Reading workshop gives students the opportunity to read a wider range of material than might be found in a basal reading series and to respond to the material in a many ways (Atwell, 1989). Teachers have used this rather broadly defined model to create various experiences for their students. Generally, a considerable block of time is set aside each day for reading workshop. During that time students typically engage in the following activities:

• reading and responding to literature
• having group minilessons on skills and strategies
• participating in individual conferences with the teacher to review progress, receive individual instruction, and make plans for future activities
• sharing reading responses with the group

When reading and responding to literature, students may work individually or in small groups. When reading individually, a student selects a text, reads it, and responds through, for example, writing, making a diorama, or collecting and displaying artifacts that represent various aspects of the piece. Students who read the same text may decide to reenact the events for themselves or for classmates in a creative drama, perhaps with a collaboratively written script. They may choose to engage in discussion about the reading material (Daniels, 1994), perhaps sharing ideas about the most exciting part of the story, how the story might have ended differently, or which parts were puzzling.

The teacher interacts with the students by providing direct instruction in skills and strategies by means of minilessons. Some teachers conduct minilessons with the whole class, but often they choose to work with small groups based on students' particular needs. For example, perhaps several children in the class have begun to write stories with dialogue but do not know how to use appropriate punctuation and paragraph structure. This is an ideal time for the teacher to form a small group to explain the mechanics of writing dialogue. The students are then monitored as they practice to develop this skill.

During reading workshop, the teacher also meets with students on an individual basis to set goals and keep track of progress, often monitoring that progress as part of portfolio assessment (Noden & Vacca, 1994). They review the student's portfolio together, check to see how the including artifacts indicate what progress has been made toward achieving goals, and set new goals. The teacher may give the child an individual lesson based on a need uncovered as the work in the portfolio is reviewed. This is also an ideal time to check on progress toward mastering a skill or strategy that was the objective of a minilesson.

Time is set aside each day for students to share their responses with the group. This may be done both at the beginning of class to spark interest and at the end of class as a way of sharing and celebrating the literacy activities of the whole group. This may also inspire others in the class to read a certain piece or to discover another method of responding to literature.

Sources of Additional Information on Reading Workshop

French, M.P., & Danielson, K.E. (1991). In the classroom. Reading Teacher, 44(8), 616.

Foster, H.M. (1995). A book, a place, a time: Using young adult novels in a reading workshop. English Journal, 84(5), 115.

Spencer, P.S. (1991). Recovering innocence: Growing up reading. English Journal, 80(6), 65.

Swift, K., & Wolford, G. (1993) Try reading workshop in your classroom. Reading Teacher, 46(5), 366.