SClarke

When I was assigned "Revisiting the Reading Workshop" as my next reading, I was puzzled.  What did  a school counselor need to learn about teaching children to read?  As I read through the first 3 chapters, my question was answered.  As a matter of fact, I had unknowingly been implementing some of the strategies of the Reading Workshop into my classroom guidance lessons.

Most of my guidance lessons, especially with primary students, begin with a read aloud.  On page 11, Jim Trelease says that "We read to children for all the same reasons you talk to children; to reassure, to entertain, to inform or explain, to arouse curiosity, to inspire."  To add to Trelease's list  I read to children to counsel.   I use picture books to open discussions about  the many social, personal and academic issues that elementary students face. 

How can I take what I am already doing as part of my guidance curriculum and integrate the Reading Workshop philosophy into it?   By reading aloud, I am (1) conditioning children to associate reading with pleasure, (2) creating background knowledge and (3) providing a reading role model.  I can expand my role as a supplemental reading teacher by incorporating positive reading techniques into my read alouds.  Reading techniques like, predicting, drawing on background knowledge, questioning, drawing conclusions, tying in to students' experiences and connecting with other text can be seamlessly integrated into my guidance lessons.