I love, love, love this article! I am able to relate to many of the questions asked in this article. To begin, one of the very first questions was directed towards students that read 2 years or below in reading and how we should combat that issue in the classroom. The authors of the article suggested that incorporating student interest and background knowledge is an excellent way to get those below grade level invested in reading. Suggestions also included:
Using high interest books
Using peer groups, such as literature circles
Doing shared reading
Having small grouped instruction
Writing for authentic purposes
It was also suggested that for guided reading, you can have 4-5 groups with 4-6 kids in each group. Make sure that you are meeting 3-5xs a week. During this time, you can also have a chart/grid with notes on what was discussed in each guided reading group.
It was also suggested that to give feedback, use journals/logs. You can stagger this by taking how 5 per week and use verbal feedback. You can also use peer conferences and rubrics. Feedback is an incredibly important feature in the classroom. This feedback should allow students to see where their strengths and weaknesses are and help them to do better in their areas of study.
As stated in many of my previous posts, it's also important to use read alouds and teach explicit strategies that good readers use. When reading aloud, expose kids to good, motivating books with your read alouds. Also, strategies that good readers use include summarizing, finding the main idea, visualizing, asking questions, making connections, etc.
In order to motivate students, kids should be reading with 90% accuracy. We must take time to teach at student's instructional level. This time can be used duing small group instruction a few times per week. This kind of instruction helps facillitate fluency. We also need to make sure time is given to practice reading at grade level.
One of the last questions dealt with how we should teach and prepare students for on level testing. I struggle with this daily because many of my students with special needs are not at grade level, but are required by the state to take the test AT their grade level. The suggestion from this article said that as teachers, we should integrate daily test preparation into our lessons. This doesn't necessarily mean teaching to the test, but instead, we should be exposing students to the various formats used in testing. Meaning using multiple choice and teaching students the process of elimination, using open response or open ended questions, or using a scoring rubric.
To read more about this topic, the article that I read is available here:
http://www.learner.org/workshops/teachreading35/pdf/Qs_struggling_readers.pdf
Sunday, February 21, 2010
Tuesday, February 16, 2010
Books that kids want to read
The article, Flood Insurance: When Children Have Books They Can and Want to Read discusses the importance of having a classroom library that is interesting and engaging to the students in your classroom. Jo Worthy and Nancy Roser give a list of 7 criteria that should be included when creating your classroom library:
Books should be......
1. Interesting to kids (stuff they want to read)
2. Culturally relevant
3. Age appropriate
4. At appropriate level of the reader
5. Time should be given to kids to read
6. Students should be given strategies on what good readers do
7. Library should contain a variety of texts
8. Time should be given to students to discuss texts they are reading
The study that this article is based on uses what is called a book flood. I am sure you are thinking the exact same thing I was thinking when I read this article: what the heck is a book flood??? A book flood is an intervention where a huge amount of texts are incorporated into the classroom for reading sake. According to one study, Elley discovered that, "the evidence is now strong that it is possible to double the rate of reading acquisition......with a "book flood" of 100 high-interest books per class and short teacher training sessions."
One of the ways that researchers discovered what students preferred to read was by interviewing them. However, this was not the only measure used. Researchers observed students directly and made notations on what students were reading and why they picked that book. Most notably, kids enjoyed reading scary books, picture books, and books written in two different language.
Something that hit home with me when I was reading this article was the discussion on having appropriate books in your library. In this study, students in the classroom could decode, but had problems in the area of comprehension. When the teacher analyzed the books in the classroom library prior to the book flood, it was discovered that 80% of the books were above the reading level of most of the students in the classroom! After reading this, I was prompted to look at my library and realized I had many books above the level of some of the students in my classroom.
One of the ways that reading was facillitated in this classroom was through daily read alouds and guided reading instruction. Additionally, students had time to read alone and had instruction on decoding, vocabulary, comprehension, genres, and writer's craft. There was also time to share with peers and students in this study even wrote to the author of Esperanza Rising!
Students in this study also took on the art of re-reading. They would often draw out scenes from books that were re-read, present scenes in dramas, and one student even claimed he wanted to re-read just to see if he could make his voice sound like the teacher's!
The idea of finding appropriate books in your classroom library seems like such a no-brainer. Yet, for many (myself included), we often do not take the time to analyze our library. Thanks to this study and article, I know I will be more critical in deciding what goes on the shelf in my classroom library.
Here is the article:
http://www.learner.org/workshops/teachreading35/pdf/flood_ensurance.pdf
Books should be......
1. Interesting to kids (stuff they want to read)
2. Culturally relevant
3. Age appropriate
4. At appropriate level of the reader
5. Time should be given to kids to read
6. Students should be given strategies on what good readers do
7. Library should contain a variety of texts
8. Time should be given to students to discuss texts they are reading
The study that this article is based on uses what is called a book flood. I am sure you are thinking the exact same thing I was thinking when I read this article: what the heck is a book flood??? A book flood is an intervention where a huge amount of texts are incorporated into the classroom for reading sake. According to one study, Elley discovered that, "the evidence is now strong that it is possible to double the rate of reading acquisition......with a "book flood" of 100 high-interest books per class and short teacher training sessions."
One of the ways that researchers discovered what students preferred to read was by interviewing them. However, this was not the only measure used. Researchers observed students directly and made notations on what students were reading and why they picked that book. Most notably, kids enjoyed reading scary books, picture books, and books written in two different language.
