The Reading Workshop model is based off of Richard Allington's six T's of elementary literacy instruction. Time, texts, teaching, talk, tasks, and testing.
Research has shown that students need lots of time to read. It is also important that this time spent reading is done with texts that are "just right" for the reader. Explicit teaching of reading strategies and skills followed by meaningful tasks during their independent reading are the core of this model. Allowing students time to talk about or reflect on their book/skill ties it all together. Lastly, testing should be used to guide instruction to help the students grow as readers.
During the Reader's Workshop model, a 75 minute block of time is divided into 3 sections, the Mini-Lesson, Independent Reading and the Reflection Meeting/Sharing.
Mini lesson- Every Reading Workshop will begin with a 10-15 minute mini-lesson. Each mini-lesson, includes a read aloud and a specific teaching point in kid friendly language that typically focuses on a specific skill. The skill will be modeled and demonstrated, with and without purposeful mistakes, to set the readers up for success during their independent reading. Anchor charts will be created during this time for concrete visuals of the skill being taught.
Independent Reading- independent reading, or the Differentiated Workshop Core (DWC) is about 40 minutes long. During this time, students will be reading text at their "just right" level in their cozy reading nooks in the classroom. As the students are reading, they will be focusing on a specific task related to the teaching point. Students will be responding to reading in their reading journals.
During this time, there is one-on-one conferencing occurring, small group conferencing, and guided reading groups being led by the teacher.
Reflection/Sharing- The reflection meeting, approx. 10 minutes, is one more time for students to reflect on and deepen their understanding of the teaching point. Student(s) will be articulating their process to the class, referring to their text and reading notes based on the reflection question being asked. The whole class, or individual students may be asked to reflect on their process, and successes/mistakes.