Our Reading Workshop is the time of our day when we work on our literacy skills in many different ways. We work as a whole group, in small groups, in partnerships, and individually. There are three main parts to our Reading Workshop. They are the FACE strategies, the Daily 5, and guided reading. During the Daily FACE mini-lessons, we are learning strategies as a whole group that will help us to be better readers. Then during our Daily 5 time, we get the chance to use those strategies as we practice reading and writing individually or with a partner.
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The FACE of a ReaderThe daily FACE strategies are designed to help young readers understand and master different strategies that good readers use. Each letter in the word "FACE" stands for a different category of these strategies.
Fluency: I can read accurately with expression, and I understand what I read. Accuracy: I can read the words. Comprehension: I understand what I read. Expanding Vocabulary: I know, find, and use interesting words. Each one of these categories contains several different strategies that good readers use when they read. Reading is a process that is very complex, and to become better readers, we need to improve our comprehension, accuracy, fluency AND vocabulary! This year, you will truly see your child take on the FACE of a reader! The Daily 5 The Daily 5 is a structure within our classroom that fosters and develops independence with literacy. The first several weeks of school are spent learning the routines of the Daily 5 to create independent readers and writers. These routines consist of 5 different literacy activities from which we can choose while guided reading groups and teacher conferencing are taking place. The five choices are Read to Self, Read to Someone, Listen to Reading, Work on Writing, and Work Work. |
Read to Self We fill our book boxes with books that are "good fit" books for us, books from our guided reading groups, and familiar books that we can retell. We choose a spot where we can focus on our reading without being distracted. We can sit in the tall chair, the rocking chair, a beanbag, on the couch, on a pillow, on the floor, or at a table. We read quietly the whole time in our spot. Read to Someone We choose a partner, and both of us get our books. We choose a spot where we can read without being distracted. We sit next to each other, and both of us have a job to do. One of us is reading a book, and the other one is checking for understanding as the first one reads. We read softly the whole time in our spot. Listen to Reading Using headphones we listen to books that are recorded. We choose a spot where we can listen to the book without being distracted. We follow along in the book as the words are being read to us. Word Work We use white boards, magnetic letters, Wikki Stix, and various other materials to practice our words. We get our materials out quickly and choose a spot on the floor or at a table. We work quietly the whole time in our spot. Work on Writing We use this time to write stories, reports, poems, cards, letters, lists, postcards, or notes. We learn to respond to our reading in writing. We choose a spot where we can write without being distracted. We get started quickly, write quietly the whole time, and stay in our spot. |
Guided Reading During the Daily 5, some of the students are working in guided reading groups with me. During these groups, students are reading books that are on their instructional or needs-based level. We work on all 4 categories of reading strategies from the Daily FACE board. The groups may change from week to week, or even from day to day, depending upon what each child needs at that point in time. Sometimes groups are based on reading level. Sometimes groups are based on a particular skill. Sometimes groups are mixed ability to give the lower readers a model of more fluent and expressive reading. eading aloud every day to your students is a research-based, proven way to motivate your students to read on their own, model good reading, promote critical thinking, and create a sense of community in your classroom. Read Alouds and Chapter Books Another critical time spent in developing your child's reading skills will be during the reading of read-aloud picture books and chapter books. Chapter books allow children exposure to richer and more complex language, more complex narrative forms and plot development as well as new areas of knowledge about their world and the human condition. Chapter books engage children's imaginations and allows them to walk in the shoes of characters. Shared books become a shared history and bonding mechanism for our classroom. |