LDeramus

 IN CHAPTER FOUR OF THE READING WORKSHOP THE AUTHORS FOCUSED ON THE IMPORTANT OF EMPHASIZING TO THE STUDENT PRODECURES, ORGANIZATIONAL, AND WHAT IS EXPECTED OF THEM. THE FIRST FOUR TO FIVE WEEKS OF THE MINI-LESSONS SHOULD BE DEVOTED TO THIS. IN ORDER FOR THE READING WORKSHOP TO BE A SUCCESS, IT IS IMPORTANT TO HAVE SMOOTH TRANSITION FROM ONE ONE STATION TO ANOTHER. IN THE FIRST TWENTY DAYS MINI-LESSONS SHOULD ALSO INTRODUCE THE STUDENT TO WHAT GOOD LISTENER DO, WHAT THE READING WORKSHOP IS ALL ABOUT,CHOOSING FAVORITE BOOKS,QUIET READING (BOOK NOOK), BOOK SHARING,CHOOSING THE BOOK THAT'S RIGHT FOR YOU, WHAT TO EXPECT IN THE READING CONFERENCE, AND READING WITH A PARTNER.

 IN CHAPTER FIVE OF THE READING WORKSHOP BOOK, THE AUTHORS DISCUSS FOCUSING THE MINI LESSON ON STRATEGIES AND SKILLS. THE AUTHORS OFFERED SEVERAL EXAMPES OF MINI LESSONS THAT WOULD TEACH STRATEGIES AND SLILLS. MODELING AND DIRECT TEACHING ARE CRITICAL. IT IS IMPORTANT  TO TEACH WHAT EXPERT READERS DO BEFORE, DURING, AND AFTER READING. THE TEACHER SHOULD DEMONSTRATE READING STRATEGIES TO THE CLASS. IT IS IMPORTANT FOR THEM TO KNOW THESE STRATEGIES IN ORDER TO BECOME GOOD READERS. STUDENTS NEED TO ASSOCIATE THESE STRATEGIES AND SKILLS WITH BOOKS, NOT WORKBOOKS OR WORKSHEETS.

 CHAPTER SIX ADDRESSES MINI- LESSONS ON LITERARY TECHNIQUES. STUDENTS SHOULD BE GIVEN THE OPPORTUNITY TO VOICE THEIR COMMUNICATE AS MUCH AS THEIR ABILITY WILL ALLOW THEM TO ANALYZE LITERATURE. THE STUDENT SHOULD FOCUA ON CHARACTERS, SETTING, PLOT, AND THEME. THE AUTHORS GAVE MANY EXAMPLES OF TOPICS THAT COULD BE CHOSEN FOR THE MINI- LESSONS ON LITERARY ELEMENTS