Differentiation+in+Reading+Workshop

You enter a fourth grade classroom during the English Language Arts block. Some students are reading independently at their desks. You see covers of “Tales of a Fourth Grade Nothing”, “Harry Potter” and “Henry’s Freedom Box”. Some students are working in a small group with a teacher at a side table. She is modeling how to ask questions before reading a text. Students are now turning and talking with a partner about questions they have about what “Fly Away Home” might be about. Others are writing in a notebook their responses to their independent reading books. You see poems, paragraphs and even, pictures. It feels like every child is doing something different. This may seem like a poorly planned classroom, but what you are witnessing is an example of differentiated instruction, in a model known as Reading Workshop in a fourth grade classroom.

=**Differentiated Reading Instruction**= Differentiated instruction is a strategy used in classrooms in order to meet the instructional needs of all students. The National Center on Accessing the General Curriculum (2002) defines differentiated instruction as “recognizing students’ varying background knowledge, readiness, language, preferences in learning, interests, and [then] reacting responsively” (p.2). Many teachers use this model by examining where a student is academically and then providing them with support to be successful. Teachers can differentiate by content, process, or product so that all students can find academic success (NCAC, 2000). This differentiated instruction can occur in all content areas but it is especially important during reading instruction. In fact, students tend to struggle in other areas of the curriculum, such as social studies and science, if their reading ability is poor, so differentiating reading instruction is crucial (Richardson, 2011).

Students enter the classroom at all different reading levels and teachers are expected to meet their needs. If they are all given the same reading instructions, without any differentiation, it would actually be “detrimental to student achievement” and it would make it harder to close the achievement gap (Ankrum & Bean, 2007, p.134). For example, if a teacher uses a basal reader for the whole class and they all get the same worksheets focusing on the same strategies, then the needs of all students will not be met. Some students may need more practice with basic reading skills, while others need a challenge that focuses on higher-level thinking. (Ankrum & Bean, 2007). Differentiating instruction allows teachers to form small groups based on interest, readiness or needs. Teachers must therefore differentiate the content, process and product of the reading lesson and there are several ways to do so.

One way a teacher can differentiate reading instruction is through the **content**. The content has to be appropriate for the individual learner. Teachers can differentiate the content by having students read about the same topic, but allowing students to use different books at their appropriate level. Teachers can also differentiate the content by having students read a book based on their interest or readiness (Richardson, 2011).

Differentiated instruction in reading must also occur through the **process**. This means that learning activities have to address the needs of all the students. Student interest, readiness and abilities all have to be taken into consideration when planning to differentiate by process (Richardson, 2011). For example, when teaching vowel patterns you can differentiate how they learn the new information. Perhaps some students are interested in computers and technology. They could do their phonics work on the computer while others do word sorts at their desk. Both groups are learning the same phonics instruction, but through a different process.

A teacher can also differentiate reading instruction through the **product**. This means that students would show what they have learned through different activities (Richardson, 2011). For example, if students are working on identifying character traits in a text, one student can insert character traits into a graphic organizer, while another student can write a journal entry identifying three major traits. The teacher can still assess if the students understand character traits even with two different products.

If a teacher is going to differentiate reading instruction either through content, process, or product they have to be flexible. The groupings may not stay the same everyday and the skills may not be mastered right away. For example, if a teacher notices that four or five students seem to be struggling with a certain phonics skill then this should become a group that works on that skill. For this reason, differentiated reading instruction also requires a lot of progress monitoring and assessing to determine if students are successful, or if they need more work on a concept (Ankrum & Bean, 2007).

If differentiated reading instruction is going to occur the teacher must possess a lot of knowledge on the reading process (Richardson, 2011). They have to know //what// to differentiate (what skills, strategies or concepts), //how// to differentiate (by content, process or products), and //who// to spend more time with working on a skill and who can achieve that skill independently. There are several different methods of differentiating reading instruction in the classroom and some include ability grouping, Guided Reading, or center learning (Ankrum & Bean, 2007). However, most recently educators have employed the Reading Workshop model to differentiate reading instruction.

=**Reading Workshop**= “Practice makes perfect.” You’ve heard it many times before in conversations about soccer, dance and playing an instrument. It’s true; in order to get better at something, you need to practice it. Why wouldn’t the same apply to reading and reading strategies?

