Chapter+4


 * Chapter 4**

** #1 ** ** Reading Workshop, structure & tools ** //Many participants in this book study are either familiar with Reading Workshop, or have utilized this format for a year or more in their own work. What did you hear differently or what soaked in during the reading of this chapter? Any ah-has? What did you mentally (or actually) add to your action plan for next year? Did anything about the structure, tools or teaching choices in reading workshop make you wonder or think differently?//

//﻿// Response:

Reading Workshop is a new way for me to "nourish" and "energize" my students this coming school year. I'm "geeked". Maintaining a simple, predictable structure makes sense to me. The management section has great suggestions to bring my vision of this Readers' Workshop to fruition. These are minilessons to be put into my first unit. My success is all in the planning. My mantra, "simple and predictable" across the curriculum.

Margaret Fox

A reading workshop using informational text for our classroom might go like this; I or another staff person may ask; This is a typical lesson with Unique Curriculum. My students need picture/voice supports to read and comprehend the text. Our students do not have a reading partner as we do these lessons on a whiteboard using a computer and the internet or a CD. However, there is always a lot of discussion when using these lessons. I know they 'get it' when they bring it up at a later date or time and tye it in with something related. Ah-Ha I plan to find some level books for my struggling students so we can have more individual and shared reading time. M.J.
 * Looking at this picture raise your hand if you think you know what this article is about? (short discussion)
 * A volunteer student, staff, helpers, read the News-2-You article for the current week.
 * if a person gets stuck on a word, I say; look at the picture, what do you think it could be?
 * If he or she cannot figure it out, I ask his/her peers to help.
 * We take turns (choosing those who want to read) reading through the text.
 * We read the joke page and have a good laugh
 * We do the comprehension, sentence practice, and vocabulary pages.
 * We read the recipe cards, but do not always use the recipe as we have ones we really enjoy.

I found this part of the chapter very intriguing!! I have heard of "Reading Workshop" but I had never heard all the details until I read this. I LOVE it!! It makes me wish that I were teaching an older grade (older than young 5's). (My husband teaches 3rd grade, and I couldn't wait to tell him all that I had learned.) However, I am definitely going to use parts of this for the coming year. Those things include: Kari
 * 1) Having more sustained "reading time"- I was convinced when I read, on p. 69, "If our goal is to help children compose richly literate lives, then we need to give them time each day to do that". Amen to that!!
 * 2) Having a sort of "book shelf" for each student, even if it is just a big ziploc bag
 * 3) I will have more partner reading, too

// Like Kari, I want to have more partner reading this year. I’ve been inconsistent with this piece of the reading workshop due to management issues. I want to hold kids accountable during this time and have found some success with it. However, this structure is usually the first to be cut out during the workshop. It simply makes sense, though, as we know that reading is a “fully social activity,” as Margaret Meek commented on page 74. I realize partner reading extends readers’ stamina and infuse a sense of excitement as they work with a buddy. I’m realizing something else about the finer points of buddies working together. As Calkins mentioned on page 76, I won’t “worry a great deal over the times when children produce the correct words for each other.” But I do want to teach children to “wait for their partner ‘to have a go” (Pg 76) before rescuing them. In the past, I have encouraged partners to simply provide the sound that the reader is having trouble with rather than the whole word. I’m thinking of bringing kids in on this discussion, “How should it go when you are stuck on a word? What could your partner do?” Hopefully, this would generate more than just, “He should tell me the word.” I’m thinking of having a fish-bowl structure where kids watch me and a colleague help each other. The kids could then state what they noticed and we could co-create a chart for reference. I don't want kids to practice the words wrong if neither of them know the word, though. That is a fear that holds me back at times from consistently implementing this structure, as well. // Sara Sabourin Chapter 4 from Bobbi Friend #1 After teaching reading workshop this year, I realize I have so much to learn and get better at. I have the basic structure set and I feel confident in my mini-lessons as the means for most instruction. I have developed a meeting space for the mini-lessons, and feel very good about the large portion of the reading time being set for independent reading. Lucy says, “In mini-lessons we teach children to value reading” and “Children learn to read by reading, and they aren’t doing enough reading”. I agree very strongly with these statements. Where I need to get better is with student partner work and individual and group conferencing. I did not have a good structure in place for partner work. I often let that part slip during reader’s workshop and just let my students keep reading. I also need to work on more consistent conferences and developing a better recording method for conferencing.

Ch 4

The Structure of Reading Workshop work for me but there are some many thing I could add or supplement.

p.70 The reading log I could and would work on. Only a few of my top reader did I feel confidence to pass that task on to. Clip board I did that but I did not always do a mini lesson because independent reading was going so well compared to other years—so I would let the students read— I did my short group work generally at other time. The school had a school wide program of books that could be checked out and taken home—when ok in beginning but by end of the year out of about 200 student only 25 were participating. I used a helpful word wall. Not enough magazines. I did record conferences but could/should have conf. more. Used bookmarks. Used timer for many things but not this type of partner reading—good idea.

