PRussell

Chapters 7 & 8 give even more details about independent reading, chatting, book talks, responding to student reading, choosing books, sharing, flexible grouping, and forms to help manage the program.  There was a full description of what the teacher, students, and other adults would be doing in a session.  It was interesting that they briefly discuss the use of guided reading and the differences between D.E.A.R. time, guided reading and reading workshop.  This will be helpful to some of our teachers who use guided reading as well as those who might try the reading workshop or variations.  As is often the case, I can see how my teachers and I could get some helpful ideas to use.  The two most obvious for me are choosing books and sharing my passion for books.  I am always excited to read to my younger students, but maybe I could do more informal book talking to the older ones.

The authors continue to develop their case for a workshop approach to teaching reading.  There are specific examples of classroom sessions, booklists, and advice to avoid pitfalls associated with this model.  I was impressed by the lesson plans that gave a day-by-day outline to enable a gradual phasing of the workshop’s classroom procedures.  Short of actually observing a reading workshop in progress, this book does an excellent job of promoting it as way of teaching.  The authors also heavily emphasize literature appreciation and writing.  As I mentioned before, I would be interested in knowing from unbiased teachers about how it compares with text-based teaching, especially in the area of preparation.  I would like to know and be able to help secure resources for anyone who is going to try this. 

I am again struck by the fact that the authors seem to have had wide, professional latitude in deciding to use the Reader's Workshop approach(or not).  It seemed to spread from teacher to teacher as they experimented and saw that there were positive results.  They seemed to have time to revise and become comfortable with this approach.  I cannot discern that they were told, "Teachers, this year you will drop your old, bad ways of teaching reading.  You will now have a consultant tell you how to teach using a much better approach for all students.  Everyone in our school system will now be required to teach reading using Reader's Workshop."

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Modified on February 22, 2006 at 6:08 AM

The Reading Workshop model describes things familiar and unfamiliar in classrooms I have visited as a media specialist.  It harkens back to “whole language” with its use of trade books, big books and lots of independent reading.  It correctly follows the guidelines for encouraging the reading of nonfiction. Yet it does seem to have a more defined approach with specific steps of a mini-lesson, read aloud, independent reading, conferring, response, and reflection.  It advocates a love of reading and books, as opposed to reading as a task.  I can surely support that.

From what I have read so far, I can see elements that some of my teachers already use.  They could easily transition to this model if they decide it is appropriate.  I use some of the modeling techniques when I read aloud during story time for K-2 students.  I can certainly add more of those techniques as I learn more and as time allows.  I think my teachers would help me do this.  While the emphasis is definitely on classroom libraries (The school and public libraries are mentioned only in passing.), as usual, I will want to be helpful to my teachers and students.  I also see my role for a few teachers as a model of how to read aloud, which should only be done after practicing the story.  I have already jumped ahead to the bibliography of children’s literature in the back of the book.  Many of the listed titles that we do not already own will make on to my next book order.  This may be an opportunity to plug for more of my teachers to use the Safari online catalog and of course the public library.  And finally, I can provide sources for items to help in the organization of classroom libraries.

I do have a more than a few questions about beginning any new program.  Do programs like AR fit in at all, or are they the very antithesis of the Reading Workshop?  Would it mean an increase or decrease in library media funding?  Would it mean an increase or decrease in library media center circulation?  Do the authors mention school library media centers again in the book?  I suppose those questions can wait until I have read more.

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Modified on February 22, 2006 at 6:09 AM