Multiage Reading

Reading in a Multiage Classroom
Reading in our classroom is taught through what is called "Reading Workshop". This approach has three parts:
1. Reading Reading Reading
Children spend lots of time reading books individually, with partners, and in small groups. The books are on their individual levels and we try to find books that are of interest to each child.
In addition, children spend some time almost everyday reading whatever book they would like to read. They usually take a box of books on one topic, such as reptiles, oceans, families, etc. and read in pairs or small groups.
2. Instructional Skill Groups
Students also spend time on skills in small and large groups. Through lots of books, we teach:
Reading Strategies. Students are introduced to methods that good readers use to read. Children are learning to predict from the cover about the book contents, and to do a picture walk through the book, talking about what s/he already knows about the topic and what s/he thinks the book will be about. Students are also taught what good readers do when they are reading a book and come to a hard word:

Say the first sound, then skip it and keep on reading. Come back at the end of the sentence and figure out what would make sense. (Sam lost his red m----- in the snow.)
Look for small words in the unknown word (mitten)
Look at the picture for clues.
What would make sense in this story? (Sam lost his red milk? mom? mushroom? in the snow.)
Try to sound out parts of the word. Sometimes s/he will cover up part of the word with a finger to help.

Comprehension Skills. Children are learning to identify the main idea, sequencing, story elements (characters, setting, problem), drawing conclusions, etc.

Phonetic and word study skills. We study consonants, vowels, blends, digraphs, contractions, compound words, etc.
Study skills. We often practice how to set a purpose for reading, how to use the index and table of contents, how to read graphs, charts, captions, etc.

3.Reading to Children
We introduce fiction and non-fiction literature to children through the daily reading of stories. Sometimes the literature selection is related to a specific science or social studies theme that we are studying. At other times, the literature is selected to develop language and comprehension skills. Students' language development is enriched through the use of quality examples of good literature. These stories are a wonderful way to teach:

Comprehension skills. Children work on predicting, imaging, story elements, story sequence, drawing conclusions, and finding the main idea.
Writing styles and techniques of authors and illustrators.
How to respond to a piece of literature. Students often complete art projects or write their own stories based on literature patterns or do plays related to the book.

As you can see, much of every day is devoted to reading and the development of language skills. It's an exciting part of our day!

Morning Meeting Multiage Definition

Math Spelling

Themes Writing

Class Community Are you ready?

Kinney Home

	Reading in a Multiage Classroom Reading in our classroom is taught through what is called "Reading Workshop". This approach has three parts: 1. Reading Reading Reading Children spend lots of time reading books individually, with partners, and in small groups. The books are on their individual levels and we try to find books that are of interest to each child. In addition, children spend some time almost everyday reading whatever book they would like to read. They usually take a box of books on one topic, such as reptiles, oceans, families, etc. and read in pairs or small groups. 2. Instructional Skill Groups Students also spend time on skills in small and large groups. Through lots of books, we teach: Reading Strategies. Students are introduced to methods that good readers use to read. Children are learning to predict from the cover about the book contents, and to do a picture walk through the book, talking about what s/he already knows about the topic and what s/he thinks the book will be about. Students are also taught what good readers do when they are reading a book and come to a hard word: Say the first sound, then skip it and keep on reading. Come back at the end of the sentence and figure out what would make sense. (Sam lost his red m----- in the snow.) Look for small words in the unknown word (mitten) Look at the picture for clues. What would make sense in this story? (Sam lost his red milk? mom? mushroom? in the snow.) Try to sound out parts of the word. Sometimes s/he will cover up part of the word with a finger to help. Comprehension Skills. Children are learning to identify the main idea, sequencing, story elements (characters, setting, problem), drawing conclusions, etc. Phonetic and word study skills. We study consonants, vowels, blends, digraphs, contractions, compound words, etc. Study skills. We often practice how to set a purpose for reading, how to use the index and table of contents, how to read graphs, charts, captions, etc. 3.Reading to Children We introduce fiction and non-fiction literature to children through the daily reading of stories. Sometimes the literature selection is related to a specific science or social studies theme that we are studying. At other times, the literature is selected to develop language and comprehension skills. Students' language development is enriched through the use of quality examples of good literature. These stories are a wonderful way to teach: Comprehension skills. Children work on predicting, imaging, story elements, story sequence, drawing conclusions, and finding the main idea. Writing styles and techniques of authors and illustrators. How to respond to a piece of literature. Students often complete art projects or write their own stories based on literature patterns or do plays related to the book. As you can see, much of every day is devoted to reading and the development of language skills. It's an exciting part of our day!
	Morning Meeting	Multiage Definition
	Math	Spelling
	Themes	Writing
	Class Community	Are you ready?
	Kinney Home