Partner reading the students demanded it—so more and more I would incorporate it into our reading time because otherwise they would just do it during independent reading. I have a enjoyed reading this section. KDN

I agree with Sara and Bobbi that I need to boost the partner reading portion of my reading workshop. My students had partners at their ability last year, but they rarely did anything more than share a quick thought or discovery and check each other’s reading logs while gathered back at the meeting space for my closing. I want to make partner time a priority and plan to use some of the tips described on page 75. I like the idea of the book’s “owner” giving a book talk for their partner. I will also model the different types of reading they can choose from, likely leaving the taking parts variation until later in the year. Sara, something I teach my students when partner reading is time or coaching. We illustrate the following steps and model frequently until it becomes second nature, which didn’t take long with my second grade students. Here are the steps: I do like the fact that the book box is referred to as a book shelf. That sounds much more inviting. I also plan to make bookmarks earlier in the year. We made space themed bookmarks to kick off our March is Reading month, but students could have benefited from making them sooner, as opposed to used sticky notes to mark their place. A book bag that can travel between school and home will be another added addition to the child’s bookshelf. Students will decorate these with Sharpie markers or some other material to personalize their bag. Stephanie Cooper Stephanie, Thank you for sharing your steps on coaching for partner reading. I love it and will use it as well. I also like the chart on page 78. I didn't use a Rubric like this for my students last year, but I made myself a note to make a chart like this for this year. I think it will give the children more focus on the expectations to kind of "grade" themselves. All-in-all, I loved how my classroom ran this past year. I feel like the structure during my reading workshop time was fabulous and the kids knew exactly what to do. When there were guest teachers, it was easy to leave lesson plans as I just had them rotate around the room and read with kids. I also asked them to leave me a note as to who they read with, what story they read and any other info they thought was important. It was on a clipboard for them and so, so easy! I also had a sharing time, but the partners didn't necessarily read together...it was more of a conversation time to talk about what they read and what they learned about their reading or the story that day. I am excited to try and do more real "partner reading" as outlined on page 75. There you will find bullets that describe many different kinds of partner reading that can be done. It may be beneficial for me to spend some time on each kind of partner reading...model it...have kids try it...before letting them loose to pick their own. I will find a way to incorporate this into my day or at least a few times during the week. I will have to let you know how it goes. Keri Cooper
 * 1) Count to 5 slowly in your head when your partner gets stuck.
 * 2) Ask your partner if they want time or coaching.
 * 3) Wait until your partner asks for more help if he/she says time.
 * 4) Have your partner look at the picture or help him/her with the sounds if coaching was chosen. Remember not to say the word.

===I like the quote on page 66 that says, "How we structure the reading workshop is up to each of us. The important thing is that we structure this time and that we do so in ways our students can anticipate." I felt a weight come off my sholders when Lucy said that. I may not be able to do it just like someone else but knowing that having the time structured and dependable is just as inportant took away some stress. As with anything new, I may have to change things as I go along and I will keep track of things I would change in future years but the pressure to do it perfect is gone! --Jodee Tuttle ===

**#2** **teacher-sponsored curriculum** //Top of page 75 reads, “Interestingly enough, although most upper-elementary and middle school classrooms put great emphasis on teacher-supported book talks about teacher-chosen books, children are rarely encouraged to talk about the texts they read independently. If book talks are so integral to our teacher-sponsored curriculum, why wouldn’t we want to do everything possible to be sure that students initiated book talks in their independent reading lives?”//

//Thoughts on this excerpt? Connections? Comments in general on the way reading instruction is often done and the message it sends? Reflections on the use of time in our reading classrooms and the curricular choices and routines that support our goals for our readers?// Response: We teachers do put great emphasis on teacher-supported book talks about teacher-chosen books. **"It is by talking about books that children learn to conduct a dialogue in their minds, to think about books even when they read alone." (pg.75)** I have two students who read independently. One likes to buy those Miley Cyrus or Justin Bieber booklets so he can fill in the story part with his own words, names, and phrases. When he has completed one, he likes me to read it to the class. He likes to put some of his peers in the story which usually gets quite a laugh or some type of reaction. I am thinking...I would like to have 1-2 persons per week share from their independent reading lives. This is something I will put into action this school year. M.J.

Chapter 4 from Bobbi Friend #2 Since I am just moving to the middle school next year, I have not experienced this first hand, but I am quite certain this is what is happening. In my new classroom, I have multiple copies of books such as Hatchet, Brian’s Winter, and The Lion, the Witch, and the Wardrobe. It is my understanding that every sixth grade student reads these particular books, and I am quite certain that there would be whole class discussions about those books. I have already said that I am guilty of not having students do enough discussion on books, so I am going to make a concerted effort to encourage student initiated book talks about books they are reading in reader’s workshop and at home. Lucy says, “It is by talking about books that children learn to conduct a dialogue in their minds, to think about books even when they read alone.” It is vital then for them to have discussions with partners and book clubs. I will focus on that aspect next year in my classroom.

