[AMurry]

I teach 3rd grade and have been using reader's workshop to teach reading comprehension strategies for several years. Every year I struggle with how to make sure I teach the reading skills (cause-effect, sequencing, character analysis, etc) required in my state standards. In the past I have taught two separate reading mini-lessons (one on strategies and one on skills) followed by independent and partner reading time. Unfortunately, my Reading block is shorter this year and I do not have time to do two separate lessons.

I'm trying to figure out the best way to incorporate the skill lessons into the strategy lessons. I would like for my focus to still be on the comprehension strategies and somehow weave the skills into the reader's workshop foundation I've already established. However, my students need lots of practice with "deeper thinking" with the reading skills due to an increase in rigor in state testing.

I would appreciate any suggestions or comments on how you are able to do this in your classroom.

[MiamiEm324]

I can relate! I wish I could spend all year on comprehension strategies, but those other reading skills are certainly important. What my team does is try to incorporate mini lessons on reading skills within the comprehension strategy units. Some fit very naturally while others are a stretch. Here are some of the pairings we have found that worked well for us:

-More basic character study during connections
-Setting and other story elements during visualizing
-Main Idea and Detail during determining importance
-Nonfiction text features during determining importance
-Character traits, theme, author's purpose, and context clues during inferring
-Problem and solution during questioning

We also do a lot of reading skills the month of December. We don't technically have a comprehension strategy scheduled for that month since the schedule seems to be wild with the holidays. Using higher interest holiday stories we do some of the more skill based activities to address some skills we have a hard time fitting in (sequencing, cause-effect). A lot of skills are also reviewed just prior to testing in the spring.

I struggle with this every year- especially when you then try to weave in vocabulary standards such as homophones and synonyms! I'd love to hear more suggestions too! Reading is so complex!!!!

[angelavan]

Thanks for the info.! Very helpful!