The goal of The First 20 Days is to establish classroom systems and the foundation for the habits of mind we want readers to develop throughout the year. This document serves as a model for how you could successfully organize and implement the components of Balanced Literacy in a workshop classroom.   Keep in mind that initially, many of these daily activities will take considerable time to model and for students to learn.   However, once this is accomplished these rituals, routines and structures can be completed quickly allowing you time to address more rigorous content.  This guide includes mini-lessons that are appropriate for students new to the workshop in grades K-8.  Upper school teachers will also want to include additional mini-lessons from the Agency and Independence unit included in your summer reading.   

This guide is intended to be extended, condensed, or modified according to your students’ needs.  In July there will be additional training, and time for planning and practice.  Our ultimate goal is for students to become proficient in using these skills independently.

As you prepare to implement the First 20 Days of Reading, please keep in mind that it will be necessary to be flexible with your 90-minute reading block.  Based on each day’s lessons, you may find you need extended time for one component as you put systems in place. Use your judgment, based on your students’ data to adjust instructional time dedicated to each balanced literacy component.

Throughout these 20 days, remember to work-in time for assessments (see assessment calendar). Students can be pulled for assessments as your class is reading independently and working in centers.

**The ultimate goal is to establish these systems and procedures so that you are able to begin guided reading and conduct small group instruction successfully by the end of the first 20 days.

Rituals and Routines

Structures

• Mini-Lesson

• Independent Reading with Conferencing

• Small Group Instruction/Literacy Centers

• Share

• Interactive Read Aloud with Accountable Talk

Instructional Arrangements

• Audience

• Circle

• EEKK (Eye to Eye, Knee to Knee)

• Shoulder to Shoulder

Tools and Record Keeping

The tools of the workshop ensure that readers have what they need to be independent and interdependent.

Teacher Tools

Preparation and organization is the key to using the workshop time well

• Chart Paper or Smart Board

• Mentor Text

• Data binder

• Clip board

• Conference notes

• Mini-anchors etc..

Tracking Your Reading Life - Reading Log

Scholars maintains a daily record of the books he or she reads in school and at home. These logs are not places for responses to reading, nor do students write book summaries in them. They are simply records of time spent reading, nature and volume of reading accomplished so that reflection and goal setting can take place.

Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

Data from Reading Logs is used to determine:

• Pace

• Volume

• Depth and Breadth

• Text Complexity

• Stamina

• Text Accumulation

Book Bags /boxes

• Teachers work with students to choose books for book bags that are interesting and "just right" for independent reading

• Book bags are refreshed as appropriate by teacher and students so that students are engaged in reading independently for extended periods of time

• For emergent readers, teacher has  literacy centers  to keep students engaged (e.g., listening to books on tape, partner reading)

Reading Assessment Notebooks

*Frequency of conferences will be based on the student’s individual needs and academic programming

Teacher makes daily entries during reading conferences and guided reading that include observations (including running records, if appropriate) about the student’s use of strategies for word work, comprehension, and fluency; student self-assessments about reading; student’s use of language; and student’s use of accountable talk.  Teacher and student determine and highlight a goal based on strategies appropriate to the student’s developmental stage of reading and that represents clear “next steps” for that student in an ongoing format.  Determination of the need for benchmark assessments is grounded in the data versus the deadline.

Reading Folders

• Reading folders contain reading logs, response journals and note-taking tools such a sticky notes or other graphic organizers.

• The teacher and the students use the reading folder to monitor student progress and keep track of reading goals.