Implementing Reading & Writing Workshop Together

Thompkins, Ch. 10, pp. 353-362; (347-358 6th ed.)

Important Background Information:

This approach is student centered and follows the constructivist theory. The teacher is a
facilitator and guide as the students construct understandings.
Children are not dependent on the teacher to determine how and when particular strategies
and skills should be taught. The reading and writing programs for each child are highly
individualized based on interest, ability, and need. The TEKS must always be factored into
this as well.
Independent reading and writing is for reading and writing only! Students must practice
reading and writing for sustained periods of time to build stamina. Teachers must develop
rules (only whispers or quiet talking aloud, only leaving the room for an emergency, no working
on other projects or content, no bothering peers who are engrossed in reading and writing,
etc.) and practice these with the students, sticking with them throughout the year.
Teachers must establish the classroom as a community of readers and writers, where reading
and writing at all levels is valued and honored. It has to be safe and supportive.

Key Components: Authentic reading and writing experiences that involve time, choice and response:
1. Time: children spend much time every day in class reading and writing independently, with
peers, and with the teacher.
2. Choice:
a. Reading: classroom libraries should contain hundreds of books, at a variety of reading
levels, on a variety of topics, of a variety of genres, etc.
i. Teach children how to use the classroom library and how to select books that are
appropriate for them; they must be able to read them independently for sustained
periods of time.
ii. Book talk books that are in the classroom library, and allow students to book talk
books as well.
iii. Read your own texts for part of the time that the kids are reading; they need to
see that you value the independent reading time.
iv. Confer with kids during this time, talking briefly and quietly with students about
their reading. Be sure to document these conferences, noting what is being
read, progress in reading, strategies and skills being practiced, strategies and
skills to be taught during minlessons or guided reading groups, etc.
b. Writing: classrooms should contain plenty of materials for self-selected writing
experiences: different kinds of paper, writing instruments, classroom libraries, digital
resources, materials for binding, like staples, binding rings, brads, etc.
i. Teach children how to use classroom resources to help them with topics,
formats, spelling, grammar, and mechanics. Use classroom charts to show them
what to do next in the writing process and how to use the Writers Workshop
folder. Use classroom charts to share any of the rules and formats that are
developmentally appropriate for the students. Use a questions board (either

paper or digital) where students write questions for you. This helps them to know
that their questions will get answered without interrupting writing conferences
with other students.
ii. Write in front of your students and share your outside writing with students; share
models from literature with students; allow other students to share their own
writing as models as well.
iii. Confer with students about their writing. Teachers confer with individual writers
and small groups of writers, keeping track of students so that all students get
teacher guidance. Be sure to document these conferences, noting what is being
written, progress in writing, strategies and skills being practiced, strategies and
skills to be taught during minlessons or guided writing groups, etc.
3. Response:
a. Reading:
i. they write about the books they are reading: reader response journals
(involvement response=character analysis & reaction to the plot), comprehension
strategy monitoring guides (immersion responses=strategy use), and personal
response writing (literary connections= personal connections & literary analysis).
ii. they talk about books they are reading through literature circles, guided reading
groups, peer and teacher conferences, whole class book talks, etc.
b. Writing:
i. they talk about what they are writing with teachers and peers while they are
writing (published authors always share writing during the processfeedback is
important); they engage in peer revision groups that are mostly student led
(students must be taught how to give peer feedback); they share their writing
after they have completed the writing process.
The Structure: Independent reading and writing, responding to and about reading and writing, sharing
reading and writing, minilessons about reading and writing, and reading and writing aloud to/with
students.

Reading Workshop
Independent Reading (choice) 3060 minutes
Sharing (celebrating books that are
being read) 15 minutes
Whole group and/or small group
minilessons (workshop procedures,
strategies, and text factors) 5-15
minutes
Reading Aloud (Modeled) 10-15
minutes

Writing Workshop
Independent Writing (choice) 30-45
minutes
Sharing (celebrating writing that has
been completedoften in an
authors chair) 10 minutes
Whole group and/or small group
minilessons (workshop procedures,
craft, and strategies/skills) 5-15
minutes
Writing Aloud (Modeled) 10-15
minutes*

The textbook placed this inside the minilesson, but it is important enough to get its own place.
It can sometimes be combined with the modeled read aloud in the Reading Workshop.

Do reading and writing processes still apply? Yes

Reading: prereading, reading, responding, exploring, and applying
Writing: prewriting, drafting, revising, editing, publishing. Note: Sometimes children will choose not to
publish a piece; dont throw it away. Have them file it in the Writers Workshop folder; they may come
back to it later.
What is the difference between reading workshop and SSR (sustained silent reading)?
SSR only has one component: independent reading.
How do children keep track of the work?
Students keep a Reading Workshop folder (with reading logs, written responses, minlesson activities,
etc.) & a Writing Workshop folder [with writers notebooks that hold topic ideas for writing (lists,
images, observations, dreams, wonderings, memories, snatches of talk, etc.), prewriting, drafts at all
stages (drafting, revising, editing, published), minilesson activities, etc.]
How do teachers keep track of the children?
Many teachers develop status of the class charts. Each students name is listed. Beside each
name are two boxes, one titled Reading Workshop and one titled Writing Workshop. Kids note their
status in the box. For example, one student may need a reading conference and can note that in the
Reading Workshop box. That same student may be reading to share a writing piece and can note
that in the Writing Workshop box. Perhaps teachers can use a white board, sticky notes, or
laminated cards with Velcro backing, etc. The idea is that the chart is constantly changing based on
the needs of the student.
How do I help kids learn how to give peer feedback?
Teach the listener to:

include a statement about what was heard in the piece; i.e. What I heard was that you love
dogs.
a personal connection with the piece; i.e. I love dogs too.
specifically compliment the piece; i.e. I liked the way you described the dogs fur as the color
of chocolate.

Teach the authors to:

be specific about what help is needed; i.e. I am not sure that I have described the dogs color
well enough. Could you see the color of the dog when I read my piece?

Note: Authors should not say things like What part do you not like? This just opens the feedback up
to disappointment for the author.