Reading Workshop, “...structures reading time and activities to make reading the primary activity and to give students ownership of their reading,” (Graves, Juel & Graves, 2007, p. 306). This model can be used in any grade level, but it is more likely used in elementary schools. Reading Workshop takes away the “one size fits all”, repetitious feel of reading out of a thick anthology and filling out boring worksheets. It focuses on the teacher modeling important reading skills and strategies, and then letting students practice them independently. Reading Workshop needs an uninterrupted hour, in order to complete all of the components most effectively. Although, Reading Workshop allows for flexibility on the teacher’s part, it consists of the following components:
 * Mini-lesson (5-20 minutes)
 * Independent Reading Time (30-40 minutes)
 * Closing (5-10 minutes)

__//Mini-Lessons//__ Mini-Lessons, sometimes referred to as Think-Alouds, give the teacher the opportunity to start the lesson with whole-class instruction. The class gathers together, often sitting in a circle. The mini-lesson has one focus, and it is usually a reading skill or strategy (Graves, Juel, Graves, 2007). Because reading is an invisible process, the mini-lesson creates time for teachers to model and make visible the thinking and reading processes. Teachers need to explicitly teach students what good readers do, like asking questions, monitoring for meaning or inferring. During this time teachers should explain why the strategy is important, when to use it and model how to use the strategy in an actual context (Wilhelm, 2001). Often times, a teacher will use a picture book or a short chapter book to model how it is done. Read-alouds, “...have been shown to be one of the major motivators for children’s desire to read” (Cunningham &Allington, 2007, p. 13).

Mini-lessons are also collaborative times. Students are responding to teacher posed questions through the use of “turn and talk”. Some times teachers assign “Reading Partners” to guide discussions. It allows each child to discuss before sharing ideas with the entire class. Teachers also create “Anchor Charts” with their students. These Anchor Charts are then hung up in the classroom for students to go back and refer to. Because students are part of the process, they are more motivated to use them again.

The focus of the mini-lesson is to work on a particular skill or strategy that the students will work on during their Independent Reading Time.

__//Independent Reading Time//__ Once the mini-lesson ends, the teacher sends students off to practice the skill or strategy. Students should have several books at their reading level ready for them to read. Some teachers have students keep their books in a bag or bin for organizational purposes. Students may sit around the classroom, and their goal is to read silently for the full thirty to forty minutes (Graves, Juel and Graves, 2007, p. 307).

During the Independent Reading Time, as students are building their reading stamina, the teacher can pull individual students to confer. They can use this conference time to gather data to figure out if the child understands the skill or strategy, areas of weakness or areas to challenge (Cunningham & Allington, 2007). Teachers can also confer with small groups or use the time for guided practice. For example, if during the mini-lesson the teacher notices four students that are having trouble asking “Thick” questions, the teacher can work with that group for further instruction and practice.

The Independent Reading Time is also used for students to respond to literature through their Reader’s Notebook. Students can record their thinking in the notebook while they read. This can be used for students to look at in small groups, share out at the end of the lesson or to be used as formative assessments. Some ways students use Reader’s Notebooks is to record questions, create reading charts, track evidence through their book, create and reflect on reading goals and store references.

Independent Reading Time can even be used for student meetings, (Graves, Juel, Graves, 2007). Students who are reading the same book, or even books by the same author, can be given time to discuss the literature. It can also be used to additional guided reading practice with a partner or small group, if the teacher thinks the students need more time before trying the strategy out independently.

Independent Reading Time allows students time to actually read. This is different than SSR (Silent Sustained Reading) or DEAR (Drop Everything and Read) time. Students need thirty to forty minutes to truly be reading. It also allows for differentiating, as students are reading self selected texts at their own reading level.

__//Closing//__ During the Closing, the class reconvenes as a group. This time the class has time to reflect on how the lesson went. Students can first share to a partner before sharing out with the class. The teacher can also use this share as feedback to help guide the next lesson.

Reading Workshop emphasizes the importance and value of reading. It involves teaching and modeling strategies that will help students become better independent readers, giving students time to read and respond, and then giving students the opportunity to share what they’ve learned (Graves, Juel & Graves, 2007). Because of its flexibility and personalized nature, it is easy to differentiate for the needs of each reader.

=**Reading Workshop & Differentiated Instruction**= Reading Workshop is a perfect model for differentiated instruction as it involves flexibility, student choice, activities personalized for learning styles, on-going assessments and modified instruction. The format of Reading Workshop may be the same each day but within that uninterrupted hour of reading, the content, process and products will differ from student to student. Reading Workshop ultimately “allows the teacher to tailor instruction for individual needs” (Orehovec & Alley, 2003, p.139). It is “student-centered and student-paced” and helps students become better readers as well as creates positive attitudes towards reading (Buhrke & Pittman, 2007, p. 15). If a teacher wants to provide differentiated reading instruction, Reading Workshop is a great model to do so.

