Reading Workshop is a daily routine that provides times for children to enjoy literature and discover how reading helps them learn new concepts and explore different ideas. Whatever their prior knowledge, children also expand their phonemic awareness skills and increase their sense of rhythm and rhyme while listening to stories, poetry, and repetitive or predictable text. During this time children also practice print concepts such as tracking words from left to right and reading from the top to the bottom of a page. A wide variety of literature and activities are introduced during reading workshop to develop the child’s desire to read. Their vocabularies are enlarged while auditory discrimination and comprehension skills are fine-tuned. The primary goal of reading workshop is not to master skills, but build on their prior knowledge and establish a strong foundation for literacy learning.
1. Reading to Children (Daily Read Aloud) every day is a crucial part of their scaffolding as they construct their knowledge about words, ideas, and how we use them to communicate with others. Along with the theme books, children need to have a variety of books read aloud to them everyday—including alphabet books, rhyming books, predictable books, information books, and story books. Invite the children to bring favorite books from home about _____________ to share with the class. Choose literature available to your classroom from your school or public library. Tailor your selections to meet the needs and interests of your class. The bibliography at the end of this Daily Lesson Guide provides suggestions corresponding to the theme.
2. Reading with Children (Thematic/Guided Reading) is the balanced literacy component where children “read” and talk together about a wide variety of text include rhyming books, big books, predictable text, favorite books, and interactive charts. The children may interact with print by touching and moving the words and phrases of poetry, songs, and Bible verses written on sentence strips and displayed in a pocket chart. The print materials used in this shared experience may be more difficult than some children can read by themselves and require guidance. Guided Reading incorporates four components found in the language arts section for each theme book.
A. Before Reading: Introduction of book
· Read the title of the book, title page, and dedication
· Discuss author/illustrator background; other books by same author available to class
· Make predictions: Look at the cover of the book.
What is the story about?
Is the story real or fiction?
· Connect book to prior knowledge, unit study, concept development
B. During Reading
· First Reading: Read through the whole book without stopping. Allow children to enjoy the book without interference.
· Second Reading: Allow the children to chime in, comment and ask questions naturally while you read.
· Compare predictions with story.
C. After Reading
· At the end of the second or third reading, start working on comprehension:
· Who? What? When? Where?
· Name the main characters.
· Is there a problem?
· Help the children go to the next level of thinking by asking: What would you do? What could happen next? Why do you think that happened?
· Toss a beach ball with general comprehension questions.
D. Future Reads: Third, Fourth, Fifth, etc.
· Start paying attention to specifics:
· Find rhyming words in the text
· Ask the children to spell words with big letter cards
· Echo reading: This is essential to help understand the flow, rhythm, and emphasis of the book.
· Choral read: Mix up ways to choral read. Groups can rotate pages as they read. One group can read all but the last word, then the other group reads the last word.
· Practice the Cloze technique or Guess the Covered Word by using “stick–on” notes.
· Act out the story.
· Use other Kindergarten Literacy Strategies
3. Reading by children (Independent Reading and Conferencing) is a regularly scheduled part of the day where the children choose literature to enjoy independently. Provide a wide variety of books you have already read together for the children to enjoy at their leisure. The repeated words, refrains, choruses, pictures, patterns, and rhymes in predictable books you have read repeatedly to and with the class allow the children to “pretend read” their favorite selections. Also make available seasonal picture books, books about the arctic, Antarctica, and other subjects you observe the children enjoying. Some children may begin to independently read predictable books, rhyming books, and leveled phonetic readers during this time.
Signing-In: This is an authentic way to teach children how to recognize their names in print and practice forming each letter correctly.
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