リーディングワークショップの目的
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝
"WHY WE HAVE READING WORKSHOP
・To become real readers for a lifetime
・To learn how to choose books
・To read new book
・To learn when and how to abandon books
・To new learn words and meaing
・To learn from other writers about how to improve our own writing
・To discover books we love
・To discover genres we love
・To learn from each other about good books, authors, and genres
・To have vicarious experiences
・To escape
・To learn what good readers do
・To become more fluent and proficient
・To unlearn bad habid
・To learn how and when to pace ourselves as readers
・To gain exprience with new schemas
・To learn to read deliberately, with better understanding and insight
・To store experiences with texts in our long-term memories
・To read often
・To read alot
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝"in the middle"p203
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝
Our Yearlong Reading Goals for Students in Grade 3 to 6
To see themselves as empowered readers
To recognaize the power of literrature to understand life issues
To see purposes for different types of reading
To build a toolbox of strategies that will support them with any text encounter
To recognize that their thinking changes as they read
To think beyond the surface level of texts and uncover a deepere meaming prcesses
To support all of their thinking about texts with evidence
To analyze all form of text to gain understanding
To understand an author's intent in writing
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝"Day-to-Day Assessment in the Reading Workshop: Making Informed Instructional Decisions in Grades 3-6",p13
"to become skilled, passionate, habitual, critical readers"Reading Zone p 15
http://www.mhb.jp/cat5/
中島和子（2006）「学校教育の中でバイリンガル読書力を育てる―New International SchoolにおけるDRA-J読書力テストの開発を通して―」『母語・継承語・バイリンガル教育研究』2号
授業のフレームワーク
９０分ぶっ通しも考えられる。
４５分バージョン
①ミニレッスン／読み聞かせ（５−１５分）
②一人読み《independent reading》／ペア読書・ブッククラブなど《Small-Group instruction》／カンファレンス（２５−３５分）
③共有／振り返り（５分）
８０分バージョン
①読み聞かせ（２５分）
②ミニレッスン（１０分）
③一人読み《independent reading》／ペア読書・ブッククラブなど《Small-Group instruction》／カンファレンス（４０分）
④共有／振り返り（５分）
これはFrankiの学校のリーディングワークショップの枠組み。
⑤読解《content reading》／言語事項《Word study》（２０分）
Ｆｒａｎｋｉの授業には⑤がリーディングワークショップと別の時間であるらしい。Ｃｏｎｔｅｎｔ Ｒｅａｄｉｎｇというのは文章読解のことかな。これ以上何も本では触れられていなかった。
リーディングワークショップが成功する要因
「読む力はこうしてつける」ｐ５１には以下の要因が挙げられている。
①時間の確保
②二つの枠組み（授業のサイクルと読書家のサイクル）
③読む本の選択
④しっかりと教える
⑤反応・フィードバック
⑥「読み」のクラブのような関係を築く
⑦評価
⑧何よりも楽しいこと
読書のサイクルのところを読んでわかった。プレビューイングは日本語だと下読みですね。Ｆｒａｎｋｉは下読みを読み聞かせの時間に教えます。Ｆｒａｎｋｉの読み聞かせ（下読みと読書ノート、友だちとのディスカッションを含む）とミニレッスンは自立した読書家への橋渡しになっている。
Ｆｒａｎｋｉの本 ｐ１７
①時間（Ｔｉｍｅ）
②Ｐｒｅｄｉｃｔａｂｌｅ Ｓｔｒｕｃｔｕｒｅ
枠組みがあるから、授業や読書に見通しが持てるし、自分の読書の計画を考えることができる。自分の読書の責任感を発達させることができる。
③Ｏｗｎｅｒｓｈｉｐ ｏｆ Ｌｅａｒｎｉｎｇ
これは選書や読書の計画を立てることが含まれる。学習の主人は自分であること。学習を所有すること。学習のオーナシップは読書家としてのアイデンティティを発達させる。
④Ｒｅｓｐｏｎｓｅ ｔｏ Ｒｅａｄｉｎｇ
反応とフィードバックですね。
リーディングワークショップはクラスによってそれぞれ違うけれど、この４つの特徴は犠牲にできないということです。
最初の６週間
目的
"Our goal during the first six week is to intiate routines and begin to creaate profiles of students within an intellectual community."p24 ’Day-to-Day Assessment in the Reading Workshop: Making Informed Instructional Decisions in Grades 3-6’
routineというのは、読み聞かせやミニレッスンなどリーディングワークショップで行うこと。それぞれのroutineでＦｒａｎｋｉはビッグメッセージを伝えるらしい。クラスのみんながそのroutineを不可欠なものとして納得することにこだわるみたいです。
生徒のプロフィールというのは子どもたちの読書家としての情報を集めてまとめることです。児童理解のところですね。
はじめの何週間かのインディペンデントリーディングのゴール（目標）
"Our goal for the first several weeks is to build stamina.
