We hope to see our kindergarten readers acting out the stories, speaking as if they are the characters, and retelling the story by moving through the steps in sequence. they are not always seated! Albert Einstein said, “Play is the highest form of research,” and we couldn’t agree more. If we want our students to write in response to their reading, they need to start by talking in response to their reading. We know that talk is the foundation for writing.
We want our readers to grow their thinking about texts through talking with each other about what they are noticing and wondering. We want these readers to show each other the books they are reading and talk about what is happening in the texts. This is not a quiet time in the classroom.
They often share books from bins and are encouraged to talk with each other about the books they are reading. Our kindergarten readers are seated at tables in the first half of the year. We structure it to emphasize talk, strategy, and response. Our workshop in the first half of the kindergarten year looks a bit different from how it looks in our other elementary grades. We therefore launch our workshop on Day 1! We want our young readers to know this is a vital part of our classroom community, and we want them to begin viewing themselves as readers right away. We believe the primary goals of reading workshop are to develop a love of reading and the dispositions of a reader. We think it depends on how you define reading workshop and your vision for this time in your classroom. Is there a certain reading level that determines when the optimal time is?ĭo readers need to know a certain number of sight words?ĭo they need to know all their letters to begin? We are often asked when kindergarten students should begin reading workshop or independent reading.
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