Middle School Language Arts, Middle School Reading

The Reading Workshop Model: A Plan for Success in Middle School

Linda Asaro
September 23, 2023

This is the fourth blog post in a mini-series on starting a reading workshop model in middle school. This post will look at what exactly goes into a successful reading workshop.

If you have taught with a reading workshop model in middle school, you know that there is a lot that goes into it. Perhaps you are a new teacher, or a teacher that has now been told that you need to teach using this model of instruction. You are in the right place! In this blog post which is 4th in a mini series, we will discuss a perfect “recipe” for a successful reading workshop in middle school.

blog post on the components of reading workshop in middle school — Read here to see how the reading workshop model can play out in your class.

To Start a Reading Workshop Model: Setting Expectations

Before you begin your first reading workshop, it is crucial to explicitly state the expectations of students. They need to know what to expect and what their role is. Make about 15 minutes to clearly go over all of these expectations. Treat setting expectations as an actual lesson. I create a slideshow with my expectations. Then, I post them in the room and on their digital learning platform.

Getting Started with Expectations:

First, let students know what materials to bring each day. I tell kids that if they forget materials, they will need to do their work somewhere else and transfer it in to the correct place for homework. This way, we don’t make a big deal of it, and they know it is ultimately their responsibility. Tell kids where the student shelf is that will have materials available to them. If they don’t have their book, they can either borrow a new one or work on something else and do the reading for homework.
Next, let students know that you will be very clear with assignments and due dates. Decide on your late policy now. If it’s something like a draft that I’m counting as homework, it’s a “0”, and then they do it in class. If it’s a final piece, I might tell them 5 points a day.
Let students know that during mini-lessons, you talk, and they listen. This is NOT the time for anecdotes and discussions. They will get to talk during the “turn and talk” portion, and have time for questions at the end.

More Expectations:

Additionally, movement is important during lessons. Let kids know exactly where they will sit during the mini-lesson and during the workshop portion. Gathering kids to a meeting place signals that this is an important time to listen.
Students need to know that they will be working with a partner throughout the unit. Let kids know up front that they will need to be accountable to their partner by coming to class with the reading assignment completed.
Let students know up front that partnerships are not always perfect, but it is expected that they work well together and help each other when needed.
Tell students that during the workshop portion (this is the time when they are reading and working in their notebooks), you expect them to read and work. Tell them that you expect them to have their reading assignment done so that they are ready to conference.
Lastly, let kids know that during sharing time (more on that to come), sometimes kids share personal information. That information should stay IN the classroom.

Next: The Mini Lesson

The mini-lesson is the heart of your workshop. I have an entire blog post on this, which is part 3 of this mini-series. Be sure to read it for more information.

Here are some basics:

As stated above, let kids know exactly where they will sit during the mini-lesson and during the workshop portion.
Students need to know that they will be working with a partner throughout the unit. Let kids know up front that they will need to be accountable to their partner by coming to class with the reading assignment completed.
Moreover, let students know up front that partnerships are not always perfect, but it is expected that they work well together and help each other when needed.
Tell students that during the workshop portion (this is the time when they are reading and working in their notebooks), you expect them to read and work. Tell them that you expect them to have their reading assignment done so that they are ready to conference.
Let kids know that during sharing time (more on that to come), sometimes kids share personal information. That information should stay IN the classroom.

Reading Workshop Model: Workshop Time

Workshop time is when kids are working on reading and you are circulating and conferencing.

Here is what workshop time entails:

Again, your students should be very clear on the expectations as you gave them directions at the end of the mini lesson.
First, I like to give kids a few minutes to settle, then do a quick “walk around” to be sure if they are on task.
Then, I begin conferencing (more to come in a moment).
It’s ok and even a good idea at times to interrupt the class to restate an important point. I would not, however, stop class to go over directions again; kids need to look at the directions again if they are unclear.
The amount of time you have for this will depend on your schedule, but 30 minutes is a good goal.

Conferencing with a Reading Workshop Model

Conferencing is a big topic, and it will have its own blog post. For now, here is an overview:

First, of all, please know that conferencing is a crucial component of the workshop!
This is also a way to meet with kids individually or in small groups on skills or problems in their comprehension and applying skills.
Your conferencing has to be planned and intentional or you will see that you waste a lot of time.
Conferencing can be brief or more extended, depending on your goal.
Finally, keep conferencing simple. Don’t overload yourself with all kinds of notes. A simple sheet with student names, one goal for that day, and a check mark with BRIEF comments will suffice.

Last Step: Sharing

This is a step that many skip due to time constraints. I know it’s difficult to perfectly orchestrate a workshop model. But try to fit this in…kids need it to see what others are doing and many really like to share.

I gather kids back together for this. Then, we share as a group.
I would pick one, specific item to share. I would try to make it related to the day’s teaching goal. For example, if the goal was to look for evidence for a character trait have students share out one example that they found.
You can then close up the lesson, reminding students of the teaching goal and repeating any directions for homework.

In Conclusion: Keep it Basic

If you are just starting out with a reading workshop model, this can be overwhelming. Stick to the basics and follow this model. Be sure to continue reading the blog posts as they will help you get set up in a streamlined fashion.

If you want ready-made items, be sure to check out my TPT store. I have lots of reading workshop products, including free mini-lessons!

Reading Workshop products available on TPT

Free literary terms and plot structure mini-lesson

Free Starting Book Clubs mini-lesson