Reading Workshop

In my book, Around the Reading Workshop in 180 Days, I included a section at the end of each chapter describing what I hoped to have set in place by the end of each month. In this installment of my blog I offer the description of what I hope to have in place by the end of September. I hope this helps new teachers get a sense of what is important to start the year. By the end of September, I hope to begin to see, hear, and have established the following things: Most students are choosing appropriate reading materials, based on their comprehension abilities, for independent and paired reading – I am aware that I will need to consistently monitor some readers’ choices, but many of my students will be choosing appropriate materials by the end of the month. Students are willing to offer ideas when I am finished reading aloud a picture or chapter book without being asked – I want students to know that it is their responsibility to generate and art

            Helping readers make appropriate choices for what to read during independent and paired reading is one of the most important lessons I teach in the beginning of the school year. Many students come into my classroom making appropriate selections and need very little assistance to continue doing so. Others, need lots of help and monitoring to help them find reading materials they can make sense of. In my experience with intermediate grade students, about fifty percent of my students will make appropriate selections for their independent reading with little support from myself. For them, my job is to get new books into their hands, challenge them to try new genres and expand their reading repertoire. Another twenty-five percent of my students will listen to our discussions about the criteria fro making an appropriate selection, and will begin to make better choices for independent reading. The remaining twenty-five percent will need more monitoring, and we will have conversati

Features of reading aloud and discussing literature I will introduce, demonstrate and focus on during the first few weeks: ·       How to gather together for the read aloud – this includes where to sit, how to get there, when the read aloud will occur during the day, and what to bring. I create an area in the front of the class with enough room for everyone and a special chair, low enough to see everyone and be seen by everyone, that will be used for our read aloud sessions. I play a two minute song on a tape recorder to signal that read alouds are about to begin. Students are expected to put down what they are doing and find a spot in our reading area where they won’t be distracted by other students. I allow everyone to make the decision about whom to sit next to themselves until they demonstrate that they need more “help” choosing a better location. ·       How to listen to a read aloud and when to share ideas – I expect my students to listen and attend to the story being read and be