In the simplest sense, a workshop consists of three sequential segments: the mini-lesson, independent work, and share. The bulk of the workshop time is designated for student independent work, in which students apply their learning. To the left is a simple graphic of the framework.
Yet, within each of these segments are many processes and strategies that ebb and flow, different each day, adjusting to student needs.
During the mini-lesson, the teacher …
*Connects the new learning to previous learning
*Models processes and/or strategies
*Provides explicit instruction
*Provides opportunity for student engagement
*Constructs an anchor chart
*Links the lesson to the students’ independent work time
During the independent work time, the teacher engages in targeted instruction via …
*Literature Discussion Groups
Partway through independent work time, the teacher will “catch and release” the students with a mid-workshop teaching point–drawing the students back to the task of the day or moving the students on with additional quick instruction. During independent work time, students also have time to engage with classmates via peer conferences, literature discussion groups, or book clubs.
The final piece of the framework brings the class back together for a sharing time, where the teacher and students reflect on their work for the day and perhaps connect to the next day’s lesson.
Resources to build knowledge:
Miller, Debbie. (2013). Reading with Meaning: Teaching Comprehension in the Primary Grades (2nd Edition).