Reading+With+Meaning



**Welcome to Reading With Meaning**

**Use the discussion tab above to share your reflections and ideas as you read this text. Read and respond to the reflections of your colleagues. If you need help with discussion topics feel free to use the discussion questions listed below.**   **Ch. 1&2 Discussion/Reflection Questions **  "Gradually releasing responsibility to children as they gain expertise, teaching a few strategies of great consequence in depth over time, and giving children the gifts of time, choice, response, community, and structure guide my work and allow me to make thoughtful decisions based on principles I believe in." (Pg. 6)  What structures do I have in place to allow for gradual release of responsibility? What structures do I have in place to allow for time for practice and sharing? Are the structures and routines in my classroom predictable?
 * Classroom Structure**

What things do I display in my room and what purpose do they serve? How do I organize materials so they are accessible to students? What are the procedures and organization of my classroom library? How does the setup/organization of my room support individual/pairs/small group work? What does the way my room is set up/organized and the things displayed tell a visitor about what is important to our community of learners?
 * Classroom Environment**

**Chapters 3&4 Discussion/Reflection Questions ** What things do I do in my own classroom that contribute to creating a workshop climate in which students demonstrate a joy for reading, respect for each other as learners, and a willingness to take risks as learners?
 * Setting the Tone**

In what ways do I support and gradually extend my students' learning?
 * Scaffolding of Learning/Gradual Release of Responsibility**

What means of assessing students do I use? What types of record keeping do I use? How do I use my assessment/record keeping to inform and plan my instruction? **Final Chapters Discussion/Reflection Questions **  What information do I use to guide my instructional planning so as to help my students feel successful and extend their levels of expertise? How do I balance surface structure and comprehension instruction in my classroom? How do I pull small needs based groups? What structures do I have in place to allow for uninterrupted individual or small group instruction? In what ways do I encourage my students to self-evaluate and reflect on their learning? What "windows into children's thinking" are present in my instruction and assessment? What things do I do each day in my classroom that I would most like my students to emulate?
 * Record Keeping/Assessment/Instructional Planning**

**Use the link below to participate in our District Focus Question Discussion District Focus Discussion Questions **