__//Set-Up//__ Differentiated reading instruction within the Reading Workshop model begins well before school starts. There are several factors teachers must consider in terms of classroom environment, classroom arrangement, classroom library and student supplies so that instruction can ultimately be differentiated.
 * **Classroom Environment**: The classroom should be a comfortable environment that encourages reading. This includes having good lighting, comfortable chairs or spots to read in and having little clutter to distract students. All students should feel comfortable enough to read in the classroom.
 * **Classroom Arrangement**: The way the classroom is set up is crucial for a successful Reading Workshop. There needs to be a space for a large group meeting as well as a space for small group meetings. There also should be an easily accessible classroom library and enough room to sit one on one with students as they are reading independently. The set-up of the classroom assists in differentiating instruction later on.
 * **Classroom Library**: The classroom library is also important for a successful Reading Workshop. The library must contain a variety of genres, authors and levels for students to choose from. The books in the library should be organized and clearly labeled so that students can choose appropriate books for independent reading. Teachers can organize their classroom libraries by authors, genres, levels, topics or any other category students would understand. The library needs to stay organized throughout the school year so that Reading Workshop can be successful.
 * **Student Supplies**: Teachers should have multiple supplies available for students during their independent reading and responding. For example, teachers should have post-it notes, highlighters, book marks, tracking cards, scrap paper and pencils readily available to all students so that they can use what works best for them.

Teachers also need to have **Book Boxes or Bags** for students so that they have a place to store the books they are reading. These boxes or bags should be accessible and small enough to store in the classroom but large enough to hold at least 5 books at a time.

Lastly, teachers need to prepare **Reader’s Notebooks** for each student so that they have a place to respond to what they read. Teachers can choose how they wish to set up their Reader’s Notebooks but usually a reading log, graphic organizers and lines to write responses are found inside the notebook. When a teacher has considered and prepared all of these “behind the scenes” aspects of Reading Workshop, then differentiated instruction can ultimately occur. There is much planning involved before instruction even begins (Dade & Storey, 2011).

__//Getting Started//__ Buhrke and Pittman (2007) suggest “matching readers to their independent reading levels” through assessments in order to begin Reading Workshop (p.16). Teachers can use a formal assessment such the Developmental Reading Assessment (DRA), or the Fountas and Pinnelle Benchmark Assessment to get an idea of each student’s reading level. When this level is determined then teachers can help students choose appropriate books from the classroom library for their Book Boxes. It is important that students’ Book Boxes contain “just right” books throughout the year so that students can decode and ultimately comprehend their texts. Determining students’ reading level and filling their Book Boxes with appropriate books ensures students will meet success when beginning Reading Workshop.

Once students’ Book Boxes have been filled, teachers should then listen to the students as they read and take notes during a one on one conference. During this informal assessment teachers can gain a better understanding of students’ abilities and weaknesses. Students can also fill out a reading survey so that teachers are aware of students’ interests and motivation.

After the initial student assessments, teachers can begin instruction. Each grade level has a unit guide for the lessons and strategies to focus on during the year. For example, some units include Monitoring for Meaning, Determining Importance, and Inferring. Teachers have the flexibility within those units to decide what to spend more time on or what needs to be reviewed. The pacing of each lesson is largely determined by the students (Dade & Storey, 2011).

Reading Workshop is very much a cyclical process as each day conferences, small groups and assessments guide further instruction. Orehovec and Alley (2003) state “authentic instruction in a Reading Workshop is the result of authentic assessment” (p.125). Assessments should occur when beginning a Reading Workshop, during each daily lesson and after a unit is completed. Teachers can use formal assessments such as DRA’s or informal assessment such as conference notes, student’s journal response or even observation to determine if students are succeeding. These assessments are then used to set goals, make groups and challenge students all based on one strategy in a unit.

Reading Workshop is designed to differentiate instruction and once this model has been established in the classroom, there are several ways to differentiate.

__//Differentiating by Books//__ When looking in each student’s Book Box during a Reading Workshop one would notice a variety of books. In a 2nd grade classroom all students are working on the strategy of retelling with characters, setting, problem and solution in the Retelling unit. However, one student has a Henry and Mudge book, one student has a Cam Jansen chapter book, another is reading the picture book, “Big Al,” and yet another is reading the picture book, “Amazing Grace.” All of these books are written by different authors, consist of different genres and are at different reading levels. There does not seem to be a common theme across any of them. However, this is exactly how a Reading Workshop should look like.