I love to share with my colleagues a great book I have read. I want that joy reflected in my room this year. Bobbi, you are so right about giving our children the opportunity to have a conversation aloud about what they are reading. It will lead to that mind talk as they are reading. When I'm reading to the children I have a discussion to model what I'm thinking as I read a part that intrigues me. The partner and book club discussions will be my time to "peek" into their thought process.

Margaret Fox ==I have to confess too, I do not have the students initiate book talks and I am not exactly sure why. Maybe I am a control freak and feel like I would lose control of the class if they were all talking in partnerships. Maybe I just didn't think first graders woud be able to do it without an adult to keep things moving. Maybe I didn't feel taking the time would be valuable--if we do it all together I knew the whole class got the whole conversation. Whatever the reason, like Bobbi, I am going to plan partnership book talks into my schedule. I now see that through instruction and modeling that the kids can do this. I also realize that every group may not have the exact same conversation and that is okay because they will still be stretching their thinking and they often outthink me! I also see they value of the kids learning the art of having a conversation and that is well wortht the time! --Jodee Tuttle==

**#3**

Management
//“A Reading Workshop requires strong classroom management.” (p. 77) Do you feel that the materials, structures and routines will sufficiently aid in managing a large independent reading block for your students? What concerns still remain for you if any? What of the bullets on pp. 77-78 sounded like something you’d like to try and why?// Response:

Management is a "key" starting day one. The management will be inbedded into my first unit. We, that includes me will practice how this area of the Readers' Workshop will be an experience that will help I grow as a literate community. The minilessons will be my "What if" lessons. These lessons will be used through out the day. I will model, they will practice. There will be an area for tools they may need, pencils, art supplies, post-its. Because this will be a print rich environment, there will be charts that will remind students of my expectations while I'm engaged. Margaret Fox

On page 71, :teachers expect that if children have conferred with them or met with them the preceding day, they remain after the mini-lesson for a quick check -in ritual that holds them accountable for doing whatever they were directed to do." I saw that and said to myself," That shows my students how much I value our conferring time and that I hold them to those expectations." I also felt it makes ME more accountable. That I will need to make sure I am giving good advice and that I am following up on my own expectations. I think this will help me stay organized as well and focused on my reading lessons. I also think a poster that shows expectations like the one on pg.78 would be a great visual reminder of the expectations for workshop time.  Mike

I agree that reading workshop requires a strong classroom management setting. I feel that routines need to be in place from the minute they come through your door. This helps all children to know what is expected of them and the procedures they are to follow. With first graders the partner time is always a concern for me. Most of them have such short attention spans that this makes it harder for them to stay focused on their "partner work." I am still going to work on the bullet point that children will solve their problems independently without interrupting the teacher during the lesson. This is a huge challenge as they are so dependent when they begin first grade. Ronda

I am going to try a strategy from Beth Newingham, with my modification, to bring more management to book nooks. I allow students to read throughout the room once we have practiced appropriate places to sit and the proximity with which they may sit with regards to others. Beth has a chart listing all of the coveted areas and special seats within her classroom. These are all listed on a chart along with the word choice or vacation several times. Students then check the chart in the morning and are able to head right to their spot when I send them off from workshop. I would probably use this same location during writing workshop. This should eliminate the clamoring for the “best pillows” and special seats. Like Mike, I want to employ the idea of having students I conferred with yesterday remain on the run for a moment for a quick check in. I agree with him that this will show children the value I place on our conferencing and that I expect students to implement what is taught. The last bullet point I would like to implement is having students who are truly stuck and feel like they cannot carry on without my assistance come and stand near me. I don’t plan to implement this strategy right away since I suspect I will have a line of first grade students standing near me at each conference, but I think it could be valuable tool to use after our routines have been firmly established and the instances when it’s truly necessary are modeled. Stephanie Cooper When I have student teachers, the one thing I stress more than anything else is having structure and routines in your classroom. Children thrive on them. They want to know what is coming and what their boundaries are all the time. This is the case for every minute of every subject in every situation of every day in the classroom, so in my opinion, Reading Workshop time is no different! Everything will run more smoothly if there are a set of procedures in place that the students can count on and follow. I also agree with Mike and Stephanie and liked the section about having students I met with the day before stay for a moment to do a quick "check-in." I agree that this will, more than anything else, hold ME accountable. However, in the beginning, when I'm doing very short conferences to make sure I hit as many students as I can in a day to give them positives and WOOHOOs, then it won't work so well. This is something I will do when I start having a bit longer and more "pointed" conferences, or group conferences/reading groups. This is definitely a procedure/routine that I would like to establish this year. Keri Cooper

