Readers' Workshop Creates A Love Of Reading
July 28, 2016 at 4:25 p.m.
By Barb Ihnen-
Have you been wondering what the "Readers' Workshop" that you're starting to hear about is?
Pierceton Elementary has been using the Readers' Workshop approach to teaching reading for the last six years. Join me as we "peek" into Hilary Hamman's second-grade classroom during reading.
Quietly, we open the door and step inside. The students are busy discovering the joy of reading. Immediately, we notice that the children are fully engaged in the enthusiastic discussion taking place. Many do not even notice that we've come in. The class is wholeheartedly discussing the book "Mercy Watson Goes for a Ride", which is about a pig that is very spoiled.
Derek thinks Mercy is a bit of a troublemaker. He supports his thoughts with examples from the text.
The children are very interested in why Mr. and Mrs. Watson have a pink convertible. Tristan thinks maybe they have a pink convertible because Mercy is pink. Mercy the Pig seems to be the focus of all their attention. Is that why they bought a pink convertible? The discussion and reading continue until Miss Hamman lets the children know it is time to talk about their poem.
Singing a song as they walk, the children move to their reading corner and begin talking about the poem, "Who's Coming to Tea?" Children are seated comfortably on the floor in front of a big book that displays their poem.
Miss Hamman talks about the difference of opinion the students had yesterday concerning the meaning of the poem. Miss Hamman tells them it's OK to disagree on the meaning. We can learn how to do that respectfully. We might use words like, "Well, I have a slightly different opinion ... ." Miss Hamman says the class will be working on learning to have different opinions.
Miss Hamman reads the poem again and the students discuss the rhyming words they hear. Clayton thinks hard and picks out some words that rhyme. The students notice that there is a rhythm to the poem. The girls read the poem aloud, using "oomph". Next, it is the boys' turn. Miss Hamman knows that reading the poem aloud and listening for the sounds provides an important basis for improving reading skills in both hearing sounds and reading fluently. It's also fun!
After finishing up with their poem, the class does a short word study on what happens when two vowels are together. Jonathan notices that the "y" is acting as a vowel in some of their words. Jake discovers that his name can help him spell cake, make and lake. Clayton figures out that the "ay" in his name is just like the "ay" in may, way and day. The class would like to continue brainstorming words, but it is time to move on and talk as readers.
The community of readers in the class talk about the different tools they have as readers. Sticky notes are one tool they use. Saira remembers that they use them to add to charts and to remember "golden lines" they find as readers. Bailey watches intently as Miss Hamman shares the sticky notes she put in the book they read yesterday, "My Mama Has a Dancing Heart". Miss Hamman explains how the sticky notes help her remember her thoughts as a reader. This is her focus lesson for the day. The class watches as Miss Hamman models making sticky notes for "The Carrot Seed". Miss Hamman knows this is a comprehension skill they will use as they grow into more mature readers.
The class is ready for the main portion of their Readers' Workshop. Each student gets his/her personal library from the shelf.
Caleb has 12 books in his library. He chooses a "Star Wars" book to read. Ryanne looks over the class library for a "just right" book for her - one that is not too easy and not too hard. Miss Hamman has taught her how to do this. Colten decides he needs some new books in his personal library, so he sorts through the library bins labeled with names like "Friendship," "Chapter Books," "Fantasy," "Robert Munsch" and "Cats". He knows the categories because he helped his classmates decide upon them earlier in the year. Colten is excited about the book on Tiger Woods that he finds in the "Sports" bin.
Bailey and Derek are engrossed in listening to a book on tape. Soft music is playing in the background, setting a calm atmosphere for reading. Miss Hamman meets at the table with Sebastian and helps him do a quick "picture walk" to introduce him to "My Dad's Truck". This book is on Sebastian's instructional level. It is too hard for him to read without support, but is at the level where he is ready to learn to read with support.
Miss Hamman knows his exact instructional reading level because she has assessed him using a running record. Sebastian shares that he likes the show "Ice Truckers" on TV. This is a connection he has made between what he will be reading and his world. Miss Hamman knows this is an important part of reading comprehension. Sebastian uses clues in the text to help him figure out a word he doesn't know. He takes the book back to a cozy corner to read by himself. Miss Hamman knows this practice will build his skill and understanding as a reader.
Casey brings her reader's notebook to Miss Hamman. She needs to learn how to make a reading list in her notebook to keep track of the books she has read on her own. She makes a t-chart in her notebook and labels one side "Book Title" and the other side "Genre". Casey remembers what genre means. Casey also has a sticky note with a "golden line" that she found in her reading written on it. Miss Hamman helps her make a section of her notebook to keep her sticky notes with golden lines on them. Casey hurries back to her seat to try out the new sections of her notebook.
All over the room are reading charts about things like how readers visualize, or make pictures in their heads, to help them understand what they read; how readers make connections, or think about things in the text that reminds us of our lives to help us understand. There are charts telling what independent readers do, how to solve words that might "trick" you, and so on.[[In-content Ad]]As we slip quietly out the door, we notice that Matthew is curled in a chair reading. He perks up to tell us that the book he is reading is a true story. He shares the parts he likes. Ella sits nearby, engrossed in her book. As we leave the room the thought lingers with us that these children LOVE to read!
