I call that time "Shared Reading". During this block of time you model/teach the strategies/skills you want students to apply when reading independently and during their guided reading lessons. Concepts about print, word attack skills, phonemic awareness (without the text), fluency, phonics, vocabulary, comprehension strategies...All the 5 Big Ideas can be modeled and taught during the Shared Reading Block. And you are right, by the end of the week, kids have another "known" book, poem or song to add to their repertoire. Kelli Thexton Literacy Coach Westside Elementary Rogers, AR USA
Heather Wall <[EMAIL PROTECTED]> wrote: I agree with the person who posted below, but I also have another suggestion for those low non-readers you mentioned. I had a class very much like this a few years ago (except with many more non-readers), and it really helped to have a time of day to read big books - read aloud together several times chorally, echo, etc., act them out with puppets or props, "be the words" for key sentences, etc. By the end of the week everyone knew the book very well, even the strugglers. I made individual copies of the book for the kids (you'd really just need to do it for those lowest ones) so they then had a book they could read. After several weeks, they had a collection of their own versions of the big books in their cubbies. Meanwhile, I was making sure to read with their group daily in small guided reading gruops, using the Reading a-z books, so they also collected those books they could read. Pretty soon they had a cubby full of books they were reading on their own. Good luck! Heather Wall/ 3rd grade/ Georgia NBCT 2005 Literacy: Reading - Language Arts ----- Original Message ---- From: Kimberly Stapert To: Mosaic: A Reading Comprehension Strategies Listserv Sent: Thursday, September 28, 2006 9:51:58 PM Subject: Re: [MOSAIC] readers workshop help needed I haven't processed your whole email yet, but I skimmed it. I saw your last paragraph on what to be teaching. I would be spending a lot of time on decoding, etc., but more... You really need to find out what they each know by doing a running record on each of them, then group them according to need (what they need to know next), balancing the semantic (meaning - what makes sense), syntactic (sentence structure - "how we talk"), and letter-sound, (and pictures, too!) strategies. Do you have leveled readers - "six packs" of books?? I group my kids (and regroup as they progress and I regularly do running records) and use those books (like from Rigby, etc.) I teach the comp. strategies but in a VERY strategic approach---over time. I first model, model, model text to self connections, then we do it together, and then they do it on their own- but I think that they need to be able to read some kind of text to do this ideally. Your non-readers aren't ready for that yet - in my opinion - at least independently (yes with a partner or small group or large group). I then move into text to text, but much after they get the text to self. Debbie Miller is one of my heroes, but maybe your class isn't quite ready for all the components of readers' workshop yet - it's still very early in the year... Kim On Sep 28, 2006, at 9:24 PM, [EMAIL PROTECTED] wrote: > HI > > I wrote earlier this summer about being very excited to start readers > workshop this year (first grade). No one else in my school does it > and my classroom > is supposed to be a "model classroom" for the school. I know it > takes a > while to get things running smoothly but I'm having a little more > trouble than I > anticipated and I need some help. > > First of all, my class is extremely chatty and fidgety. They have a > very > tough time paying attention and staying on task. I know thats not > very unusual > for first graders but they are definitely one of the chattiest classes > I have > had. Last year, I was very lucky to have a great class of kids > that were > very excited about learning. This year, the kids really don't seem too > interested. I'm having a very tough time holding their attention > during read-alouds > and mini-lessons. I try to use all that great Debbie Miller talk to > get > them excited about their thinking but it's just not happening. > Also, many > children are not staying on task during independent reading time. I > have done > many lessons on rules and routines and rituals but it's still a real > challenge. > > Also, I have 4 kids who are not reading at all (below A on the DRA). > They > are the ones who are having the most trouble staying focused. I have > provided > them with books at their level and have confered with them about using > the > illustrations to read their books but they aren't getting it. I know > I need to > do small group work or guided reading with them but how much time > should I be > doing that. Should they still be doing independent reading? Should > I have > them using the listening center instead? I can't meet with them all > the > time because I obviously need to confer with other students as well. > > I was so sad the other day because a parent told me that her son was > crying > about coming to school because of readers workshop. He says > independent > reading is so boring because he doesn't know how to read. He's > really a very nice > , sweet boy who is very well behaved. I felt so bad. That's > exactly the > opposite of what was supposed to happen. I was ready for readers > workshop to > be exciting and motivating. > > One more thing, I'm having trouble figuring out the balance between > decoding > minilessons and comprehension minilessons. So far we've spent most of > our time > on comprehension (schema and t-s connections) We have just touched > upon > decoding strategies. I'm wondering if I should be spending more time > on > decoding. > > I know I'm asking for a loot but would appreciate any feedback. > > Thanks, > Cami > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/ > mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
