Mini Lesson

We begin each morning with a class meeting on the floor. It is here that we focus on specific strategies or skills that will help us become life-long learners . We keep these lessons in the 10-15 minute range for two reasons: 1) Brain research shows this is about the amount of time a 3rd grader can listen to someone before their brain starts to wander and 2) I want to be very specific with what I teach. It needs to be something readers can take with them immediately..."Try this out today while you're reading," I might say. With these lessons we keep account of each story we have read together and categorize it by genre. We also update our expanding vocabulary board by adding any interesting words we hear during the read-aloud. Research shows this is an effective way to learn vocabulary...through context (the act of reading itself) rather than in isolation.

Independent Reading/Individual Conferences/Guided Reading

After ending the class meeting, students take their books from their bins and find a place to read. A few, in preparation for a conference with me, may sort through their reader's notebook to update their log, record their genre picks reading goals, and locate some new books to conference over. While the students spend their time reading, the number one indicator of reading success/achievement, I meet with 5 students each day for individual conferences. I spend the second portion of the workshop time in small group/ guided reading.

Individual Conferences (Conducted during the first two blocks): Usually consist of a conversation of books read so far, book selection, follow-up on the previous meeting (I record it all), and an informal running record (listening to the child read out-loud) to record miscues, comprehension barriers, and future instruction.

Guided Reading/Small Group (Usually conducted during the 3rd reading/writing block): All students have been assessed through multiple venues to determine an instructional reading level (what you can read with a little help, but not on your own). I use DRA, Running Records, and anecdotal records. All of these assessments help create a better picture of what each reader needs. Research shows that the bulk of time should be spent on a book that is below the instructional level, but it is through the instructional level books that I can really see what strategies and skills can be strengthened. The materials I use for small group meetings include: Reading A-Z, nonfiction trade books, and our school's bookroom. Students seem to prefer nonfiction text with real-life photographs, so I focus on this as much as I can. With each meeting, the students create an chart to present what they have learned to the rest of the group during share time. These posters are then posted around the school for others to read and learn from.

Independent Reading: This is where we build up our reading stamina. Some students get so lost in their book that when we are called back to the meeting area, a few don't even hear our signal! We follow the Reader's Bill of Rights (found on the main page) and try to spend our time reading books we enjoy- that we have selected on our own. We have the right to give up on books, reread books, and talk about what we are reading. You won't find us filling out endless worksheets or copying isolated vocabulary words from a pre-selected story. We read and we read a lot.

Reading Partnerships: Following the research of Kathy Collins, I do not support placing "high" readers with "low" readers. The easiest analogy is placing an experienced marathon runner with a runner new to the scene. This is not beneficial for either student and only reinforces the dynamics. As a result, we have long"er" partners that include peer editing for writing and two meetings with their partner to share and talk about what they are reading about. When partners are reading alike books, the conversation is more natural and beneficial.

Reader's Notebook: Last year I purchased individual notebooks and downloaded the contents of Fountas and Pinnell's reader's notebook. It just didn't work for me or my kids. This year, I am much happier purchasing the real thing. It is sturdy, organized, and is easier to store than the bulky notebooks. The picture can be seen at the top of the page. The main components are the reading log and weekly letter to me.

Share Time

Reader's and Writer's Workshop ends with a short regrouping in the meeting area (5-10 minutes). It is during this time that students I conferenced with may share something they learned or a strategy they practiced, or I may ask the hardest, but perhaps the most important question, what did you learn about yourself as a reader today? The most rewarding part of this share time is that each of us start to understand the individual reader's needs and interest. Last year's group had a distinct reading preference. This class seemed to enjoy R.L. Stine, Lemony Snickett, Paul Christopher Curtis, and Patricia Reilly Giff. The boys in the class tended to focus on informational text more than anything else. I also have a steady request for sports authors such as Tim Green, Matt Christopher, and Mike Lupicia (and don't forget Sports Illustrated for Kids!). A few were reading books that may be considered out of their "reading level" but their background knowledge on the topic is keeping them going...I wouldn't know this if I didn't meet with individual students and didn't allow them to share with each other.