The first 5-15 minutes of Reading Workshop usually consist of a mini-lesson taught to the whole class. The teacher can model a strategy that the students will practice during their reading, such as questioning as they read or making connections to the text. This modeling can be done through a read-aloud and the teacher demonstrates his or her thinking process out loud to the students. The Learning Pad also suggests making anchor charts, or large posters that describe the strategy, to display for students to reference as they read.
The goal of Reading Workshop is for your first-graders to become independent and successful readers, so it is important for them to have time practicing their skills by themselves. This gives teachers time to talk with individual students about their reading and assess how well they are putting the comprehension strategies to use or provide guidance for those still struggling. Students should be given choice in the books they read during this time, and teachers can guide them to books they will be successful with. Book Nuts offers a suggestion of "The Goldilocks Rule," to help students find a book that is not "too easy" or "too hard" but "just right." Responding to the text is also a necessary part of Reading Workshop, so students can keep a journal as a place to practice the comprehension strategy they are working on each day.
Teachers can also use independent reading time to meet with small groups of students to practice guided reading. During this time, teachers work with students who are working at the same level, or need practice with a specific skill, most likely the skill that was presented during the mini-lesson. The teacher can introduce the book and explain the strategy that will be focused on during the lesson, setting a purpose for reading. After reading the story, either together or individually, the group can discuss the text and review the skill that was practiced.
The last 5-10 minutes of Reading Workshop can consist of a time for students to gather as a class and share how they were able to apply the skill taught during that day's mini-lesson. If they are keeping a journal, first-graders can present what they wrote in response to their reading. It can also be a time for students to talk about things that went well or difficulties they had with their reading. Sharing time is a good way for teachers to review the strategy presented and wrap up the Reading Workshop portion of their day.