Reader's Workshop: Further Reflection

So, we've had seven weeks of reader's workshop. During this time I have:

• Set up a regular routine for silent reading
• Bought a number of new books and graphic novels for the class
• Established a routine of collecting and writing in the student books
• Read more and more about reader's workshop and how it works in different classrooms around the world. (Check out this post at The Reading Zone)
  

Yesterday I asked the students to reflect on Reader's Workshop and how it was working for them. I gave them an index card and asked them to tell me what they liked and disliked, what they thought was vital and how reader's workshop could be improved. I requested they put no names on their card, that they didn't tell me what they were writing, and I asked another student to collect them so there would be total anonymity and they could be really honest.

The results were very interesting. Almost all of the students said that they liked the reading and having time to read. A few mentioned that they enjoyed having the choice of what to read and where they got to read (we've got a nice outside area they can read it). Surprising to me was how many of them enjoyed the small group lessons we have been doing during this time.

What didn't they like? Well they didn't like responding everyday. And honestly, when I tried to do it, neither did I. They felt that it took time out from their reading, and thus their enjoyment. They also disliked that I had set four books for them to try to read by the end of the term - again I understand that this takes away from their choice.

What was vital? Books, funnily enough. Also bookmarks :) Students also said book talks (and we've had a couple of really exciting book talks so far) and group discussion.

How to improve? More time for reading, less time for writing. Being able to take books home. Being able to write about books when they finish them. And one bright spark asked for more cushions :)

So, we're going to work on this. My aim is to introduce proper mini lessons at the beginning of the lesson. We'll also do more reading, and the students will respond in letter form every two weeks. The students will be able to take books home and we'll have a simple sign out/sign in system (this is particularly vital for one or two students who don't have access to books at home). We'll continue to do group work, but probably less often.

I'll keep you updated on how it goes

The Arrival: Shaun Tan

Since the beginning of the term, my students and I have been exploring The Arrival by Australian artist/writer Shaun Tan. The Arrival is an entirely wordless picture book/graphic novel which follows the story of a man who leaves his homeland and emigrates to a strange but beautiful new world. Here he struggles at time with the new experiences, but is helped by a number of people with similar experiences.

This is a truly beautiful book, with carefully drawn illustrations. There are six chapters, and we have taken on a chapter a week with four small groups (we'll put 5 and 6 together). Each group takes time to go through the chapter, talking about the story as it develops and examining some of the visual symbols within the chapter. Students write on post-it notes whenever they find something they want to comment on, and it gets stuck into the book. Later it's put into the students' notebooks and they write further comments.

Sometimes the students have needed more preparation - before chapter 2, in which the main character comes to the new world, we read about migrant experiences with Ellis Island, particularly inspection procedures. This made it easier to understand the sequence when the character is examined and 'labelled'.

The students have surprised me at times with their understanding of some quite complex images, being able to explain them in ways I had never thought. There's a lot of sharing with the book - although we're working in different groups, each group reaches the same point by the end of the week, so they are able to discuss it with other people in the class. There's also comparisons with other books such as The Golden Compass, so that leads to further reading. I think I'll make some recommendations about books which feature moving to different places next for students who are interesting in reading more about the topic.

I highly recommend this book for a higher elementary/middle school group, particularly if you are doing work on immigration, new experiences or symbolism - I have loved watching the students become entranced by this amazing world..
Images from Shaun Tan's Website
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NAPLAN Day Two: Reading

I think I was justified in being a little scared of this one. The problem with comprehension tests is that the kid's natural over confidence always seems to kick in when it looks like the answers are 'right there' in the reading magazine.

The Year 5 questions were difficult - lots of inferential work. I noticed a lot of the cherubs had difficulties classifying different texts and their purposes, so that's something to keep working on after the testing.

I had to laugh though, two of the excerpts are from books I have in the classroom, and one of the Year 6s is currently devouring one of them.

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I don't know why reading comprehension terrifies me so much when I love reading as much as I do. All my students are readers - they really don't get much of a choice in my room! - but I'm going to have to keep working on the comprehension part of things. Yet another thing to add to me list of things to get better at . . .