Subscribe to:
Post Comments (Atom)
skip to main |
skip to sidebar
Favorite Books for Teaching Reader's Workshop
Favorite Book List with Links
Reading Comprehension Titles
- 7 Keys to Comprehension
- Guiding Readers and Writers Grades 3-6
- Interactive Read Alouds Grades K-1
- Knee to Knee Eye to Eye
- Mosaics of Thought
- Revisit, Reflect, Retell
- Strategies that Work
- Teaching Comprehending and Fluency
- Teaching Comprehension Strategies All Readers Need
- Teaching for Comprehending and Fluency
- The Comprehension Toolkit Grades 3-6
- Toolkit Texts Grades 2-3
Check all forms of reading implemented regulary in your classroom
Blog Archive
-
▼
2007
(15)
-
▼
August
(15)
- Teacher Made Reader's Workshop Materials
- Materials and Organization: Questions, Ideas, and ...
- Changes for the Future
- Chapter 11 Synthesizing Information
- Chapter 10: Determining Importance in Nonfiction
- Chapter 9: Asking Questions
- Chapter 8: Inferring
- Chapter 7: Digging Deeper
- Chapter 6: Creating Mental Images
- Chapter 5: Schema
- Chapter 4: Settling In
- Chapter 3: Reader's Workshop-Real Reading from the...
- Chapter 2 "In September"
- Chapter 1: Guided Principles
- Reading for Meaning by Debbie Miller, Book Study
-
▼
August
(15)
.jpg)
6 comments:
What I picked up most from this chapter was the basic format of a Reader's Workshop lesson. First it mentions that the book selection is initally provided by the teacher. The choices are very simple and often have repeating patterns for the lower grades. I have weeded out my existing classroom library to only consist of books from Emergent to Level 7/8 so that my kids are not forcing themselves to read books that are too hard. Next the book talked about Reading aloud and select books again that have a repeating pattern when the year starts. The read-aloud also provides a time to model fluency strategies. Mini-lessons at this time of the year I have been focusing on my procedures, behaviors, and some good book selecting ideas.
I like how it gave a better focus for conferring with students because I had been kind of lost when it came to that. I just need to talk to them right now about why they chose that book, and whatever the skill is that we are focusing on.
Finally I think that the hardest part for me might be the share time. I would love nothing more then for the kdis to have alot of time to read so sometimes I find myself wanting to cut short the share time. I realize after reading that this time is one of the most important times. It gives the students a chance to share their ideas and hear other students thinking.
It's important that even your students who are struggling with letter recognition are "really" reading. Their fingers should bound from word to word in a left to right and return sweep patter. They learn this by modeling and guided practice. The songs I do throughout the day really provide the students "practice with pointing". I plan to cover my door with strategies that good readers use. I still have students sitting at their desks to read their books, but it's mainly because of limited time.
It has taken a long time for students to learn how to read, record, and use their shelf marker to return/check-out!!! I haven't done as much conferring as I would like, but we've done a lot through whole group share at the end of reader's workshop.
My focus throughout the day has been tone and respect. I've really been rewarding kids for repeating what other students have said. They don't always realize that it's important to listen to each other.
We have finally gotten the routine down of mini-lesson, reading time, and share time. I too have not done as many confrences as I would like. In part because of limited time and in part because I am still a bit unsure about what to confrence with them about. We do a lot of good sharing thought, and the students are definitely seeming to become stronger readers. While I haven't done a direct mini-lesson about pointing and words during workshop time...I have talked about during other times in the day and modeled it whenever we are doing a shared reading.
I am finding it difficult to do it all. Some days my conferences or the share time is shortened. I don't really feel like I'm having meaningful conversations with my students yet. Some of the lowest readers get so frustrated that they can't read. I have them point to the words but it's like I'm spinning my wheels because they don't know the words. Let alone some of the letters.
The mini lessons are, so far, the best used time of our workshop. I can deliver so much good information to the whole class. Inforamtion about reading strategies that can help them become successful readers. This week we've been working on rereading. I've noticed in my conferences and at GR, so many of them plow through a page making silly mistakes without really thinking about what they have read. When they reread a page either to make corrections or to check for understanding, they are becoming better at finding mistakes the first time and fixing them.
I guess another hard part of sharing is that they don't have experience sharing the connections they have made in reading. Someone might say, "this reminds me of the time I went to the store." And that's it. They are ready to be done. I guess it will take time and more practice.
I've tried doing a read aloud one day and reader's workshop the next, because I can't do a mini-lesson, conferencing, and sharing all in the same 30-45 minutes. I already on do reader's workshop 3 days a week, because of library check-out and shortened Wednesdays.
My lowest readers are just reading the pictures. This is especially good since a lot of them struggle with language. I need to work on getting students to work in pairs during this time so they can develop their conversational English around text, but until then I wish I had more books that only had one words on each page like alphabet books.
I've been working with my lowest readers to tell a story on each page and if there's a picture of a duck they try to find the word duck on the page--sometimes it doesn't work.
Mini Lessons are going well. Most of my kids can make some kind of connection--of course their connections are still just surface information. I hope to get more into finding the theme of the text and then developing our connections from there. I'm sure this will take a lot of work. At least kids are attempting to read and making good use of language during this time.
The mini-lessons are definitely the most purposeful time for me right now. I am a bit frustrated in trying to provide enough time for independent reading, journaling, and sharing. I am still perplexed a bit by the confrencing too. I am doing some small group work with students during this time. I am doing some additional guided reading type small group things. Also I am meeting with individual students to talk about the "readerly life".
Post a Comment