How do you envision reader’s workshop? What role do you see for mini-lessons?

When I envision a reader's workshop a number of elements come to mind. They include: a mini-lesson, work time, conference time, and sharing time. To initiate a readers workshop, I would introduce and explicitly define the skill that I would be teaching in my mini-lesson. After completing my mini-lesson and modeling for students what I would like them to do, I would allow them sufficient work time. During this time I would divide the students into small groups and have them work on an activity together. I would walk around the room, aiding students one-on-one, or as whole groups, and noting their progress. This work time would also allow for conferring time, and thereby differentiation. I would provide those students who need extra assistance more one-on-one work and scaffolding. This conference time is the most important aspect of the readers workshop. It will allow me to clearly see the students who need minimal assistance, and those who need more scaffolding. This differentiation of instruction will benefit the entire class as they continue to expand their knowledge. Finally, I would have students share their completed work either in different groups or as a whole group. This would allow my students to appreciate themselves and their abilities as authentic readers and writers. Furthermore, I believe it will empower them to actually want to read outside of school. The reader's workshop is a key component in teaching literacy to young students. In addition to differentiation, students are able to engage in a larger variety of literature and writing, as well in having an active role in what to read: choice. This motivates students, provides positive experiences, and allows teachers the time to work with all their students individually. Therefore, I envision reader's workshop as something to be done everyday in my classroom.