My 1st grade teachers have ZYLAR (zip your lips and read). In our lab classroom, Mrs. Lamp has arranged her centers/guided reading time so that when she calls the very last group, (which happens to be her lowest group), the overhead lights go off and all the lamps go on. The rest of the students go get their familiar reading boxes and find a comfy place to read. All of the children out in the classroom are capable of staying on task and really reading, keep in mind that everything in their boxes needs to "familiar", so they can really read it! Those that need the support and probably would not read independently are at the table recieving a phenomenal guided reading experience. She does use the first 5 minutes of that group time for those kids to read books they've already had in GR, so they are still having some FR time. These are the same kids that are also going to Reading Recovery/Early Literacy and receiving even more support and time to read. A 2nd grade teacher in my building has SQUIRT (Sustained Quiet Un-interupted Reading Time). Her name is Mrs. Dauphin, so we found this appropriate. Her kids begin their day with SQUIRT and they LOVE it! They do all of their sign in business and then head for their book boxes and find a comfy place to read. They do book selection at the end of the day, so they are always eager to dig into a new book! This time is so important. Marie Clay says that familiar reading allows children the opportunity to practice the orchestration of skills and strategies on books that are just right for them. Fluency, vocabulary and comprehension are all addressed during this block. It is so important to chisel out this time for your kiddo's. Kelli Thexton Literacy Coach Westside Elementary School Rogers, AR USA
"GRISTINA, KRISTIN" <[EMAIL PROTECTED]> wrote: Many teachers in my building have students participating in writing experiences during this time, but it's not considered independent reading time. Teachers are usually seeing guided reading groups during this time. While students are in guided reading groups, the others are doing story extension activities after a read aloud or a shared reading. This can be compared to responding to literature in the upper grades, it's just that the teacher has read the text to or with the students before they write/respond to it in some way. Also, it's a great time for students to be doing picture sorts, and search the room activities for either beginning sounds, ending sounds or whatever they are working on. I think that centers CAN be productive if they are based in good literacy instruction and they are challenging enough for students at all levels. The problem with centers is that in many classrooms, centers unfortunately become coloring activities or non-reading activities that students lose interest in rather quickly. The problem is that the teachers in these rooms don't really understand the purpose of literacy centers and how to create effective centers. Kristin NJ ___________________________________________________________________________________ I am not in favor of centers for independent reading. They take time away from reading and are not often checked or monitored by the teacher. They become busy work. However, in first grade, particularly the beginning of first grade, the children often have difficulty sustaining independent reading. What are teachers doing using the workshop model for independent reading in first grade? Thank you, Maxine _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