Even though all of the students are reading different books at different levels and with different themes, they are all reading their books with the same purpose of retelling it using story elements. The strategy is the same; the book choice, or content, is differentiated. The books have been chosen by the students and not the teachers, and this allows differentiation by student interest and readiness. Students have chosen books that are ‘just right’ or at an appropriate level for them. They have also chosen books that they are interested in as the topics and themes vary from student to student. Research has shown that “students will have more motivation to read when they are part of the selection process” (Buhrke & Pittman, 2007, p.15). This motivation is crucial in a Reading Workshop as students need to have stamina to sit and read independently. Since students can choose their own books by interest and readiness they are motivated and can therefore be successful. Research also shows that when a student has a choice they are more engaged in what they are doing. Engagement leads to motivation and motivation can ultimately lead to comprehension and success. (Dade & Storey, 2011). Therefore, allowing students to read different books that they have chosen, but focusing on the same strategy while they read these books, creates an element of differentiated instruction.

__//Differentiating though Reader’s Notebooks//__ Reader’s Notebooks, or Reading Logs/Response Journals, are another component of Reading Workshop that can be differentiated to fit the needs of the students. Reader’s Notebooks give students an avenue to, “...record //personal responses// to the literature that they read” (Graves, Juel & Graves, 2007, p.372). They also allow students to engage more with the text and to provide opportunities to track how they’ve used different reading strategies (Dade & Storey, 2011). Since much research shows great benefits from connecting reading and writing, it is important that during Independent Reading Time, students are reading and responding in their Reader’s Notebooks. Writing not only leads to students becoming better readers, but if students know ahead of time that they will be responding to the literature, students are more likely to read with a clear purpose, (Cunningham & Allington, 2007). In addition, Reader’s Notebooks are beneficial for both the student //and the// teacher. The teacher can also use the Reader’s Notebook as a conferring tool and to collect data on how each child is progressing.

One way to differentiate the use of Reader’s Notebooks is to allow students to use different graphic organizers to track their thinking. For example, if students are working on inferring and using their Reader’s Notebooks, students can choose how to record their thought process. Students who are still working on solidifying the process of inferring can use a Venn Diagram (Figure A). The Venn Diagram will allow students to continue to see how their schema and evidence from the text combine to create an inference. However, students who understand how to make inferences can record their thinking using a different graphic organizer. Students who are ready to infer the theme of a book, can use a T-Chart (Figure B) to use evidence and explanation to support their decision. All students are working on the same topic of inferring, but the teacher can differentiate for the students’ needs.

Students can use their Reader’s Notebooks in so many ways. This is why Reading Workshop is great for differentiated instruction. The teacher can assign how students respond to literature based on their reading goal or need, or the student can decide. Some examples of how students can respond to literature are the following:
 * Track their questions (thick or thin) throughout the book
 * Create a list of unknown words where students use context clues to determine their meaning
 * Draw pictures of what is happening in the plot
 * Visualize what a character looks like and draw a picture with evidence from the text
 * Write a letter to a main character about a decision the student agrees/disagrees with and explains why
 * Record quotes from the book that they enjoyed
 * Use a T-Chart to find evidence and explanation to support a book’s theme, the author’s message, a character’s traits, etc.

__//Differentiating through Small Groups//__ Unlike Guided Reading Groups, the use of small groups in Reading Workshop serve a different purpose. Because Reading Workshop has time built into its schedule for Independent Reading Time, the teacher uses it to meet one on one or with small groups to confer. Reading conferences can be used to encourage students’ reading interests, help students find appropriate leveled books to read and to monitor student progress (Cunningham & Allington, 2007). The teacher can also pull small groups for extra practice at this time. These small groups can be used to challenge higher level students, give additional practice to all students in small groups, or to meet with lower readers to focus on areas of weakness. Small groups are meant to be flexible and change to fit the needs of the students. During this time students can share their thinking with partners and with the small group, and then receive feedback from the teacher (Routman, 2003).

Although it is encouraged to give “student choice” of activities when differentiating, this is not the avenue to do so. Teachers should use formative assessments, such as Reader’s Notebooks, observations and other data to form small groups. Once the teacher has identified each small group’s goal, he or she can meet with the group to work on whatever their individual need. These flexible small groups can change at any time, which makes it perfect for differentiating. The teacher can manage as many small groups as he or she can.

