Reader's Workshop
    During Reader's Workshop, students are introduced to strategies for decoding and comprehension to enable them to learn how to read or to read better. The love of reading is encouraged, and students are provided with many opportunities to practice their skills.
    The workshop begins with a mini-lesson, where the teacher teaches different techniques for reading while providing rich literature. Direct instruction takes place during this segment of time. 
     In our kindergarten, students then break into their reading groups based on assessment. One group of students will meet with the teacher in guided reading. Here the teacher works with students who are reading on the same reading level. Each student has an individual copy of the same book being highlighted by the teacher. Skill instruction is based on the needs of the group. The books are on the students' instructional level, which is one level higher than their independent reading level. Time is also available for individual conferences.
    Another group is reading independently during their "private" reading time. Here the children are practicing their skills using books that they can read. These books are one level below what the teacher is instructing in guided reading. 
    Still another group is busy reading with partners, who are reading their books in their Look Book bags and practicing their skills by echo reading, choral reading, or part reading. The children are sitting elbow to elbow, knee to knee with a book in the middle for both to see! Together with their partner, the students will reflect on their readings, ponder questions, and develop divergent thinking while clarifying their thinking.
    A literacy center provides a variety of games and fun activities for each of the groups  to practice their different skills. 
    After the students have had the opportunity to rotate throughout all of the centers, students gather for the very important share time. The class meets together to discuss the strategy they focused on and to discuss how they used it.

    Concepts of Print: The concepts a student needs to know about books, letters, words, directionality, punctuation and other pre-reading skills in order to be a successful reader.  

    Sight Words: A list of “high frequency” words the student can instantly recognize. East Brunswick uses the Fry sight word list. Kindergarten students are expected to be able to identify 35-45 words by the end of kindergarten.

    Word Wall: A designated area in the classroom where high frequency words are displayed and organized alphabetically. Students will use this as a tool for reading and spelling.

    Running Record:  In reading, a teacher records the child’s reading behavior as she/he reads a leveled book. The books are leveled along a gradient from level A (easiest) to level Z (hardest). Students in kindergarten are expected to read at level D or E by the end of kindergarten.

    Independent Reading Level:  The level at which the student reads the text with 96% or higher accuracy and strong comprehension.

    Benchmark:  This is the level of text the student should be reading according to grade level.

    Just Right Books:  These are books that the students can read and comprehend independently.

    Stamina: The amount of time a student can continue to read independently.

    Decoding Strategies: 

    Active Reading Strategies: Students should do the following things while reading in order to understand the text:



    Meaning:  Does it make sense?

    Structure:  Does it sound right?

    Visual: Does it look right?


    Reading Strategies to Promote Fluency:  
    Choral Reading: The book is placed between two reading partners sitting side by side, and read together. 
    Echo Reading: The first partner reads a line and then the other partner repeats the same line.
    Part Reading: One partner reads the part of the narrator while the other partner reads the characters' parts using the characters' voices.
    Silent Reading: Sitting near one another each partner reads silently to him/herself. If help is needed, each can ask the other partner for assistance.