インディペンデントリーディングのビックメッセージ
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・people choose books for various reasons.
・An individual's tastes and mood are important when choosing books.
・There are people in the classroom who can recommend books to you.
・Knowing others as readers can help you glow as a reader.
・Finding books that you can read and enjoy from start to finish is important.
・People sometimes choose a book because they've read others like it.
・Keeping track of what you read helps with future reading.
・People have a variety of thoughts while readeing.
・Reflecting on your own reading is important to your growh as a reader.
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝ｐ２７
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝
・INdevidual preference is important.
・The teacher is interested in who I am as a reader
・The teachere and my classmates know good book that I might enjoy.
・Knowthing myself as a reader can helpme grow as a reader.
・Previewimng will help me choose good books.
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝ｐ２８
このページのほうが簡潔。
はじめての６週間のインディペンデントリーディングで自分に問うこと。
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝
・Are they choosing books that are appropriate?
・Do they know the kinds of books they like?
・Do they have trouble sticking with a book until the end?
・Do they wander aroundthe room during independent reading time
・Do they have favorite authors, genres, or series?
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝−
リーディングログ。記録をとること。丁寧に実践したい。自分自身を知ることはとても大事。
読み聞かせの時のビックメッセージズ
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・Talking and writing are important ways to refine your thinking about readings
・Everyone has somethings defferent to bring to the read-aloud and we can combine our thinking to gain new insights.
・There are many ways to respond to a book.
・We can chart our thinking to develop our understanding about how and what we read.
・We can use features in the text to boost our understanding
・Putting our ideas together creates new thinking.
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝ｐ３４
年度初めの読み聞かせの時に下読み（book previewing)をする目的
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・To teach students how to chooose appropriates books.
・To support comprehension with predictions
・To discover threads of thinking
・To give students a way to support their thinking with evidence in the text
・To start conversation
・To encourage students to attend to various features of a book that support comprehension.
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝ｐ３５
Read aloud notebook
読書ノートを使って読み聞かせの反応（考えたこと）を書くことはたぶん大事ですね。
ミニレッスンのビックメッセージ
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・Knowing who you are as a reader helps you move forward.
・There are many ways to think about text as you are reading it.
・Paying attention to your thinking during reading is important.
・You can do many things to help yourself when you are stuck.
・A text may be hard or easy, depending on the readers.
・all readers struggle with some kind of text.
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝ｐ４１
スモールグループインストラクションのビックメッセージ
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝
・We can learn from one another
・Discussing our thinking with others helps us understand it.
・lots of people in the class can help us reach our goal.
・We can always find a group to support us.
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝−ｐ４８
これにはブッククラブも含まれる。子どもたちが自発的にはじめるプロジェクトのブッククラブの事例が面白かった。２つまでだったか、複数のブッククラブに所属することできるというＦｒａｎｋｉの実践。
カンファレンスと共有の時間のビックメッセージ
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝
・We are interested in your history and preferences as a reader.
・Talking and thinking about reading helps you reflect on your reading and set goals based on your reflections.
・We are more interested in what you are doing as a reader than in what the book you are reading contains.
・It helps others when you share things that you notice about your own reading.
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝ｐ４９
読んでいる本よりも読書家として行っていることに興味があるか…。
カンファレンスの時の役割
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝
・Learn about them as readers
・Support their growth as readers
・Discuss good books with them
・Think and Talk together about their reading
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝p49
最初の２，３週間の共有の時間の質問（最初は同じ質問を繰り返すらしい。後には子どもたちの読書に質問をつなげる）
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・Did reading go well today?
・How many stuck with book that you started earlier this week? What made you stick with it? What made you want to quit?
・Did anyone feel like the time for reading was too long today?
・Will anyone choose a different spot to read tomorrow? Why was today's spot not good for you?
・Did anyuone choose a book that wasn't right for you? How did you know it wasn't right
・Did anyone get so lost in a book that you didn't hear anythings? What did that feel like?
