In our district, we suggest that teachers use part of their reading time for guided reading. It's then that the students would go to the stations. Our teachers do have 2 hours in the intermediate grades for literacy--one hour for reading and one hour for writing. It's tricky fitting it all in, but we emphasize that guided reading is so important for the struggling readers. some teachers find time for independent reading at another time; others try to fit it in. Carol On Oct 22, 2006, at 6:39 PM, Kerry McDonald wrote:
> I just finished reading Debbie Diller this weekend and I am > wondering how > you make the work stations work in a workshop setting. I am > thinking that > during reading workshop while I was meeting with a guided reading > group, > kids can read independently and or (I am not sure which word is > right) go to > reading workstations, and then during Writer's Workshop, the same > thing, but > with Writing work stations?? > > Can anyone explain how they make it work? I am a Literacy Coach > grades K-8- > so any grade input would be appreciated! > > thanks, > > Kerry > ----- Original Message ----- > From: <[EMAIL PROTECTED]> > To: "Mosaic: A Reading Comprehension Strategies Listserv" > <mosaic@literacyworkshop.org> > Sent: Sunday, October 22, 2006 11:53 AM > Subject: Re: [MOSAIC] Indpendent reading first grade > > >> Have you read Debbie Diller's book on literacy stations. Rather than >> centers, students are in pairs and work in stations. The stations are >> self-sustaining and last for the whole year--poetry, drama, etc. >> Teachers >> in my district atttended a workshop presented by her and came back >> to the >> district very excited. They feel they can manage these stations >> rather >> than creating "stations" that always seem to last for only a week. >> Carol >>> I have always preferred to do a combined reading/writing workshop, >>> which I call "Independent Reading and Writing." During this time, >>> there >>> is a structured order of activity (i.e., sometimes I use a checklist >>> that they keep in a folder with their work) and basically it goes >>> something like this: >>> >>> 1. Read a book. >>> 2. Tell another student about the book (plus, the other student asks >>> three questions about the book). >>> 3. Write about the book. This can be a synopsis, or I have >>> "literature >>> response cards" in a basket which have an assortment of writing >>> ideas >>> for responding to literature, including some that have drawing >>> involved. >>> 4. Share your writing with another student and revise as needed. >>> 5. Make a reading activity choice (i.e., read the wall, read poems >>> from the poetry basket, sort letter/picture cards, alphabetizing >>> words, >>> read words in the "nifty word basket" etc.) >>> 6. Make a writing choice (write a letter, sticker story, stamp >>> story, >>> poem, whatever) >>> 7. Read your writing to another student and revise as needed. >>> 8. Sign up to meet with the teacher. >>> >>> While students are working, I do one or two guided reading groups >>> and/or meet with students individually to go over their work. >>> >>> The reading activity choices and writing activity choices might >>> be the >>> same kinds of activities some use in centers, but I never had >>> "centers" >>> set up in my classroom. Instead, I had these activities on >>> shelves in >>> baskets. There was always a writing center, though, with lots of >>> different writing instruments, a variety of paper, rubber stamps and >>> stamp pads, a basket of assorted stickers, a few magazines, and a >>> rotating set of laminated pictures, as well as some "story starter" >>> cards. >>> >>> Renee >>> >>> >>> On Oct 20, 2006, at 6:01 AM, GRISTINA, KRISTIN wrote: >>> >>>> 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 >>>> >>>> >>>> >>>> _______________________________________________ >>>> 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. >>>> >>>> >>> Deep down we must have real affection for each other, a clear >>> realization or recognition of our shared human status. At the same >>> time, we must openly accept all ideologies and systems as a means of >>> solving humanity's problems. One country, one nation, one ideology, >>> one system is not sufficient. >>> ~ The Dalai Lama >>> >>> >>> >>> _______________________________________________ >>> 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. 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