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| {Click on the image above to be taken to the first post in the book study} |
- This book study will be fast! We will have two posts per week and cover this book at lightning speed that way everyone can take advantage of all the tips and tricks for the new year. This is especially useful for those teachers heading back early August, or even in July like me.
- You can always click on the header image above on any of the participating blogger teachers' pages to be taken back to this first post in the series.
- A button linking to the next post will be placed at the bottom of each post and will be captioned with a date on when that post will come available.
- All comments are welcomed and encouraged!
- We may offer products or links to ideas along the way, so definitely read the whole post each time!
Here is our schedule for this book study so you do not miss a thing:
- 6/22 - Overview & Unit One
- 6/26 - Unit 2
- 6/29 - Unit 3
- 7/3 - Unit 4
- 7/6 - Unit 5
- 7/10 - Unit 6
- 7/13 - Unit 7
- 7/17 - Unit 8 & Conclusion
If you are planning a vacation, no worries! We will be right here when you get back. Now for the stuff you've been waiting for:
What an easy and enjoyable read! The overview began with an outline of how to roll out the units in your classroom. This was especially helpful for me, even though I had to modify it to meet the needs of a year round schedule. As you can see below, this makes tackling the units and integrating the ideas into your pacing guide so much easier! And did I mention this book is aligned to the CCSS? Oh yeah! [insert fist pump!]
The overview gives some much needed background information about why we do Reading Workshop. To say we do it for the students is simply brushing the surface. Calkins reminds us the importance of collecting data on our students as soon as possible and how it is not uncommon for one teacher to juggle first, second, and third grade curriculum simultaneously in their reading instruction. The goal explicitly expressed in the overview is to come away with a curricular calendar of your own at the end of the book. We will make sure you see some of our calendars at the end of this book study.
The overview further goes on to explain the importance of the minilesson as part of the reading workshop. "Students should be taught all about ways of working with partners, how to organize a reading life, tackling tricky words, monitoring for sense, using fix-up strategies when sense falls apart, jotting in response to reading, and so forth." The minilesson is designed to set the stage for the day, focusing on a given skill - not a set of work assignments that changes daily. We all know that stamina is difficult to achieve, but by the time we get our second graders, they should be able to read independently for at least 30 minutes. If not, Calkins stresses the importance of building and tracking that stamina daily. SET GOALS!
The overview closes out with an explanation of balanced literacy and what that should look like in a given classroom. "One cannot stress enough the importance of reading aloud," Calkins explains. This sounds like a no-brainer, but would you believe that some individuals think it is not as crucial? The read aloud is a time for students to hear correct fluency, phrasing, and intonation {and so much more}. The read aloud paired with shared reading, word study, small group instruction, and assessment make for balanced literacy instruction.
Unit One is all about independence and getting books in those hands as fast as possible. It is easy to get caught up in the classroom management side of things at the beginning of the year. One of the most important things I took away from this unit was to look at students' previous data and have book bags or bins ready for them on DAY ONE! This is something totally doable. Ideally, you want students to read during the summer with some paper books sent home on their independent reading level from first grade. With PLCs in place across many states, bags of books should be easily accomplished when planning with other grade levels.
Students need to be reminded to make smart choices with their reading when they enter your classroom that first week. Teach them how to use sticky notes to mark important parts, funny parts, questions they may have during reading. Comprehension that Sticks is a great pack to help with this. Understanding how long it should take a student to read a book can give you a good idea on your class' stamina at the beginning of the year, and help gauge what type of just-right books they should have in their hands.
One of the biggest Ah-Ha moments I had while reading this unit was when Calkins said "remind children not to point at each word as they read." I will be the first to admit I tell students to read out loud and point to each word. DOH! It is my mission to rectify this for next year, and I may use some of these to help students track....or make my own. ;)
Unit One goes on to explain the importance of reading as thinkers by asking questions before, during, and after. This is something students can forget easily, and we need to help them remember its importance as soon as possible. As students grow that first week with you, allow them to read with partners and discuss text openly in whole group, small group, and partnered settings. Allow them time to write down their questions and observations when reading and listening to reading. Develop or remind them of the excitement found in a book and how rewarding reading really is.
I hope you enjoyed reading this section of the book. I cannot wait to begin the next section. Read up and check out Lupe at Kindergarten Common Core on Friday for Unit 2 in our series.
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| {Click on Lupe's button to be taken to Unit 2 in the book study} |
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