・Was anything going on in the room that bothered you? What can we do about that?
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝
Student goal setteing p56
"Students often set goals about the kinds of books they will read, the amount of time they will read, and the strategies they will use to deepen their understanding"
最初の数週間の共通のゴール ｐ５７
・Finish the book I am reading
・Read more pages each day
・ Stick with one book
ｐ７０ Reflection and Goal-Setting Forms
ログを定期的に振り返る。
読み聞かせの目的《ゴール》ｐ８１
・Preview the text together
・Create anchor charts to support thinking and talking
・Use read-aloud notebooks and sticky notes
・Hold on to threads of thinking as we read
・Linger over the book by thinking about big questions
・Write resposes to read-aloud
読み聞かせの前の下読み
下読みをすることで、読み聞かせの本の理解が深くなる。
・アンカーチャート
下読みの時にアンカーチャートを作る。模造紙などに予想や質問など思考を可視化すること。やはり読みを深めるオープンクエスチョンをもって読み聞かせを聞いたほうが理解が深まる。オープンクエスチョンを可視化しておけば、それらを意識しながら読むことができる。
http://www.u-46.org/roadmap/dyncat.cfm?catid=431
"The only surefire way to induce a love of books is to invite students to select their own." p12
"The most important "should" in reading workshop is always the same: students should read for the joy of reading. p35
"Children learn to read only by reading. Therefore, the only way to facilitate their learning to read is to make reading easy for them"p36
チャプター２ reading zone
reading zoneというのは読書のフローの状態だと思います（たぶん）。
そのために大事なことは、
"●encouragement from the teather, and the advice;
●time to read at school;
●trillions of great books as backup;
●silence, absolute silence, to help be transported into "The World";
●booktalks to recommend great books;
●comfortable cushions and pillows; and
●a healty chank of time(thirty minutes) to read at home every night."p22
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝
1. You must read a book. Magazines and newspaper don't offer the extend chunks of prose you need to develop fluency. More important, they won't help you discover who you are as a reader of book.
2. Don't read a book you don't like. Don't waste time with a book you don't love, when there are so many great titles out there waiting for you--unless you've decided to finish it so you can criticize it. Do develop your own criteria and system for abandoning an unsatisfy read.
3.If you don't like your book, find another. Check out the book-we-love display. Check your list of someday books. Browse our shelves. Ask me or a friend for a redomendation.
4.It's more than all right to reread a book you love. This is somethings good readers do.
5.It's okay to skim or skip parts of a book if you get bored or stuck: good reader do this, too.
6.On the forms inside your readeing folder, record the title of every book you finish or abandon, its genre and author, the date, and your rating, 1 to 10. Collect data about yourself as a reader, look for patterns, and take satisfaction in your accomplishments over time.
7. Understand that reading is thinking. Try to do nothings that distracts others from the reading zone: don't put your words into their brains as they're trying to escape into the worlds of words created by the authors of books they love. When you confer with me about your reading, use as soft a voice as I use when I talk to you: whisper.
8. Take care of our books. Sign out each book you borrow on your cards, then sigｎ it back in with me--I'll draw a line through the title and initial the card--when you're ready to return it. Shelve the returned book in its section in our library, alphabetically by the author's name--or, if it's a book you loved, add it to the books-we-love collection.
9. Read the whole time
10. Read as much as you can.
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝
１本を読まなければいけないということ。雑誌や新聞はその本には含まれないみたいです。
６は記録について。シンプル。本を評価をする。
５はthe big 6もで求められている読み方について。
映画でも何でも退屈したら飛ばしたり途中で見るのをやめたほうがいい。
"the list of condision essential to their engagement as readers"というリストがある。
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1. Booktalks and mini-lessons(cited by 88 perxent of respondents)
2. A big, diverse classroom library with regular new additions(74persent)
3. Quiet, daily, in-class time to read(73persent)
4. individual's free choice of books, authors, and gentres(56 persent)
5. Recommendations of books from friends and the teacher and a special book shelf for kid's favorites(54 percent)
6. Comfort during in-class reading time(53 percent)
7. Students' letters to the teacher and friends about their reading.(53 persent)
8. individusl's conversatins with the teacher about their reading(31 percent)
9. Individual's list of the books they want to read someday(30 percent)
10 Homework reading of at least half an hour every night(30 percent)
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝p23
