“Children are honored and respected for the types of books
each needs to read to move toward the goal of being a better reader.” p 33
This week’s shared reading: What’s the Difference?: Key Materials, Concepts, and Routines For Launching the Daily Five
What “rings” true for you in this chapter?
1. Why is a gathering place important?
This was an instructional strategy I learned and used England. Teaching was from the
floor. Students were closer so I
could monitor not only behavior, but I could better assess and observe learning.
Students could easily interact easier from the floor and they were closer which allowed me to connect with a variety of students quickly.
I have used a ‘gathering place’ with students up to 6th grade. Here in the US they weren’t as comfortable at first. However, over time they sort of resigned themselves to it (since I also was on the floor) and we just got on with it. In England, students came up through the grades that way and they settled in without thought.
I like the term “gathering place” and intend to use that term rather than “meet on the floor.” I do intend to buy a bright carpet. The one in England had the right size squares so student even had their own ‘space.’
2. How can I best support students to pick appropriate books?
Teach and model I PICK. I love the book marks found on Treasures for Teaching (see below).
I will also send home a newsletter before school starts to ask for books and share the IPICK strategy so we can ‘launch’ it from the first day!
I will do the ‘shoe’ lesson and ask the librarian if she wouldn’t mind using the same IPICK language.
What are my concerns?
Supporting students to pick a book at the right level. I may need to read “Guiding Readers and Writers (Grades 3-6): Teaching Comprehension, Genre, and Content Literacy” by Irene C. Fountas, Gay Su Pinnell
3. What rituals and routines to I need to teach this structure
to be successful?
- How to use and keep full their book box.
- Developing anchor charts and referring back to them.
- Modeling good and wrong behaviour.
- Bringing students back to the gathering place if they get
- off task to soon.
- Consider my signals and procedures for Checking In.
Will I need to adapt any?
The thumb over the heart seems good… I need to think about how it will work with my AFL thumbs up/thumbs down though.