1. Reading Workshop Example Daily Lesson Grade 6 (95 Minute Block)
Warm-up
(5 minutes)
Independent Reading
Independent Writing
Mini-Lesson
(10 minutes)
Reading Comprehension Strategy http://www.slideshare.net/evansjenb/cognitive-reading-strategies-which-promote-
metacognition
(Explicitly Model – Read Aloud, Think Aloud, Shared Reading, etc.)
Round 1
(20 minutes)
Small Group Instruction (Guided Reading)
Independent Reading/Writing (Both must be done daily)
Independent Work Time
Conferring
Centers/Work Stations/Word Work/Grammar
Mini-Lesson
(10 minutes)
Academic Vocabulary / Word Study/Grammar
Method/Activity:
Design a brief lesson based on the needs of the children. It may include high frequency words, academic vocabulary tier II
words, chunking, word families, text features, hearing sounds in words, blending, irregular word work,, multisyllabic word
work, automaticity, use of multiple cues, grammar skills, etc. Students use word sorts, graphic organizers, etc. to reinforce
the teaching point.
Phonics/Skill
o Use affixes, base and root words to help make meaning out of word parts
o Use figurative language
o Analyze words
o Prosodic reading (stress, phrasing, intonation, expression, pauses)
o Reread to increase the rate of reading
o Use decoding strategies or Fix-up strategies (When you come to an unknown word)
o Follow the academic vocabulary lesson template to teach 3-5 tier II words for the week
http://www.slideshare.net/evansjenb/vocabulary-weekly-plan-template-27259317
Use “Words Their Way” for developmentally appropriate word sorts and development
Round 2
(20 minutes)
Small Group Instruction (Guided Reading)
Independent Reading/Writing (Both must be done daily)
Independent Work Time
Conferring
Centers/Work Stations/ Word Work/Grammar
Mini-Lesson (10 minutes) Writing (WriteWell, ABC Writing, etc.)
Round 3
(20 minutes)
Small Group Instruction (Guided Reading)
Independent Reading/Writing (Both must be done daily)
Independent Work Time
Conferring
Centers/Work Stations/Word Work/Grammar
Jennifer Evans, St. Clair County RESA (Note: Reading should include 50/50 split of Literary and Informational text. Intervention groups can be skill
based or instructional level based)