Many teachers in my building have students participating in writing experiences during this time, but it's not considered independent reading time. Teachers are usually seeing guided reading groups during this time. While students are in guided reading groups, the others are doing story extension activities after a read aloud or a shared reading. This can be compared to responding to literature in the upper grades, it's just that the teacher has read the text to or with the students before they write/respond to it in some way. Also, it's a great time for students to be doing picture sorts, and search the room activities for either beginning sounds, ending sounds or whatever they are working on. I think that centers CAN be productive if they are based in good literacy instruction and they are challenging enough for students at all levels. The problem with centers is that in many classrooms, centers unfortunately become coloring activities or non-reading activities that students lose interest in rather quickly. The problem is that the teachers in these rooms don't really understand the purpose of literacy centers and how to create effective centers. Kristin NJ ___________________________________________________________________________________ I am not in favor of centers for independent reading. They take time away from reading and are not often checked or monitored by the teacher. They become busy work. However, in first grade, particularly the beginning of first grade, the children often have difficulty sustaining independent reading. What are teachers doing using the workshop model for independent reading in first grade?
Thank you, Maxine
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