During an interview, the students in Ms. Williams class shared how they really love the whole class shared novel experience, but they also really like to read independently in fifth grade.  Ms. Williams intentionally structures her reading block to promote the application of reading skills across whole group and small group and then independent application.

1.)  Whole Group Novel Study Sets the Stage- The novel study is intentionally used to  front load indicator aligned skills with direct and explicit instruction.  It is also used to scaffold students' understanding of these skills with guidance and support from the teacher and from the students through both whole group and small group discussion.  In addition, the novel study  provides opportunities to  build stamina for students who may have not yet read longer chapter books and provides them with an opportunity to have experiences around a shared text.

2.) Everything is Aligned to an Explicity Taught Indicator from Our Standards- The reading mini-lesson is first thing in the morning that aligns with the text read that day whether that is with the whole class novel, the paired passage for independent application, or the small group targeted support.  This ensures that no matter what stage students are in the gradual release model used to promote mastery, all of the reading work is aligned directly to the indicator explictly taught in the mini-lesson.

3.)  More Effective Independent Reading is the Ultimate Goal - Independent reading time is a priority each day. Each day for twenty minutes students in Ms. Williams class are able to choose a book to independently read that they can use to apply the indicator aligned skill they are working on in class.  They are able to use what they've learned to be more effective readers with any book they choose, whether fiction or nonfiction.

Take a look at Ms. Williams's reading workshop in action in the video clips below:

Day 1 of Gradual Release - I Do and We Do

Part 1:  Novel Study Read Aloud with Vocabulary

Part 2:  Novel Study Discussion and Whole Group Practice Identifying Theme

Day 2 of Gradual Release - We Do and You Do

Part 3: Student Practice with Paired Text and Reading Rotations

Video of Student Rotations and Interview with Ms. Williams Explaining How and Why the Skills Transfer

See pictures below of evidence of visible learning and student interveiws of what they think about both parts of the lesson novel study.

1.) Clear Expectations - Ms. Williams explains how she builds expectations for each of the student rotations during their (We Do/I Do) part of the reading workshop. At the beginning of the year, she will slowly and consistently explain each of the rotations and provide students with time to practice. She gives feedback to ensure students understand the expectations and have practiced them before adding a new one.  Within a few weeks, students have been able to build capacity and stamina for each rotation which provides Ms. Williams with a positive and productive classroom environment that she can conduct small group instruction in effectively. 

2.) Ongoing and Multi-layered Support - Students are provided with support for their independent rotations through the I Do/We Do/You Do gradual release of responsibilty structure Ms. Williams provides.  After the whole group novel study practice with the targeted indicator, the paired text independent practice with the skill, and the small group re-teaching with a just right text, students have had multiple experiences with the skill in order to be able to apply it on thier own.  Ms. Williams also provides support through her conferencing with students. She meets with them individually and does periodic check-ins on their progress each week towards their checklist assignments.

3.) Ownership and Accountability - Ms. Williams explains that students are given a weekly checklist that lists the tasks they are expected to complete during reading rotations by the end of the week.  Students are given some ownership over what and when they coomplete the tasks, with the exception of their small group time.  Students have accountability when their progress is checked by Ms. Williams periodically throughout the week and if their work isn't completed by Friday, they have to stay in for one of their recess periods to complete it.

Watch the video to the right to see Ms. Williams's Reading Rotations in action with student interviews.