Module 4: Reading Reflection

Looking across Chapters 10 and 11, which of the understandings and strategies in the comprehensive literacy program are you already addressing/doing with your students (or have you done, or do you plan to do)? Post your response on your blog. Name this blog posting "Module 4: Reading Reflection." Respond to 2 other classmates.

Let me first list what strategies I do use in my classroom:

Read alouds, guided reading, sustained/independent reading, conferring, literature/book clubs, inquiry reading- in our non-fiction unit, write alouds- especially in poetry, sustained writing- shared with class, reader’s theatre.

Now let me explain more about my literacy instruction/program at my school:

I work in a private school.  We do not follow GA State standards nor do we use a basil reader.  We do not have textbooks for any of our content areas.  In my school we very much use and apply the comprehensive literacy approach.  We believe in holistic reading and writing.  During read and writing workshop we start off on the rug with a mini lesson. In this time we typically do read alouds or write aloud as a class.  We think about our reading and our writing.  Then we allow the students to have independent reading and writing.  This could be in book clubs, books of a specific genre, or books of choice.  It is during this time that students typically write down post-it notes about their thinking or predictions.  Then I confer with the students. I keep a notebook with each student’s name on it.  I write down information and teaching points for each student and we address them.  We do non fiction book clubs, character studies, poetry, etc.  The students are able to pick the books of their choice in that genre.  We also do reader’s theatre to help with fluency.  The students are put into groups, given opportunities to practice, then share with the class.
Not having a basil reader does sometimes make it harder for me that I cannot just flip to the next story.  But it is not only a challenge for me, but for my students.  By giving them choices, just as Sergio did Rudy on page 236, the students are actually interested in what they read.  Readers and writers workshop have changed the way that both me and my students look at lessons.  I love it and I love that I was already familiar with all of the strategies in these chapters!

Weaver, C. (2002). Reading Process & Practice (3rd ed.). Portsmouth, NH: Heinemann