Friday, August 31, 2007
Thursday, August 30, 2007
Tuesday, August 28, 2007
Tuesday, August 14, 2007
Chapter 1: Guided Principles
Let's make comments about chapter 1 right here. Chapter 2 will start on Monday 8/20/2007.
Tuesday, August 7, 2007
Reading for Meaning by Debbie Miller, Book Study
August 07, 2007 Reading with Meaning by Debbie Miller
Dear First Grade Team and Other Teachers Wishing to Implement/Improve Reader's Workshop in their Classrooms,
We're currently studying the book Reading with Meaning by Debbie Miller. We encourage any one who wishes to participate to join this discussion. By reflecting on Debbie Miller's work and how we could/are implement(ing) it in our own classroom. As a former teacher of students with special needs (mostly inclusion), I gained a wealth of ideas and a handful of great ideas! Please excuse all type-o's as this is a group about big ideas and possibilities. The purpose to share ideas about implementing reader's workshop shop in individual classrooms keeping the needs of our students in mind. This is just like a group discussion without being face-to-face.
We'll begin with chapter one and procede in order (probably 2 chapters a month). Let's begin sharing what it's like in our own classroom before beginning chapter 1. Sometimes, it helps to develop an understanding of what it's like to walk a mile in the other teacher's shoes before jumping right into how to implement a new program or new ideas.
I teach first grade and have a variety of reading levels in my classroom. I continue to struggle with how to best meet the needs of the CLD students in my class (Culturally Linguistically Diverse). Some of my students recognize all of their letters and are able to write phonetically recognizable words, while other students know only a handful of letters and are not able to even write their name. I hope that reader's workshop is able to provide a format for me to meet the needs of a diverse group without changing the effectiveness of the guiding reading groups or read aloud time that is already happening. I'm still struggling with how to fit it into my schedule. I am willing to share my schedule if anyone is interested, but for now reader's workshop will only be about 20 minutes long (they also have about 30 minutes of reading group seatwork time to continue their individual part of reader's workshop). Unfortunately there is only about 15 minutes after reading groups for students to share their center work.
As the picture above shows, we don't want the students to have any illusions about the enjoyment and learning that come from books. In the illustration, I see that there isn't a top or a bottom (after careful inspection). I'd like to think that there is a precise way to teach, but if there were a machine would do it. We're the decisive element in the classroom.
Dear First Grade Team and Other Teachers Wishing to Implement/Improve Reader's Workshop in their Classrooms,
We're currently studying the book Reading with Meaning by Debbie Miller. We encourage any one who wishes to participate to join this discussion. By reflecting on Debbie Miller's work and how we could/are implement(ing) it in our own classroom. As a former teacher of students with special needs (mostly inclusion), I gained a wealth of ideas and a handful of great ideas! Please excuse all type-o's as this is a group about big ideas and possibilities. The purpose to share ideas about implementing reader's workshop shop in individual classrooms keeping the needs of our students in mind. This is just like a group discussion without being face-to-face.
We'll begin with chapter one and procede in order (probably 2 chapters a month). Let's begin sharing what it's like in our own classroom before beginning chapter 1. Sometimes, it helps to develop an understanding of what it's like to walk a mile in the other teacher's shoes before jumping right into how to implement a new program or new ideas.
I teach first grade and have a variety of reading levels in my classroom. I continue to struggle with how to best meet the needs of the CLD students in my class (Culturally Linguistically Diverse). Some of my students recognize all of their letters and are able to write phonetically recognizable words, while other students know only a handful of letters and are not able to even write their name. I hope that reader's workshop is able to provide a format for me to meet the needs of a diverse group without changing the effectiveness of the guiding reading groups or read aloud time that is already happening. I'm still struggling with how to fit it into my schedule. I am willing to share my schedule if anyone is interested, but for now reader's workshop will only be about 20 minutes long (they also have about 30 minutes of reading group seatwork time to continue their individual part of reader's workshop). Unfortunately there is only about 15 minutes after reading groups for students to share their center work.
As the picture above shows, we don't want the students to have any illusions about the enjoyment and learning that come from books. In the illustration, I see that there isn't a top or a bottom (after careful inspection). I'd like to think that there is a precise way to teach, but if there were a machine would do it. We're the decisive element in the classroom. Happy teaching!
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