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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
(15)
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6 comments:
This week has been so hectic! Has anyone read chapter 1 yet? I have skimmed it, but not well enough to process the information yet. My kids are finally getting the hang of the reading logs and those that aren't I've made adaptations. There are at least 4 kids in my room, who I write the date and some of the other information. I'm considering getting date stamps to save all the kids, because of course the whole purpose of reader's workshop is to spend your time reading.
The excitement of the workshop was really enhanced by the addition of wordless picture books. I'm thinking of having some of the kids write pattern sentences to go with the books. Something like here is a _____ or See the ______. These words would definately be on the word wall. This week in reader's workshop my focus is on reading strategies even for the kids who are really struggling with letter i.d. I think maybe we'll work on naming the parts of the book again, realizing there are spaces between words, realizing that the words go from left to right and then return sweep to the next line. I'd also like hit get your mouth ready, look at the picture, and think about the story.
Later in the year, we'll get into the actual comprehension strategies. Right now these strategies are found in the read aloud part of the day.
I have been so swamped with just getting the habits and routines down that I haven't attempted to read Ch.1. I am planning to focus on next week procedures and how to figureout a word that they don't know
Chapter 1 seemed to cover most of the basic knowledge that we already have. I picked up some more ideas oabout why the format of reader's workshop is so important. The minilesson shows strategies, reading time gives students a chance to practice, and share time gives them a chance to reflect and assess. It also mentioned what the six key comprehension strategies are: schema, visual images, inferring, quistioning, determining importance, and synthesizing. I am thinking that I will initially focus on some of the easier ones to model: schema, visual images, and questioning. I also like how the whole program is a gradual release of responsibility.
Gradual release of responsibility is a theme throughout the day in first grade. It often frustrates me in math that we don't have longer to enjoy each of the math activities. I think you'd have to play collect 20 for weeks for most of the students to understand at a deep enough level.
I also start reader's workshop with easier comprehension strategies such as schema (text to self first, then text to text, and finally text to world).
I haven't jumped into Chapter all the way. But I do like the gradual release. I like to see students in charge of their own learning.
We really need to tlak about the parts of the book and what a author/illustrator does. Over the summer they have forgotten so much, this is a good time to train them to do what I envision.
I couldn't agree more! I am a bit worried about getting too complicated too quickly. I like to start with the basics like finding the title and author. I am also spending this week really focusing on how to fill out the log I created, as well as, telling me in a simple sentence what the book is about. THe responsibility at this point in the year needs to be mostly ours to set up to routines. Once we set up that stuff we will be able to "gradually release" responsibility because they will know the basics.
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