Introduction to Vivian and Reeny

When I teach reading, I want to be just like Paley. Paley walked into her classroom, and paid attention to what interested her students. She realized that her students were fascinated in Leo Leoni's stories, and she saw that she could use them the entire year. Activities were created based on the stories, so it was one large unit. I can only imagine how difficult it was to try to create a large unit of lesson plans. Creating a unit for just a couple weeks is a very difficult taks, never mind trying to have an idea for the entire school year (t-s). Paley probably faced a lot of opposition when she informed others that she was focusing on one author all year, but it would be an experience unlike any other for the students. I can only imagine how much the students would be able to learn from all of the stories of this one author. It was a very bold choice.

I also though it was interesting how well she knew her students, and how well the students knew each other. This is clear from the story about Oliver and his pictures. Paley knew that he would eventually get very scared and start yelling because something seeminly little would happen. She also knew that he would hide in a little spot until he was feeling better. The students knew this as well. Everyone was very accepting of Oliver and his loud tendancies. I can only hope that my classroom will be similar to Paley's in the sense that the students can accept each other and be comfortable working together.

Reading and Writing Workshops

Reading and writing workshops are very similar. In both workshops, students are allowed to make their own decision. They are allowed to choose a book to read in reading workshops, and they can pick a topic to write about in writing workshops. This way, students are able to take ownership for their work because it is what they wanted to do. In both situations, teachers should teach workshop procedures so that students know and understand what they should be working on during the period. Teachers should also have minilessons during workshop time. Topics for minilessons should relate to concepts, skills, and strategies that students should use when reading or writing. Topics can also be chosen based on observations of students and questions they may have during the class. In both workshops, teachers should also conference with students. This allows teachers to talk to students about what they are reading or writing. They can help clarify any questions they may have, as well as individually help them improve their skills because you are looking at their work specifically, not just addressing the class as a whole. I like the idea of reading and writing workshops because it gives students options and they are more likely to enjoy what they chose to do over what they are told to do. I think these workshops should definitely be used in classrooms.