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July 12, 2021 @ 9:00 am September 5, 2021 @ 3:30 pm

Intentional Teaching in a Readers’ Workshop for Grades K-2

Adults learning in a classroom.

Use readers’ workshop to develop your students’ reading power and appreciation for texts.

In this 8-week online graduate course for K-2 teachers, learn the purpose, organization, and process of a readers’ workshop.

July 12 – September 5, 2021 (Summer Term II)
Number of Days:
8 weeks
Grade Levels:
Literacy Teaching
  • Classroom Teachers, Interventionists, & Specialists
  • Literacy Coaches & Teacher Leaders
Must be taken for graduate credit
Online Graduate Course
$2,050 ($650/credit + $20 registration fee + $30 technology fee + $50 copyright fee) + required texts
  • Course Number: EEDUC 6180.80
  • Fees are subject to change
Course Description
Course Instructor
Cancellation Deadlines & Refund Policies


In the readers’ workshop model, students read a variety of books independently or in small groups, with teacher guidance. The goal is for students to have extended time to learn effective reading strategies that they can apply to both fiction and nonfiction texts.

Learn the rationale and organizational framework to support a readers’ workshop in the primary classroom.

This includes whole-group and small-group teaching, and independent reading with individual conferring. We’ll consider the purpose and management of literacy centers to promote independent, self-regulated learning. Through analysis of informal assessment data, you’ll design explicit instructional experiences for a range of students, including English learners, using The Fountas and Pinnell Literacy Continuum and other resources.

Required Texts

You are responsible for purchasing/having access to the following professional texts for this course:

  • Fountas, I.C. & Pinnell, G.S. (2016). The Fountas and Pinnell literacy continuum, expanded edition: A tool for assessment, planning, and teaching, preK-8. Portsmouth, NH: Heinemann.
  • Fountas, I. C. & Pinnell, G. S. (2016). Guided reading: Responsive teaching across the grades, K-8. Portsmouth, NH: Heinemann.
  • Fountas, I. C. & Pinnell, G. S. (2012). Prompting guide part 2 for comprehension: Thinking, talking, and writing. Portsmouth, NH: Heinemann.
  • Fountas, I. C. & Pinnell, G. S. (2006). Teaching for comprehending and fluency: Thinking, talking, and writing about reading, K-8. Portsmouth, NH: Heinemann.


This option must be taken for 3 graduate credits. Take the course individually or as an elective in our 18-credit Online Graduate Certificate in Developing Literacy Expertise Through Responsive Classroom Teaching.

Courtney Varner, Literacy Trainer

Headshot of Courtney Varner

Courtney has a B.S. in Economics from the University of Wisconsin-Eau Claire and earned a Masters in ElementaryEducation from George Mason University. Her educational career started in Fairfax County Public Schools, VA where she had 8 years of experience working in Title 1 schools. She taught in 1st and 2nd grade and served as a Reading Recovery teacher. In addition, Courtney was a Literacy Collaborative trained literacy coach for the intermediate grades.

Interested in professional learning at your school 
or district? Schedule a meeting with one of our faculty trainers.