at Ascend in Oakland
Category of Inquiry: Cross-Cutting PracticesSource: Chuck Erdman, Tessa Strauss, Sarah Horwitz, Edy Scripps, Kate Snyder, Monica Purdy
Problem of Practice: ELLs often have trouble orchestrating the many routines and habits around Reading Workshop that will help them build a vibrant reading life.
Essential Question: What can we do to make the procedures and habits of Reading Workshop support the vibrant reading life of ELLs?
Instructional Strategy: Make roll-out of procedures and reader strategies methodical and thorough by:
- repeating really important procedures
- practicing the procedures with familiar material
- using visuals and posters
- keeping vocabulary consistent and clear
We have noticed many of our Oakland teachers treat each mini-lesson as a precious, unrepeatable moment to clarify some vital aspect of building the reading life. We wish we could have videotaped it all so far!
Rationale: A focus on procedures introduces a level of predictability into the structure for students so that they can understand what they are supposed to do, and be held accountable for it.
Tensions and Areas for Further Inquiry: We don’t want to make things so simple or move so slowly that we are withholding the richness and challenge of Reading workshop. In some sense it’s the old question of “When do I take away the scaffolds?”
Tensions and Areas for Further Inquiry: We don’t want to make things so simple or move so slowly that we are withholding the richness and challenge of Reading workshop. In some sense it’s the old question of “When do I take away the scaffolds?”
Completed Poster from Mini-Lesson on Solving Problems in Reading Workshop from Kate Snyder's 2nd grade at Ascend in Oakland
Poster from Mini-Lesson on Reading Behaviors
from Kate Snyder's 2nd grade at Ascend in Oakland
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