Labeled book bins work well in primary classrooms. Responding While students are reading, they may also be responding in journals or logs about what they have read. Students may write in their response journals, either showing how they applied strategies from the mini-lesson, or telling what they noticed about the story, author's style, or other literary features. The content of their writing may also reflect discussion from a literature circle. Literature circles provide an occasion for students to share ideas about their books and exchange comments and points of view.
Literature circles are a format for children to discuss the content of what they have read.
During this independent reading time, students may also be working on individual or small group reading response extensions as the year progresses. These activities may be designed by the student or chosen from a list that the teacher and students develop. Designing a game relating to the story Reading other books by author Reading other books on the same topic Reading extension activities should be open-ended, in both choice of activities and content. Students may present extensions to the class during the sharing portion of reading workshop. Conferring During this independent reading time, teachers are taking running records, circulating around the room, writing anecdotal records, or conferring with individual students about their reading.