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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
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2007
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August
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- 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
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August
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5 comments:
The big thing that I got out of this chapter is how important it is to make good plans. Planning ahead and throughly can make it much easier to help the kids with the lesson. I also am struggling right now with the kids connecting to everything. How do you go about acknowledging their connection, but steer them towards making more meaningful ones? I have already started to do some of the small group share time to save time and allow more opportunities to read and share with each other what they are learning. I haven't begun working on text-to-text connections yet....anyone have any suggestions?
The big thing that I got out of this chapter is how important it is to make good plans. Planning ahead and throughly can make it much easier to help the kids with the lesson. I also am struggling right now with the kids connecting to everything. How do you go about acknowledging their connection, but steer them towards making more meaningful ones? I have already started to do some of the small group share time to save time and allow more opportunities to read and share with each other what they are learning. I haven't begun working on text-to-text connections yet....anyone have any suggestions?
The big thing that I got out of this chapter is how important it is to make good plans. Planning ahead and throughly can make it much easier to help the kids with the lesson. I also am struggling right now with the kids connecting to everything. How do you go about acknowledging their connection, but steer them towards making more meaningful ones? I have already started to do some of the small group share time to save time and allow more opportunities to read and share with each other what they are learning. I haven't begun working on text-to-text connections yet....anyone have any suggestions?
Planning makes every lesson better! My students are getting better with making connections as we practice making connections. It has also really helped to work ONLY on making connections with our 5th grade reading buddies every Friday. Since 5th grade has studied making different kinds of connections, it has been hard to limit them only to text to self. Currently, we've added text to text. I think after we study determining importance, it will be easier to steer students towards more meaningful connections, because we'll have an anchor for that conversation. Right now, I just ask students about connections that help them understand the story better.
I haven't done much small group, but there has been a lot of individual conferencing during independent reading time. I'm not sure how I'll fit in more time.
My suggestion for text to text connections is definately book selection. Provide students with pairs of books in baggies that would make good text-to-text connections. When students are more familiar with making connections, they'll be able to choose their own books.
Sometimes text-to-text connections are easier if the charcters are similiar or story plots are similiar. We compared characters with the same emotions as well by telling how they reacted the same or differently. When we studied text-to-text connections we had just finished doing text-to-text connections with our Kevin Henkes author study. It was easy to compare some of his books, because the themes and characters were similiar.
I am finding that even now, months after we discussed the different types of connections, my students are still making great connections. The best part is, they are doing it without my prompting.
Planning, planning, planning...I spent a lot of time in my local library pairing up stories for text-to-text. The hard work paid off when the light bulbs were going off and students could clearly see the connecions. Some days one student would find a similarity between two books, and another student would find another similarity, and another student would find another.
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