**#4**

How’s it going for you?
//Chapter 4 ends with a reminder that nourishing our own reading lives is the best thing we can do to nourish our students’ independent reading lives. How is that going for you? Are you finding time this summer to live the life of an avid reader – whatever that may look like for you? I just read how Frankie Sibberson studies her summer reading life to determine what to focus on with her readers during her fall mini-lessons. Lucy would agree that this is valuable to do - and far beyond summer reading. Unlike D.E.A.R., in the Reading Workshop the teacher is actively conferring or meeting with groups during independent reading time. However, far more beneficial than just observing the teacher read is hearing about the many things the teacher reads and the myriad reactions to the reading. This is what will “educate our students’ imagination about what their own world of reading can be.” Honestly, reading may not be your first choice for your free time right now. You may grow into an avid reader right alongside your students this year. What are your thoughts on this?// Response:

I just finished reading "Mother Angelica's Answers, Not Promises" and am currently reading "Green for Life" by Victoria Boutenko. Author of "12 Steps to Raw Foods and Green Smoothie Revolution." The first book fed my soul and the second book is helping me learn how to nourish my body. But, I still like a steamy romance novel by Danyielle Steel or Nora Roberts. This type of reading is relaxing in that I really don't have to think as hard when reading. It simply feels refreshing to read for the pure enjoyment of reading because like Lucy, everything I ingest will be carried over into my mini-lessons. When I look back at some of the journal writing of last year, I remember how excited I would be when a certain student wanted me to read his journal aloud. During and after the reading I always gave him big Praise for his punctuation/grammar/sytnax/ and overall descriptions of people, places, and events. But, more importantly, his writings conveyed a message of what he really wanted his day to look like. A big step for a young man with Autism:) I've always recorded our morning meetings and what each student contributed to the discussion and would read it back to them. Thus, letting them see how their words really do carry meaning. Finally, I believe this year myself and staff will also grab a good book during SSR at the end of the day so we can provide an example of what is expected during that time frame. M.J.

I read the newspaper a couple times a week. Traditional archery magazines on a regular basis. Novels occasionally. I'm reading 3 of these book study books. I miss the imagining that I get to do with fiction, and that is a hge part of what I want to stress to get my readers engaged. So, today I picked up "Guardians of Ga'Hoole". Owls are my favorite bird, I have a Great Horned Owl mount in my classroom, and I love science. As I was getting into my reading I made connections to how the author put owl facts into the book. I immediately thought, "Mini-lesson"! I need to read more for enjoyment, and hope to model that for my readers this year. Mike

I love to read! In fact, it cracked me up when I read in the chapter, on the top of p.66, that "great readers" might take a suitcase of clothes and another one of books. A few years ago, for spring break, I flew to Florida by myself. It was GLORIOUS!! I brought along 5 books to read (not a suitcase full, but a bunch), and I almost finished them all, in a week. And now, I have several non-fiction books going at the same time, "Debt Free Living" by Larry Burkett and "Run" by Dean Karnazes. I also have 2 favorite fiction authors, Karen Kingsbury and Beverly Lewis. Both of them have books to be released soon, in their current series. I can't wait! I also really liked when it said, again, at the top of p. 66, that "readers live differently" and "reading is... a big thing we do with our whole lives." I want to foster the love of reading, whatever kind, at the Kindergarten level. My excitement for reading, and for books in general, can be contagious. I want my students to see that they are a the start of an amazing journey... that can lead them anywhere. I will be sure to mention to my students what kinds of books I enjoy, whether it is about a hobby (running) or about other people (the Amish). Kari

Now as I read for pleasure I will think about what I’m doing as a reader that I can later use for mini lessons with my students. I won’t feel guilty about curling up with a good back after school that isn’t a teacher manual! As I continue to teach readers in first grade, I find myself growing alongside of them. There are always some skills and strategies in the units of study that make me stop and realize that I need to get better at that in my own reading life. What a powerful observation to share with my kids when I realize I’ve learned how to do something better because of our work together. I’m thinking now about keeping a reading journal of my own so that I can jot what I’m noticing about myself as a reader. Later, I’d have anecdotes to share with my kids. Like Mike, I will think “Mini-lesson”! Sara Sabourin

Now that I'm plugging along through these books, I am making an effort to understand what children are feeling and what strategies and skills are going to benefit them during the next year. When I read books I make connections to real life things. I am not an avid reader but my goal this year is to improve. Hopefully, these ideas will contribute to my mini-lessons throughout the school year. I hope this fosters a love to read in the children. Ronda

**//In addition to the questions and thoughts above, here is a place to post other ideas and burning questions from chapter four, if any..//**