Reading comprehension is the process of generating, articulating,
negotiating and revising interpretations and understandings within a community
of readers. These four processes of comprehension provide a theoretical basis
for many of the instructional strategies conducted in my reading workshop. The
reading workshop should become a space for students to feel comfortable sharing
ideas, where students can generate and negotiate interpretations without fear
of retribution, and where they have opportunities and support for revising
their interpretations and understandings. In other words, a space where readers
are supported and challenged to make sense of what they read and experience.
So many of the
things that make reading instruction truly effective cannot be simply
incorporated into lesson plans, no matter the detail. There are nuances to
quality instruction that remain unseen to the casual observer or educational
novice. What often goes unnoticed is the language of instruction, the
relationships developed between students and teachers, the reflective qualities
of the teaching process, the ways students respond to the instruction provided,
and the environment in which effective learning experiences take place.
The fact that I am an
avid reader of children’s literature, spending countless hours reading and
analyzing picture books and novels, and have an extensive collection of
children’s literature to share with my students, may have as much to do with my
effectiveness as a reading teacher as does the quality of the lessons I design.
The fact that I am a reflective person, spending time writing about my teaching
in my writer’s notebook, supports my ability to teach effectively. The fact
that I subscribe to numerous professional journals and read most of the
professional development literature on literacy education available supports my
ability to design and implement a reading workshop. The fact that I enjoy being
around children, have a somewhat warped sense of humor, and like to listen to
my students' ideas has as much to do with the quality of my teaching as the
lessons I create and enact.
Teaching is a courageous act. Therefore, so must be the act of writing
about teaching. I have spent countless hours with teachers talking about
teaching. I am reminded of how daunting the task of facing twenty-five or more
children each morning can be, and have developed an enormous respect for what
teachers do each and every day. In this book, I want to describe what I did in
my classroom without suggesting that other teachers to do the exact same thing.
To do so will require some restraint and finesse as I walk the fine line
between describing what I did and prescribing what other teachers should
do. It is with this in mind that I begin my journey Around the Reading Workshop in 180 Days.