Have you been wondering what the "Readers' Workshop" that you're starting to hear about is?
Pierceton Elementary has been using the Readers' Workshop approach to teaching reading for the last six years. Join me as we "peek" into Hilary Hamman's second-grade classroom during reading.
Quietly, we open the door and step inside. The students are busy discovering the joy of reading. Immediately, we notice that the children are fully engaged in the enthusiastic discussion taking place. Many do not even notice that we've come in. The class is wholeheartedly discussing the book "Mercy Watson Goes for a Ride", which is about a pig that is very spoiled.
Derek thinks Mercy is a bit of a troublemaker. He supports his thoughts with examples from the text.
The children are very interested in why Mr. and Mrs. Watson have a pink convertible. Tristan thinks maybe they have a pink convertible because Mercy is pink. Mercy the Pig seems to be the focus of all their attention. Is that why they bought a pink convertible? The discussion and reading continue until Miss Hamman lets the children know it is time to talk about their poem.
Singing a song as they walk, the children move to their reading corner and begin talking about the poem, "Who's Coming to Tea?" Children are seated comfortably on the floor in front of a big book that displays their poem.
Miss Hamman talks about the difference of opinion the students had yesterday concerning the meaning of the poem. Miss Hamman tells them it's OK to disagree on the meaning. We can learn how to do that respectfully. We might use words like, "Well, I have a slightly different opinion ... ." Miss Hamman says the class will be working on learning to have different opinions.
Miss Hamman reads the poem again and the students discuss the rhyming words they hear. Clayton thinks hard and picks out some words that rhyme. The students notice that there is a rhythm to the poem. The girls read the poem aloud, using "oomph". Next, it is the boys' turn. Miss Hamman knows that reading the poem aloud and listening for the sounds provides an important basis for improving reading skills in both hearing sounds and reading fluently. It's also fun!
After finishing up with their poem, the class does a short word study on what happens when two vowels are together. Jonathan notices that the "y" is acting as a vowel in some of their words. Jake discovers that his name can help him spell cake, make and lake. Clayton figures out that the "ay" in his name is just like the "ay" in may, way and day. The class would like to continue brainstorming words, but it is time to move on and talk as readers.
The community of readers in the class talk about the different tools they have as readers. Sticky notes are one tool they use. Saira remembers that they use them to add to charts and to remember "golden lines" they find as readers. Bailey watches intently as Miss Hamman shares the sticky notes she put in the book they read yesterday, "My Mama Has a Dancing Heart". Miss Hamman explains how the sticky notes help her remember her thoughts as a reader. This is her focus lesson for the day. The class watches as Miss Hamman models making sticky notes for "The Carrot Seed". Miss Hamman knows this is a comprehension skill they will use as they grow into more mature readers.
The class is ready for the main portion of their Readers' Workshop. Each student gets his/her personal library from the shelf.
Caleb has 12 books in his library. He chooses a "Star Wars" book to read. Ryanne looks over the class library for a "just right" book for her - one that is not too easy and not too hard. Miss Hamman has taught her how to do this. Colten decides he needs some new books in his personal library, so he sorts through the library bins labeled with names like "Friendship," "Chapter Books," "Fantasy," "Robert Munsch" and "Cats". He knows the categories because he helped his classmates decide upon them earlier in the year. Colten is excited about the book on Tiger Woods that he finds in the "Sports" bin.
Bailey and Derek are engrossed in listening to a book on tape. Soft music is playing in the background, setting a calm atmosphere for reading. Miss Hamman meets at the table with Sebastian and helps him do a quick "picture walk" to introduce him to "My Dad's Truck". This book is on Sebastian's instructional level. It is too hard for him to read without support, but is at the level where he is ready to learn to read with support.
Miss Hamman knows his exact instructional reading level because she has assessed him using a running record. Sebastian shares that he likes the show "Ice Truckers" on TV. This is a connection he has made between what he will be reading and his world. Miss Hamman knows this is an important part of reading comprehension. Sebastian uses clues in the text to help him figure out a word he doesn't know. He takes the book back to a cozy corner to read by himself. Miss Hamman knows this practice will build his skill and understanding as a reader.
Casey brings her reader's notebook to Miss Hamman. She needs to learn how to make a reading list in her notebook to keep track of the books she has read on her own. She makes a t-chart in her notebook and labels one side "Book Title" and the other side "Genre". Casey remembers what genre means. Casey also has a sticky note with a "golden line" that she found in her reading written on it. Miss Hamman helps her make a section of her notebook to keep her sticky notes with golden lines on them. Casey hurries back to her seat to try out the new sections of her notebook.
All over the room are reading charts about things like how readers visualize, or make pictures in their heads, to help them understand what they read; how readers make connections, or think about things in the text that reminds us of our lives to help us understand. There are charts telling what independent readers do, how to solve words that might "trick" you, and so on.[[In-content Ad]]As we slip quietly out the door, we notice that Matthew is curled in a chair reading. He perks up to tell us that the book he is reading is a true story. He shares the parts he likes. Ella sits nearby, engrossed in her book. As we leave the room the thought lingers with us that these children LOVE to read!
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