Creating meaning in a readers' workshop
Sheryl V Taylor; Dennis W Nesheim
Principal Leadership; Oct 2001; 2, 2; Wilson Education Abstracts
Ideas from the article and my connections:
-Emerging readers can go back and to their early literacy days and reflect on the experience because they didn’t learn to read during those times. By examining that time period, they can identify their current feelings and attitudes about reading.
-I love the idea that students who are older but still are emergent readers can read low level books that are just right for them to younger emergent readers. They typically don’t read these books because they fear being mocked by their peers. With this strategy, they can “save face” by using the excuse that they are being paired with younger students. Essentially they are “helping” the younger students when if fact they are benefiting as well. This is a strategy that I can use with my 3rd and 4th graders. I can have them practice reading low level books so they can read them with my kindergarten students.
-Readers workshops are student focused which is rooted in the constructivist learning theory. Students are given time to read books of their choice with a chance to share about what they have read.
-Readers workshops have a structure to them. Students must practice using reading strategies while reading their self-selected books. Mini-lessons are also a major part of the readers’ workshop. During the mini-lesson, the teacher addresses the needs of the student either alone or in a small group. They also spend time setting goals.
-Students can build community with other readers by interacting with text during book shares. Connections can be made by using story maps, Venn diagrams, graphic organizers, and diaries.