often need the extra practice or enrichment. Each lesson is stretched to about a week, rather than a day, in my school. Also, there are skills and strategies that are not taught in the toolkit, but are great for minilessons, so I often turn to your resources for inspiration and materials. I recently came across your Theme ideas. They have greatly enhanced my instruction and added value to the Toolkit lessons. Thank you for sharing your awesome ideas and effective lessons. Your work is much appreciated! Keep it up!

Lori (comment #5),

I'm glad you liked my post! Thanks for your book suggestion for teaching text structures. (Teaching Text Structures: A Key to Reading Nonfiction Reading Success by Dymock) I will check it out!

-Beth

Hi Beth!
Please don't post!
I love your site. You are an amazing teacher full of wonderful ideas. Thank you for all of the posters and teaching materials. I am about to start a unit on nonfiction so I was thrilled to see so much great information. I just wanted to let you know about two small errors I found so that you can update your site: Illustration is missing either the "I" or an "l" on both the posters and the student book - (they look the same) and in the student text structure booklet the wrong "purpose" is listed under bullets.
Thanks again for sharing all of your ideas!