Creating meaning in a readers' workshop
Sheryl
V Taylor; Dennis W Nesheim
Principal Leadership; Oct 2001; 2, 2; Wilson Education Abstracts
Pg. 47
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.
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