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Covers the workshop structure and timing within a 1-hour lesson, including mini lesson, independent work, optional catch, second work, and sharing/debrief. Explains gradual release of responsibility, conferring as formative assessment with recommended conference duration, and expectations for teacher and student responsibilities. Includes values such as time for independent reading/writing, student choice, authentic literacy experiences, and practical resource guidance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":53,"@type":76,"position":81},"https://docshare.wps.com/document/lifestyle/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/readers-and-writers-workshop-staff-information-guide/492590/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/readers-and-writers-workshop-staff-information-guide/492590.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-12","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the workshop model and how is it used in a lesson?","Question",{"text":112,"@type":113},"The workshop model is a teaching structure, not a program, designed for gradual release of responsibility across the lesson. It fits a 1-hour timetable with explicit teaching, independent work, group work, conferring, and sharing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does gradual release of responsibility work in the workshop?",{"text":117,"@type":113},"It progresses from teacher modelling (“I do it”) to guided practice (“We do it”), collaborative practice (“You do it together”), and independent practice (“You do it alone”). It also includes applying the strategy in authentic literacy situations.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the purpose of conferring and how long should conferences be?",{"text":121,"@type":113},"Conferring is a one-on-one conversation that provides formative assessment and explicitly teaches the student one actionable improvement. Conferences are suggested to last about 4–7 minutes, with teachers encouraged to use a timer and maintain records.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},492590,1791202888,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":52,"category_name":53,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Reader’sand Writer’s Workshop  \nStaff Information Guide  \n1. Workshop model  \n2. Parts of the Workshop + timing  \n3. Conferring  \n4. Reading  \n5. Writing  \n6. Planning  \n7. Beliefs & Actions  \n8. Support & expectations  \n9. Resources  \nWorkshop Model  \nThe Workshop model for teaching is not a program but a model – it is designed to allow for effective Gradual Release of Responsibility in all parts of the lesson.  \nGradual Release of Responsibility  \no Teacher modelling  \no Guided practice  \no Collaborative Practice  \no Independent practice  \no Application of the strategy in authentic literacy situations  \n(Pearson and Gallagher 1983)  \nWe want our students to be doing their learning, and as teachers that means we need to scaffold their learning and release responsibility to them.  \nTeacher Responsibility  \nFocus Lesson  \n“I do it”  \nGuided Instruction  \n“We do it”  \nCollaborative “You do it together”  \n Independent  “You do it alone”  \nStudent Responsibility  \nValues of the Workshop Model  \nTime – students are given time to read and write independently, as this is the best way for them to become good readers and writers. The Mini Lesson (“teacher talk” part of the lesson) is kept to maximum 15 minutes to allow that the majority of the lesson is left for students to read and write.  \nChoice – students have choice over what they read or write. Student choice has a huge impact on engagement, and is a big element of the Workshop model.  \nAuthentic experiences – we want students to have authentic reading and writing experiences. Reading or writing for real purposes and real audiences, with choice over what they are doing, and time to do it their way, creates real  \nexperiences. We also allow our students to sit or work in authentic places (flexible seating etc. ) as we want them to learn to be lifelong readers and writers.  \nConferring – conferring is a major focus of the Workshop model. By spending most of each lesson in independent work time, the teacher is able to work one-on-one with every student, explicitly teaching them at their point of need, giving them specific feedback and helping them set personal learning goals.  \nParts of the Workshop Model  \nThe Workshop model is designed to fit into a 1 hour lesson. It follows a strict model that allows for explicit teaching, independent work, group work, conferring and sharing. Don’t be afraid to use a timer to keep you on track with the parts of your Workshop!  \nLearning Intention &  \nSuccess Criteria  \nStart of lesson, moving clockwise  \nMini Lesson  \nIndependent Work  \nCatch  \nSharing /  \nDebrief  \nSecond Work  \nTIme  \n\n| Part of\u003Cbr>Lesson | Timing | What the teacher is doing | What the student is doing |\n| --- | --- | --- | --- |\n| Learning | 1-2 mins | o Display LI and SC on the screen | o Listening/reading LI and SC |\n| Intention & Success Criteria |  | (these are to stay displayed throughout the lesson) | o Discussing/thinking through what they need to do to be successful |\n|  |  | o Reading aloud and explaining LI and |  |\n|  |  | SC |  |\n| Mini Lesson | 10-15 mins | o Explicit teaching\u003Cbr>􀂃 Create/build on Anchor Chart\u003Cbr>􀂃 Modelling\u003Cbr>􀂃 Think Aloud\u003Cbr>o Give students time to ‘have a go’(part of Gradual Release of Responsibility) | o Listening and thinking\u003Cbr>o Turn & Talk discussion – sharing thinking\u003Cbr>o Having a go in a ‘low stakes’ way\u003Cbr>􀂃 Talking\u003Cbr>􀂃 Writing/drawing |\n| Independent Work Time | 20-25 mins | o Conferring with individual students | o Independent Reading OR Independent Writing\u003Cbr>o Working on a task that reflects the LI and SC |\n| Catch (optional) | 5 mins | Optional part of lesson – sometimes planned, sometimes spontaneous. Options include:\u003Cbr>o Quickly grabbing students attention, reminding them of LI and SC\u003Cbr>o A second mini lesson, focusing in on something new\u003Cbr>o Recapping first mini lesson and checking in with progress\u003Cbr>o Remind students of Second Work Time tasks | o Listening and thinking\u003Cbr>o Sharing – Turn & Talk\u003Cbr>o Discussing |\n| Secon","cbCaivEB9RgMbasb","https://ap.wps.com/l/cbCaivEB9RgMbasb","pdf",944858,15,"English","# Workshop model\n## Parts of the Workshop + timing\n## Conferring\n## Reading\n## Writing\n## Planning\n## Beliefs & Actions\n## Support & expectations\n## Resources\n# Workshop Model\n## Gradual Release of Responsibility\n## Values of the Workshop Model\n## Parts of the Workshop Model\n## Learning Intention & Success Criteria\n## Table: Part of Lesson, Timing, Teacher, Student\n# Conferring\n## Conference duration and scheduling\n## Purpose of conferring\n## Admiring Lens","[{\"question\":\"What is the workshop model and how is it used in a lesson?\",\"answer\":\"The workshop model is a teaching structure, not a program, designed for gradual release of responsibility across the lesson. It fits a 1-hour timetable with explicit teaching, independent work, group work, conferring, and sharing.\"},{\"question\":\"How does gradual release of responsibility work in the workshop?\",\"answer\":\"It progresses from teacher modelling (“I do it”) to guided practice (“We do it”), collaborative practice (“You do it together”), and independent practice (“You do it alone”). It also includes applying the strategy in authentic literacy situations.\"},{\"question\":\"What is the purpose of conferring and how long should conferences be?\",\"answer\":\"Conferring is a one-on-one conversation that provides formative assessment and explicitly teaches the student one actionable improvement. Conferences are suggested to last about 4–7 minutes, with teachers encouraged to use a timer and maintain records.\"}]","Reader’s and Writer’s Workshop - Staff Information Guide | PDF",1790866567,23]