Book+Whisperer

=Key Components of a Reading Workshop=
 * //Time:// Students need substantial time to read and look through books.
 * //Choice:// Students need the opportunity to choose reading material for themselves.
 * //Response:// Students should respond in natural ways to the books they are reading through conferences, written assignments, classroom discussions, and projects.
 * //Community:// Students are part of a classroom reading community in which all members can make meaningful contributions to the learning of the group.
 * //Structure:// The workshop rests on a structure of routines and procedures that supports students and teachers.

Students get more excited when they choose their own books. Instead of the entire class reading the same book at the same time, use that class time to teach reading strategies and literary elements that can be applied to a wide range of texts.

Be sure to explain to students your own love of reading and why you enjoy it. This must be communicated often for the reading workshop to be successful.

The first week of school
Have a "book frenzy" at the beginning of the school year--preferably sometime within the first week. During this book frenzy, students check out books from the classroom library or school library. The teacher makes recommendations on some good books and the teacher acknowledges his/her value in the students' prior reading experience. This sets a tone for the class that everyone reads every day, all year long. In those first days, don't preach to kids about their need to read. Also, don't acknowledge, at least initially, that some don't like to read or have trouble reading because doing so will validate their excuses. They choose a book at the beginning of the year, and they begin reading. If they don't like it, allow them to exchange it for another. Choosing not to read is also never discussed.

Also, during the first week of school, have students fill out interest surveys. This will give the teacher clues on what books to recommend.

It is also important during this first week of schoo, and periodically throughout the year, to model for students //how// to preview a book.

Change the terminology
Students who don't like to read are often called "struggling readers" or "reluctant readers." These terms are negative and should not be used. Instead, use the terms developing readers, dormant readers, and underground readers.

Developing readers
These students are not reading at grade level and have difficulty understanding what they read. They do not view themselves as capable of being strong readers. Developing readers must spend substantial instructional time actually reading if they are going to attain reading competence. A heavy dose of reading paired with explicit instruction in reading strategies, transform nonreaders into readers.

Dormant readers
These students will read in order to pass their classes or do well on tests, but never embrace reading as a worthwhile endeavor outside of school. Reading is work for them, not pleasure. These readers need to be shown that reading is an engaging activity. They also need to learn how to pick engaging books for themselves. These students usually constitute the largest segment of readers in the classroom.

Underground readers
Underground readers are gifted readers, but they see the reading they are asked to do in school as completely disconnected from the reading that they prefer to do on their own. Theses students love reading and would really prefer for the teacher to just get out of the way.

Factors that contribute to successful learning

 * //Immersion//: Students need to be surrounded with books of all kinds and given the opportunity to read them every day. Conversations about reading need to be an ongoing event.
 * //Demonstrations//: Students require abundant demonstrations on the structure and features of texts, how to use texts for different learning goals, and how to access the information in them. Teach daily reading lessons using authentic texts such as books, articles, and textbooks with reading proficiency being the goal of each lesson.
 * //Expectations:// Students will rise to the level of a teacher's expectations. Expect students to read every day and to read a large volume of books. Never give them messages, either explicitly or implicitly, that they can't do the assigned work.
 * //Responsibility:// Students need to make at least some of their own choices when persuing their learning goals. "Learners who lose the ability to make choices become disempowered."
 * //Employment:// Students need time to practice what they are learning in the context of realistic situations. Every lesson circles back to the students' own reading and how it can be improved.
 * //Approximations:// If it's worth learning, it's worth celebrating. Give them plenty of encouragement and allow them to make mistakes so they can learn from them.
 * //Response:// Students need nonthreatening, immediate feedback on their progress. By holding frequent conferences, requiring written responses about their books, and discussing their books daily, the teacher can provide encouragement, guidance, and validation for their reading.
 * //Engagement:// This is the most important condition for learning to take place. Reading must be an endeavor that
 * //Has personal value to the students//
 * //Students see themselves as capable of doing//
 * //Is free from anxiety//
 * //Is modeled by someone they like, respect, trust, and want to emulate//

Reading Time
At the beginning of the year, set aside 10-15 minutes __**every day**__ for independent reading time. By the Spring semester, this should be increased to 15-25 minutes a day. This can be done at the beginning of class as a "bell-ringer" activity. Also, students should be trained that anytime there is a disruption (i.e. unexpected visitors, fire drills, picture day, etc.) then they need to automatically pull out their books and begin reading. When students finish their classwork early, require them to read their books. Remember, these independent reading texts are replacing whole-class texts, so there is plenty of time for this to happen. Reading time needs to be kept sacred. This is not time to do homework, go to the bathroom, locker, etc. It's time to read and that's all the students should be doing during this time.

Library Time
Make a big deal out of library time, which should be scheduled every 1-2 weeks. Act giddy about the opportunity to check out all of those interesting books. Have students imagine what kinds of books can be checked out. On the actual library day (except for the first one) students need to be encoruaged to bring a book with them to the library. This book can be from home, from the classroom library, or from the school's library. Any students that do not already have a book will be looking for one once they get there. Of course, students with a book can look for another one, if they wish. Students will sit __by themselves__ and read silently. Then, when everyone has a book to read, return to the classroom and read some more!