What Are the Rest of My Kids Doing?: Fostering Independence in the K-2 Reading Workshop

by Lindsey Moses, Meridith Ogden

Overview

In her work with teachers around the country, Lindsey Moses hears this common frustration among those who work with our youngest readers:  “During reading workshop, what kinds of meaningful work can students be doing independently, while I confer one-on-one or with small groups?”  Lindsey and First grade teacher Meridith Ogden help you move beyond assigning busy work to providing purposeful learning experiences that build independence over the year.  Their how-to suggestions including lesson plans, assessment tools, student samples, and classroom vignettes show how a traditional workshop approach can be easily adapted to meet the needs of our very young readers. 
Take the anxiety out of reading workshop with Lindsey and Meridith’s research-based, proven strategies for scaffolding independence for K-2 students.

Product Details

ISBN-13:	9780325087757
Publisher:	Heinemann
Publication date:	02/15/2017
Pages:	192
Product dimensions:	7.30(w) x 9.10(h) x 0.60(d)

About the Author

Lindsey Moses is a professor of literacy education at Arizona State University. A former elementary teacher, Lindsey works with classroom teachers around the country supporting the implementation of effective literacy instruction in diverse settings. Her research focuses on elementary literacy instruction and English learners.

Lindsey is the author of What Are the Rest of My Kids Doing? Fostering Independence in the K-2 Reading Workshop, Supporting English Learners in the Reading Workshop, and coauthor of Comprehension and English Language Learners.

Meridith Ogden has worked as a first and second-grade classroom teacher in the greater Phoenix area for the past twelve years. She is currently working as a first-grade demonstration teacher in the Paradise Valley Unified School District, where she shares her passion for Reading Workshop with other educators.

Table of Contents

Acknowledgments viii

Chapter 1 Foundations for Independence in the K-2 Reading Workshop 2

What Do We Believe? 4

What Does Early Literacy Research Say? 4

Progression of Literacy Development 5

Young Learners and the Reading Workshop 6

Purposeful Learning Experiences Foster Independence 7

Five Research-Based Principles for Fostering Independence in Literacy 8

What to Expect in This Book 11

Chapter 2 Environment and Schedules that Foster Independence 12

Why Environment and Schedules Matter 12

Essential Components of Classroom Space 13

Our Schedule 23

Alternative Schedules 26

Chapter 3 Routines that Foster Independence 28

Supporting Research: Why Is It Important? Does It Really Work? 30

Book Shopping 31

Building and Maintaining Independent Reading Stamina 40

Chapter 4 Strategies that Foster Independence 50

Supporting Research: Why Is It Important? Does It Really Work? 52

Fix-Up Strategies 53

Comprehension Strategies 64

Chapter 5 Reading Response Opportunities that Foster Independence 78

Supporting Research; Why Is It Important? Does It Really Work? 80

Reading Responses 80

Inquiry Projects as Informational Reading Responses 90

Chapter 6 Partner Experiences that Foster Collaborative Independence 104

Supporting Research: Why Is It Important? Does It Really Work? 106

Partner Coaching 107

Partner Talk 120

Chapter 7 Small-Group Experiences that Foster Collaborative Independence 134

Supporting Research: Why Is It Important? Does It Really Work? 136

Discussion Groups 137

Performance Groups 149

Appendix A Difficulty-Level Checklist 159

Appendix B Independent Reading Observational Checklist 160

Appendix C Independent Checklist 161

Appendix D Small-Group Strategy Note Taking Guide 162

Appendix E Comprehension Strategy Note-Taking Guide 163

Appendix F Strategy Reflection Log 164

Appendix G Reading Response Note-Taking Guide 165

Appendix H Inquiry Response and Interaction Note-Taking Guide 166

Appendix I Research Recording Sheet 167

Appendix J Inquiry Response and Interaction Note-Taking Guide 168

Appendix K Partner Reading Open-Ended Note-Taking Guide 169

Appendix L Partner Reading 90 Seconds Observational 170

Appendix M Final Partner Reading: Coaching 90 Seconds Observational Checklist 171

Appendix N Partner Reading: Talk Note-Taking Guide 172

Appendix O Partner Reading: Retell and Book Talks Note-Taking Guide 173

Appendix P 90 Seconds Partner Reading Observational Checklist: Talking, Monitoring, and Refining 174

Appendix Q Final Partner Reading 90 Seconds Observational Checklist 175

Appendix R Discussion Group Note-Taking Guide 176

References 177