Reading Workshop begins each morning with me re-reading a favorite book chosen by the classroom librarian. I next introduce a new book to the class. We may read this book to learn a new skill or strategy, to complement our current theme/unit, or just for fun.
After the whole class reading I pass out reading logs to the children. These are completed every day. Students use these journals to keep track of the books they read, as well as complete response sheets on various comprehension strategies. At this time students read independently for a predetermined time period. At the beginning of the year students may read independently for a little as 5-10 minutes. As the year progresses, students learn to read for longer periods of time.
While the students read independently, I have the chance to meet with small groups of students for guided reading. We practice various reading and comprehension strategies. I also have reading conferences with individual students about their reading levels and abilities. All students maintain a book bag of books that they select, with my help, at a customized reading level. These book bags contain fiction, non-fiction and poetry. Students are encouraged to read a wide variety of books. Each student has the opportunity to meet with me at least once during the week either in guided reading or in conferences.
During my meetings with students, the rest of the class works on one of the following activities:
Independent reading
Response sheets in journal
Partner reading
Big Book reading
Retelling a story using puppets or other manipulatives
Special activity assigned by teacher
Determining what books are appropriate for your child's reading level and interest can be difficult. Using a variety of assessments, your child has been given a letter at which to select books from the classroom library and in the school library. This system allows students to choose books that they will be successful at reading AND comprehending. Students at a J level and above often are capable of reading higher level books but may need additional support understanding the content. These levels are just guidelines. They are intended to give you as parents an idea of what books are most appropriate for your child to read independently.
It is not my goal to rush children through the various levels. I encourage them to read deeply at their assigned level, and occasionally offer specific transitional books to them at the next level. Only after intense practice at one level will they move on to the next level. Students may move more quickly through lower levels especially at the emergent levels of reading.
Non-fiction (true) books often are more difficult and contain unfamiliar vocabulary. Many times a child will need to read this type of book at a lower level than assigned for general fiction or poetry.