During our reading time I have started meeting with small groups.  Most children are working with emergent texts, which have one or two sentences on a page and follow a pattern (I see the car, I see the truck...)  with pictures that closely match the text.  We have been working on pointing to the words as we read, trying to make sure what we say matches the print (is it the truck, or a truck).  We have had a discussion about the importance of working at a level that is just right for us and not comparing ourselves to peers.  I often think of the acquisition of reading as very similar to the acquisition of walking:  certain components need to be in place for children to acquire these skills, but as long as those components are in place children will learn to walk and learn to read.  However, they do these at very individual paces.  Many children learn to walk by 9 months, while some don't take first steps until they are over a year old.  Some children rely on the support of furniture, large toys etc. for months before they walk independently, while others seem to stand up and take their first independent steps almost instantly.  Similarly, some children will spend a lot of time practicing reading before actually reading many words, while others will seem to start reading overnight.  The best thing adults can do is offer encouragement whatever stage a child is at.  I have told the class that despite the different ages they most likely learned to walk, they are all quite good at it now and when we walk down the hall I can't distinguish the early walkers from those who may have learned a bit later.  The same would most likely hold true if I read with them several years from now.

After four weeks of ECO everyone has become familiar and comfortable with our routine and we are feeling quite settled in the forest!   If you would ever like to join us on a Wednesday morning please let me know.  We usually leave school at 8:15 and arrive back by 11:00 and welcome any adult support.