Literature Circles:
Small groups of students gather together to discuss a piece of literature in depth. The discussion is guided by students' responses to what they have read. Often, you will hear talk of key events, main ideas, character analysis, author purpose, and/or personal experiences. Literature circles provide an avenue for children to read, discuss, think critically, and respond to authentic literature. At the heart of Literature Circles is: Collaboration. Students are able to reshape, and adapt their initial perceptions of a piece of literature through the process of interacting with fellow readers; a process that persists throughout an individual's life. And finally...Literature Circles guide children to a deeper understanding of what they are reading.
Since MEAP prep and test taking is still in full swing we have not had an opportunity to implement this practice. However, Literature Circles will be the main framework for our reading groups. My fourth grade students, the fifth/fourth split class, and the fifth grade class will be separated into three reading groups and each teacher is responsible for instructing their particular group. Mrs. R. and I will be instructing the "Middle" reading group and we will be utilizing the Literature Circles approach to guide our instruction.
Shared Reading:
Shared reading is exactly what it sounds like - a time for sharing a story and reading together. Mrs. R and I enjoy the sense of community that is developed when the time is taken to arrange for the whole class to gather together and participate in an engaging experience as a family of learners. To guide our Shared Reading instructional framework, we utilize our Basal Reader, "Treasures". Either Mrs. R or I choose a story to read and discuss, and the students open their books to follow along. I believe Shared Reading establishes a wonderful foundation for teachers to support students' development of effective reading strategies.
Independent Reading:
During Independent Reading time, my students are given the chance to freely choose a book to read. They sit quietly at their desks and read for a designated amount of time. I like that this times provides an opportunity for students to read without asking for assistance. It gives me the opportunity to see what texts the students are drawn to; what they find interesting, eye catching, and what they find meaningful in their lives. I also believe that it is extremely important that children are able to select appropriate reading texts for themselves and Independent Reading promotes this practice.
Writers' Workshop:
Again, since MEAP is still in full swing, our Writer's Workshop has not officially started. That being said, after the numerous Professional Developments (regarding our new writing curriculum: Lucy Calkins), and the conversations I have been having with Mrs. R, I have generated a basic understanding of how our Writers' Workshop will run. This time will begin with a min-lesson for our students. During this mini-lesson, we will have the opportunity for explicit instruction. Writing strategies will be discussed, mentor books will be read and analyzed, important writing concepts will be emphasized (such as word choice, significance, paragraph structure, story sequence, plot elements, genre, etc.). This will be the time for instruction. After the mini-lesson the students will disperse for independent writing. During Independent Writing, Mrs. R and I will conference and get to know our students as writers. Finally, to end our Writers' Workshop, we will conduct a whole-class discussion/share. Students can share their writing, ask questions and discuss important ideas from the day.
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