To prepare for this workshop session, you will review the key terms, identify the strategies that you already use, and then read two articles on classroom organization and grouping practices.
What Do You Do?
Consider all the things that factor into your classroom environment: organization of materials and desks or tables; books and other literacy materials; daily reading and writing routines; and student groupings. Now, jot down your answers to the following questions and, if you are taking this workshop for credit, save them for your Literacy Practices Portfolio:
- How does your classroom organization support students' reading, writing, and peer discussion?
- What daily routines are in place to advance students' use of reading and writing?
- What decisions do you make when grouping students for literacy instruction?
Examine the Literature
Print out two copies of the Examine the Literature Response Chart (PDF). Then read each article listed below, recording your ideas on the charts during and after reading. When you have finished, save your charts to submit as an assignment.
Flood Ensurance: When Children Have Books They Can and Want to Read (PDF)
This article examines the impact that appropriate, appealing, and sufficient books -- along with teacher interactions concerning those books -- have on students' reading skills.
Worthy, J., and N. Roser, "Flood Ensurance: When Children Have Books They Can and Want to Read." In Teaching All the Children: Strategies for Developing Literacy in an Urban Setting, edited by D. Lapp, C. C. Block, E. J. Cooper, J. Flood, N. Roser, and J. V. Tinajero (179-192). New York: Guilford Press, 2004.
Grouping for Instruction in Literacy: What We've Learned About What Works and What Doesn't (PDF)
This article describes the three kinds of student groupings that enhance effective literacy instruction.
Paratore, J.R. "Grouping for Instruction in Literacy: What We've Learned About What Works and What Doesn't." The California Reader 33 (2000): 2-5.
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