MSirmans

    Chapter 4 of Revisiting Readers' Workshop emphasizes the teaching of procedures that the students need to understand before feeling successful in the Reading Workshop.  Routines are explained and suggestions made to help the student become comfortable because comfort is conducive to learning.  Examples were presented and time frames for implementing the procedures were given.  A list of recommended books for mini-lessons was a useful tool to include in a teacher's guide.  Even procedures for selecting a book nook was included  and 20 days of mini-lessons were provided.  I liked the strategies offered for choosing a "just right" book. 

     Chapter 5 offered background information on the most important strategies and skills to teach in a reading workshop.  Reading strategies are essential for constructing meaning and and reading skills for understanding the text.   These lessons are to be taught time and time again to be effective.  A step-by- step plan  for instructing strategy and skill was concise, thorough and easy to understand.  The sample reading mini-lessons are well designed and easy to follow.  The suggestions of " it's like listening to the author's whispers" is a melodic way of guiding inference.  The authors show flexibility and allowance for individuality by telling  different ways proficient students "look back" and reflect on a book.  Detailed lesson plans were shown on each of the eight reading strategies to be taught.   A list of recommended books for teaching skills is very helpful for the teacher considering using this method. 

     Chapter 6 explores teaching literary elements and techniques of readers' workshop.  A listing and explanation of mini-lessons on literary elements and ways students can analyze a text was in the book and samples of literary technique mini-lessons that encourage carry-over and application of these techniques to their own writing.

      The first chapters of this book by Barbara Orehovec and Marybeth Alley explained the basic elements involved in designing ,organizing and managing a Reading Workshop within the classroom.  The information in these chapters was easy for me to visualize and comprehend since I work as an itenerant  (inclusion) teacher in an America's Choice School where they are presently using this method.  I have experienced these workshops in various grades and levels.  As many times as I have taught in these classes, I had not given much thought to the preparation and organization reqjuired of the classroom teacher.  When America's Choice was implemented at the school, numerous visitors, planners, committee members, literacy coaches, trainers and packets of materials were present.  There were numerous  meetings, workshops conducted so I assumed that the schedules, lesson plans, materials, and organization strategies were provided by the program and the teachers were expected to follow specific instructions and materials to use.  This book helps me realize that the teacher has more choice and responsibility in what s/he teaches and uses for the program.  Better understanding of the organiztion and management of a Reader's Workshop has given me insight on ways that I can help the classroom teacher and be a better "team player" in these classroms. 

      I have witnessed much success with this method but like all techniques and strategies, it isn't the answer for ALL students.  The auditory learner with literary experiences and background thrives in this program.  The kinesthetic, inattentive child with very limited vocabulary does not absorb or profit from all the enrichment intended.