I'm a reading specialist at a 3-5 school. We're slowly attempting to implement a reading and writing workshop, but wondered does anyone have a scope and sequence for grades 3-5. The teachers want some guidelines to make sure that they're not leaving out instruction. How do you include all the genres if students are truly choosing their independent reading? Also, are all mini-lessons really mini? I find that when I introduce a new strategy I tend to model, guided practice and then they independently practice in their independent reading, but that takes me a class period (45 min) or most of one. Also when I look at a Lucy Calkins model for planning the time spent, they miraculously have 2 hours for ELA, we have 2 (45 min) periods. I word it that way because there are times when they're not adjacent. The administration views it as 45 min - reading, 45 min ELA (writing, grammar & spelling). Though there is a possibility of finding that 1/2 hour, it's not going to happen as it currently is. I feel I'm fairly familiar with all of the components, just find it tough to do the balancing act, especially in the shorter time-frame. Also, some teachers are reluctant, so it needs to run well! If you catch my drift. Thanks ever so much for any help! I appreciate everyone's feedback and have found useful ideas in many e-mails from you, my colleagues! Thank you for that! Norma PS I was at a reading institute at Columbia last summer and it was said that a new, updated version of The Art of Teaching Reading would be out by now. I had hoped that this would answer many of my questions, but............nothing yet. Anyone from Columbia and know?
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