Reflection of Lucy Calkins' A Guide to Reading Workshop

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In an effort to improve my instruction, I spent a great deal of time this summer reading educational texts. I was beyond excited to purchase and read the newly released Units of Study for Reading from Teacher’s College Reading and Writing Project (TCRWP). I had an opportunity to attend a TCRWP institute my second year of teaching but have to admit that it was hard to take it all in when I was still so focused on classroom management. So… I made a commitment to read these texts thoroughly, take notes, and engage in some sort of reflection to hold onto my learning, hence, this post.

First up Lucy Calkins’ A Guide to the Reading Workshop Primary Grades. No matter how many books I’ve read or trainings I’ve attended, I always manage to learn something new or recall something I’ve been forgetting related to reading workshop.

In this book, Lucy reminds us of the importance of:

• Good teachers (developing teachers’ abilities to teach by providing professional development and a culture of collaborative practice)
• Enormous amounts of time for actual reading
• Access to books that allow students to do a high volume of high success reading
• Access to increasingly complex texts
• Direct, explicit instruction in which teachers…

o   Name & describe the strategy: why, when, and how it could be used

o   Model the strategy in action

o   Use the strategy collaboratively

o   Guide practice of the strategy with a gradual release of responsibility

o   Provide opportunity for students to use the strategy independently

• Opportunities for students to talk in response to texts (& build oral language skills)
• Assessment-based instruction, including specific feedback
•  Read alouds
• Balanced literacy approach

My Thoughts:

•  I was fortunate to attend another TCRWP training this summer, specifically focused on writing, with a few of my closest friends and colleagues. We had a chance to work with other teachers in Seattle who are doing great things related to writing instruction so I was super excited to collaborate with them! I can’t stress enough the importance teacher professional development and collaboration.
• Oh how I wish there were more time in the day… No matter how my colleague and I arrange our schedule, it always feels like we are struggling to fit everything in. This year, we are going to make independent reading time even more of a priority.
•  I LOVE BOOKS! I have a HUGE library filled with great texts. My goal is to continue to introduce these to students on an ongoing basis and get those books in their hands.

Next steps for me:

• Create a timeline display of the books my class reads aloud throughout the year (Photocopy the cover and highlight important vocabulary words)
• Practice oral storytelling with parallel teaching (each teacher with half of the class to maximize time)

Skill Level

A/B readers

• Need an introduction to the meaning of the story
• Focus on sight words, 1-to-1 matching, return sweep, phonics (sound-symbol relationships)
• Once students grasp 1-to-1 matching, graduate them to levels C/D with supports 

C/D readers

• Point to words, build sight word knowledge, practice covering up words and having them anticipate what they will find; make words with magnetic letters, substituting sounds
• Prompt students struggling with word solving but let them sound out the words, don’t do the work for them

E/F/G readers

• Focus on illustrations, read words up to tricky word (not skip word), say consonant(s) plus next two letters, back up and reread to tricky word; ask does it make sense, run finger under letters to see that all sounds are heard across the word

G/H/I readers

• Better word solvers, self corrections should be made at the point of error
• Encounter more multisyllabic words; practice manipulating words (mound to hound)

J/K/L/M readers

• Use title and back cover blurb to support comprehension
•  Follow traditional story line; character wants something, may not get it but satisfy motivation in some other way
• Synthesize and summarize what is happening

Tracking Progress and Using Assessment

• ·     For k/1 students, simply have students use a reading log to tally the books read
• ·      When doing running records, group students by approximate level and assess during same time period so as to keep story fresh in mind
• ·      Use informal running records
• ·      Try nonfiction running records; note students usually lag behind in nonfiction level
• ·      Maintain a strengths-based focus- first look at what students CAN do
• ·      Keep a reading portfolio for each student with post-its or journal format
• ·      Be sure to provide students with clear goals and a purpose

Mini-lessons

• ·      Have students prepare their materials first and sit by partners at the meeting space
• ·      Use other student’s work as examples
• ·      Quick turn and talks and teacher says, “I heard you say…” rather than calling on students to save time
• ·      Read aloud texts ahead of time so you can teach strategies referring to them later

Small group work

• ·      During guided reading, students who get done early should be encouraged to reread or find a tricky part to share
• ·      Interactive writing is the connection between reading and writing
• ·      Responsive small group coaching tips

o   Choose what and how to teach

o   Keep your teaching short

o   Use familiar texts when demonstrating

o   Effectively demonstrate- name the teaching point, enact it, and name what they’ve seen

o   Coach kids in their work

o   Make an appointment to check in and follow up

Conferences

• ·      Research – Decide – Compliment – Teach
• ·      Coaching

*Prepare for student conferences with materials (read texts to see what they offer), be explicit about the teaching point

Word Study

·      Star name – name study in which you inspect student’s names to learn about letters, sounds, etc.

·      Sight word instruction – should incorporate:

o   Visual (the printed word)

o   Movement (e.g. sky writing)

o   Voices (build, study, write a word and say each letter slowly)

·      WTW for students reading D+, for students below a level D use kinder assessment (concepts of print, etc.)

·      Word sorts can be open or closed, inquiry-based or direct, explicit instruction

·      Game On!

·      “Look, say, spell, cover, write, check”

Shared Reading

·      Maintain engagement by having kids listen for and clap when they hear words that rhyme, start/end with….