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Reader's Workshop is an instructional model for reading that combines explicit instruction in reading strategies with opportunities for students to practice each reading strategy independently, with a peer, and in small groups.  Each day the children will be part of a mini lesson which will last 10-15 minutes.  During the time the teacher will remind the children of previously learned skills and introduce a new one.  The teacher will think out loud modeling the skill while reading a story.  After the mini lesson the children will then go off and read independently or with a partner to apply the skill with a book at his/her reading level.   During this time the teacher will be conferencing with students individually or in small groups.  Following this portion, the group will come back together and share what we learned that day.  As the year progresses the children will be applying all of the skills we have learned when we read.  You will be amazed at how your child will not only become a reader but appreciate books and understand what is being read.

The basic philosophy behind Writers’ Workshop is that students write every day for real purposes about things that interest them. Students learn the craft of writing through practice, conferring and studying mentor texts with the ultimate goal is of developing lifelong writers.  The Writers’ Workshop has a structured order of events that occur daily within a specific block of time. The structure of Writers’ Workshop follows a predictable pattern and set format which builds structure, expectation, and opportunity for students to write. The model always starts with a mini­-lesson with the whole class in which the teacher explicitly teaches one skill, strategy, or quality of writing. Once introduced, the teaching point becomes an option for students to use in their writing. 

As students move from whole class to independent writing, the teacher confers with students individually or in small groups about their writing. Through additional mini-­lessons and conferences, the teacher is able to attend to individual needs, set goals for students, and reinforces previous lessons. At some point during independent writing, the teacher may chose to address an observation or remind students of prior lessons with a mid­-workshop interruption which provides a mental break and refocus on writing objectives. The workshop often concludes with the whole class reconvening for a brief share. The teacher may identify a student whose work has effectively utilized a strategy or teaching point. 

Fundations- Kindergarten-Third Grade

Fundations® utilizes a structured literacy approach grounded in the science of reading to make learning to read fun while laying the groundwork for lifelong literacy. The program’s research-based approach and extensive materials allow K–3 teachers to confidently present a carefully structured reading, spelling, and handwriting curriculum using engaging, multisensory techniques. Fundations is aligned with the science of reading and guides teachers to provide effective instructional practices. For more information regarding the research behind the science of reading, please go here.

Words Their Way-Fourth Grade-Sixth Grade

Words Their Way  is a developmental spelling, phonics, and vocabulary program. It was developed by Invernizzi, Johnston, Bear, and Templeton. Words Their Way is an approach to spelling and word knowledge that is based on extensive research literature and includes stages of development and instructional levels that are critical to the way students learn to read. A word study program allows teachers to provide differentiated efficient, effective instruction in phonics, spelling, and vocabulary. The program will provide skill-based instruction that focuses on examining and manipulating words, not memorizing them. Students will be thinking more critically about words and work on transferring their skills to reading and writing.