Reading

Introduction

In first grade, we participate in Reader’s Workshop every day. This is how Reader’s Workshop works in my classroom: Whole group Shared Reading or Read-aloud and a mini-lesson with instructions or an invitation to try something I've taught them in the mini-lesson. Then students go off and read. They are either reading to self or responding to something they've read or listened to. I also pull small groups during this time for a guided reading lesson. Then we come together as a group for a quick round of sharing our thinking and learning.

Shared Reading

Each Reading Workshop session begins with either a shared reading lesson, or a read-aloud and mini-lesson. This lasts approximately 20 minutes. Shared Reading is an interactive reading experience that occurs when students join in or share the reading of a book or other text while guided and supported by the teacher. I explicitly model the skills of proficient readers, including reading with fluency and expression. The shared reading model often uses over-sized books (referred to as big books) with enlarged print and illustrations, or poems on sentence strips on the pocket chart.

Read-aloud and Mini-lesson

During the read-aloud and mini-lesson, I introduce a specific concept, also known as the teaching point. Most often, the teaching point focuses on a reading strategy or skill. I explicitly model or demonstrate the skill for the students. Students then get a chance to practice the skill or strategy on their own or with a partner. This part of the mini-lesson is called the active engagement.

Read-to-Self

During this time students are engaged in self-selected texts at their independent level. They use this time to practice the skills that are taught during the mini-lessons. Students read in book nooks around the room while l meet with small groups of students for guided reading.

Guided Reading

While students are reading self-selected texts from their book boxes or Chromebooks during Read-to-Self time, I am usually meeting with others in guided reading groups. Guided reading groups contain students who are all reading at about the same level. I provide them with a common text at their instructional level, introduce the book, and point out important text features, tricky vocabulary, or essential story elements. Then I listen in as students read the book to themselves. The lesson is followed up with a teaching point and some additional modeling of a strategy I feel is necessary based on my observations.

Whole Group Check-in

This is a 5-minute time period in which students gather back on the reading carpet to reflect on their work as readers. I make sure to reinforce the teaching point for the day and emphasize the importance of continuing to use the strategy whenever they read from now on. I also give students a chance to share their reading work. Since there is not enough time every day for every reader to share, I vary the way I allow the students to share. A quick way I provide time for all students to share the work or the thinking they did during Read-to-Self time is to have them quickly turn and talk with their reading partner to reflect on their reading work or discuss the reading task.

January and February

During the month of January, the first graders have been using Epic! on their Chromebooks during Reader's Workshop. Epic! is a personalized reading program. With Epic! students have an unlimited selection of high quality children’s eBooks that they can read or have read to them daily during Read-to-Self time.

As a whole class we are learning and practicing inferring, a strategy that good readers use to understand (get the most meaning out of) what they read. Listed below are some questions you can ask your child to help him/her practice this reading strategy.

Inferring Questions for Non-fiction:

Why did the author write this? (e.g. inform you, get you to do something, share an interest)

Why did the author choose not to include ___________ in this book?

Inferring Questions for Fiction:

Why do you think __________ (character) did that?

How do you know that _________ (character) has changed?

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October, November, and December

During the month of October, November and December we are learning and practicing the reading strategies that beginning readers use to figure out tricky words as they read.

In our classroom, students are allowed to read in different places around the classroom not just at their desks. These places are called "book nooks." There are many comfy places to read in our classroom including a tub, a bench, an Adirondack chair, and pillows. While it is great to have so many comfortable options for independent reading, it can also lead to arguments over who gets to read in the extra special places. For this reason, we have a book nook rotation schedule with clips with each student's name. The clips are rotated every day after reading workshop so that all students get to enjoy each book nook an equal number of times throughout the school year. Knowing where they will read each day allows students to transition very quickly from the mini-lesson to Read-to-Self time. Check out some pictures of us reading!

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September

We began the year by learning the parts of Reader’s Workshop and by thinking about why readers read. We made a chart to help us remember that we read to get better at reading, to learn new things, and to have FUN! We learned that we are all readers. First graders can read the pictures, the words, retell a known story, or look for words they know.

During the month of September we learned that reading is thinking. As readers listen, view, or read a book, they think about the information. It's not just about the words. It doesn't just go in one ear and out the other. Reading is about thinking. But we don't just think about what is happening in the story. We have thoughts of our own when we read or listen. We might be reminded of something, or we might wonder about something. When readers monitor their comprehension, they keep track of their thinking. Good readers stay on track and engaged when they talk, draw, and write about their thinking, interacting with the text and with each other to gain understanding. Check out some pictures of our work.