we are readers; we can learn!

The children have been practicing rereading learn about the world and teaching books on their own and with a partner. They have modeled how readers start at the front cover, think about what the book will teach them using the front cover, and touch and read every page. Readers read a book from cover to cover. As readers read, they think about the pictures and the information in the book. Rereading means to read again and the more you read the more you learn.

The children used sticky notes to mark interesting pages or pages where they learned something new. They shared these pages with their peers at the end of our workshop.

We can read privately at school and we can read with a partner!

Emerson and Kayleigh modeled partner reading and we generated noticings to use as our expectations for a green zone partner read or share; 

- Join your partner with a plan (a sticky note on the page you want to share) 

- Sit three squares apart and connect your eyes and your heart, say hello!

- Decide who will share or read first

- Introduce your book (this book is about...) and say your plan (I chose this page, because...)

- Take the time to talk about the page

- Say goodbye to your partner!

We connected the children's learning during reading workshop to their work in their nature journals this week. On our hikes the children have noticed many woolly bears. At any moment you may hear a Kindergartener shout, "Watch out! Woolly Bear!" Their shared interest in (and love for) woolly bears provided the prompt on our morning message;

When readers read a teaching book, they use what they already know to learn more. They ask questions and use books and other resources to answer their questions.

I recorded what the children said they already know about woolly bears and then recorded their questions. We were able to begin answering one of the questions by watching a short teaching clip about woolly bears online. We are patiently waiting for a teaching book about woolly bears to arrive at school, helping us to answer more of our questions.

Before our hike that morning the children used what they already know about woolly bears to carefully draw a woolly bear in their nature journal. We then searched for woolly bears on our hike. It happened to be raining that morning and we noticed that for the first time, we did not see any woolly bears crawling on the trails or around our classroom door. Maybe woolly bears don't like the rain?