It is important to recognize that the children are readers before we launch the workshop and they are reading all day long. They are readers on the first day of school when they look at our sign in board, think about the names, and read their name. They are readers when they notice the labels in our classroom and the signs in our school. They are readers when we talk about the zones of regulation and they point to and discuss the different zones. They are readers when we read and engage with our daily morning message!
We are readers. This is essential for children to embrace. We look at signs, labels, or pages in a book. We think about the pictures and words and what they might be teaching us. We read the pictures and then we can read the words.
As we continue to dive deep into the rich and challenging work of developing literacy skills and knowledge, it will be important for me to support children in transferring the strategies and skills we learn during reading workshop. For example, when Ivy excitedly noticed that Outside was next on our schedule, I responded with, you are a reader- you look, think, and read. You can read our schedule, Outside is next.
Readers read the world- our classroom!
Readers learn about the world by reading books that teach us.
Readers read and learn with a partner. There are different kinds of books to read and there are different ways to read- privately or with a partner. The children discussed the word partner during our morning meeting share and we later reflected on being a green zone partner during our morning message work.
We practiced reading with a partner; sitting elbow-to-elbow and knee-to-knee with one book in the middle. We practiced taking turns and talking about the pictures, labels, and words on the pages with our partner. The following day we practiced transitioning from a private read to a partner read. We will continue to learn, practice, and reflect throughout their journey as growing readers.
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