For example, if at the end of the year the class’s unit of study is Synthesizing, the class would be working on combining all of the strategies they had learned. Perhaps the teacher notices that there are still five students who are not monitoring for meaning. The teacher would assign their group’s focus to stopping when they are confused. There are also two students that are in much need of phonics practice. These two students could have a group that works on Lexia, a technology based program that works on phonics skills. The majority of the class seems to comprehend the reading strategies, but needs additional practice identifying how each strategy is related. The teacher can create two smaller groups of five and use mentor texts to practice. The last three students need a challenge. They are reading well above grade level and ready to start looking at symbolism in books. Asking questions, inferring, determining importance and other strategies the class has worked on needs to be used to find symbolism. Therefore the teacher can synthesize all units of study and give those three students opportunities for additional growth.

Small groups takes a lot of management, but it enables the teacher to “understand the students’ reading process and provide individualized instruction” (Orehovec & Alley, 2003, p. 106). They should be flexible and should change to meet the current needs of the students. Constant data and observations should be used to manage the groups. Here are some tools for small group management. = = = = =**Educators’ Testimonials**= “The Reader’s Workshop model is a perfect vehicle for differentiation because students read text at their own independent reading level, and small group instruction and conferring is targeted based on the needs of the individual students. All students are exposed to a focused mini-lesson at the beginning of each workshop session, but during individual reading time, students who are able to utilize the mini-lesson focus are expected to do so, while others may work on individualized goals that meet their needs. Teachers also work to enrich students who may be working above the benchmark population with higher order thinking skills that match or exceed the focus lesson objective.” - Kathy Provost, Literacy Coach

“Reading Workshop is a great method of instruction to meet the needs of a diverse group of students. Students are able to read texts at their independent level and progress to harder texts with the support and modeling of the teacher. Since each student is working at their independent reading level, teachers are able to easily differentiate instruction and texts to fit each students individual needs.”- Linsey Eggelston, Special Education Teacher

“Reading Workshop provides many opportunities for differentiation in the classroom. The whole community (all levels of learners) is exposed to the mini-lesson and hears the rich discussion of text. Students with reading difficulties and language difficulties are able to hear the modeling of their peers. The small group/independent reading time allows for teachers to meet with small groups on a targeted skill/strategy, based on what the student needs to make progress.”- Jocelyn Tobler, Classroom Teacher = =

=**Conclusion**= Reading Workshop cannot be implemented without using the differentiated instruction model/framework. This reading model puts the emphasis on reading and how it affects the student. It provides students opportunities to learn and practice reading strategies, pick books at their reading level that interest them and respond to literature. Teachers also get to meet with students and give them the personalized instruction they need. Although it does take much planning, Reading Workshop is a great model to use with differentiated instruction.

=**Getting Started? Here are some helpful Reading Workshop resources:**=
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 * __[|http://www.readersworkshop.org]__/

=References= Ankrum, J. W., & Bean, R. M. (2007). Differentiated Reading Instruction: What and how. //Reading Horizons, 48//(1), 133-146.

Buhrke, G., & Pittman, S. (2007). Readers in Action: Implementing Readers’ Workshop in a First and Second Grade Classroom. //Illinois Reading Council Journal,// 36(1), 14-21.

Cunningham P.M., & Allington R.L. (2007). //Classrooms That Work: They Can All Read and// //Write.// Boston: Pearson.

Dade, P., & Storey, K. (2011//). Introducing Reading Workshop//. California: Shell Education Publishing.

Graves, M.F., Juel, C., & Graves B.B//.// (2007). //Teaching Reading in the 21st Century//. Boston: Pearson.

Hall, T. (2002). Differentiated Instruction. //NCAC Effective Classroom Practices//.

Orehovec, B., & Alley, M. (2003). //Revisiting the Reading Workshop: Management,// //Mini Lessons, and Strategies.// New York: Scholastic Professional Books.

Richardson, J. W. (2011). //Differentiation in Reading: Meeting the Needs of All Students.// (Doctoral dissertation) Retrieved from ERIC (ED525039).

Routman, R. (2003). //Reading Essentials: The Specifics You Need to Teach Reading Well.// New Hampshire: Heinmann.

Wilhelm, J.D. (2001). //Improving Comprehension with Think-Aloud Strategies.// New York: Scholastic Professional Books.