Something that hit home with me when I was reading this article was the discussion on having appropriate books in your library. In this study, students in the classroom could decode, but had problems in the area of comprehension. When the teacher analyzed the books in the classroom library prior to the book flood, it was discovered that 80% of the books were above the reading level of most of the students in the classroom! After reading this, I was prompted to look at my library and realized I had many books above the level of some of the students in my classroom.
One of the ways that reading was facillitated in this classroom was through daily read alouds and guided reading instruction. Additionally, students had time to read alone and had instruction on decoding, vocabulary, comprehension, genres, and writer's craft. There was also time to share with peers and students in this study even wrote to the author of Esperanza Rising!
Students in this study also took on the art of re-reading. They would often draw out scenes from books that were re-read, present scenes in dramas, and one student even claimed he wanted to re-read just to see if he could make his voice sound like the teacher's!
The idea of finding appropriate books in your classroom library seems like such a no-brainer. Yet, for many (myself included), we often do not take the time to analyze our library. Thanks to this study and article, I know I will be more critical in deciding what goes on the shelf in my classroom library.
Here is the article:
http://www.learner.org/workshops/teachreading35/pdf/flood_ensurance.pdf
Wednesday, February 10, 2010
The art of peer conferencing
Ahhh, the art of peer conferencing. How many of you listen to your students give the following types of feedback:
"Great story!"
"I wouldn't change a thing!"
"Good job!"
Being that I teach special education, I hear these comments often. That is why I needed to search out to find a more effective way to get my students to respond to each other. In the article, Peer Conferences: Strategies and Consequences by Jack Wilde, this teacher discusses some of the strategies that he has used in his classroom to help students articulate specific feedback.
We know that students need to practice conferring and giving feedback. In most cases, kids (and adults alike) share how we feel about a piece instead of what works/doesn’t work. I mean, think about any book or movie you've seen. How often do you explain what does and does not work? (I know I don't!) And with that said, Mr. Wilde points out something so relevant to my students and my classroom: there is an assumption that the reader knows what the writer knows (keep in mind we are not mind readers). Also, kids assume that the writer will know what ‘that’s great’ means!
One of the ways that Mr. Wilde proposes that we change peer conferencing is by conferencing on books read aloud TOGETHER (this is “safe” b/c we are not conferencing about peer writing). During this time, Jack explains that he makes sure to read acknowledgements because it shows that even authors work with others to get feedback on their writing before they publish it!
After the book is read aloud, a simple question is asked: 'What worked for you in what we read today?' The answers are discussed aloud in a big group. This helps students (especially ones who are apprehensive about responding) to get an idea of what others are saying. Hopefully in time those who are shy will begin to speak up.
Then, it becomes time to respond to the read aloud in written response format. This is important because it gives kids a chance to think on their own about the question. It's explained that kids must cite examples to go along with any statement they make. Through conferring orally, this practice should come naturally to the students.
As the students continue with their own writing, the teacher sets up conferencing in groups of 4-5. These groups tend to be mixed-ability groups. Rules are discussed, such as no comments allowed that say 'here's how I would fix this piece' and students must make revisions to their paper. Too often, students declare themselves "done" with a piece without going back and looking at it.
It's really simple. Kids just need time to practice the art ofconferring. I believe if we model and give students the opportunity to practice this art, they will get it and become better in the writing process.
To read the article, click here:
http://www.learner.org/workshops/writing35/pdf/s6_peer_conferencing.pdf
"Great story!"
"I wouldn't change a thing!"
"Good job!"
Being that I teach special education, I hear these comments often. That is why I needed to search out to find a more effective way to get my students to respond to each other. In the article, Peer Conferences: Strategies and Consequences by Jack Wilde, this teacher discusses some of the strategies that he has used in his classroom to help students articulate specific feedback.
We know that students need to practice conferring and giving feedback. In most cases, kids (and adults alike) share how we feel about a piece instead of what works/doesn’t work. I mean, think about any book or movie you've seen. How often do you explain what does and does not work? (I know I don't!) And with that said, Mr. Wilde points out something so relevant to my students and my classroom: there is an assumption that the reader knows what the writer knows (keep in mind we are not mind readers). Also, kids assume that the writer will know what ‘that’s great’ means!
One of the ways that Mr. Wilde proposes that we change peer conferencing is by conferencing on books read aloud TOGETHER (this is “safe” b/c we are not conferencing about peer writing). During this time, Jack explains that he makes sure to read acknowledgements because it shows that even authors work with others to get feedback on their writing before they publish it!
After the book is read aloud, a simple question is asked: 'What worked for you in what we read today?' The answers are discussed aloud in a big group. This helps students (especially ones who are apprehensive about responding) to get an idea of what others are saying. Hopefully in time those who are shy will begin to speak up.
Then, it becomes time to respond to the read aloud in written response format. This is important because it gives kids a chance to think on their own about the question. It's explained that kids must cite examples to go along with any statement they make. Through conferring orally, this practice should come naturally to the students.
As the students continue with their own writing, the teacher sets up conferencing in groups of 4-5. These groups tend to be mixed-ability groups. Rules are discussed, such as no comments allowed that say 'here's how I would fix this piece' and students must make revisions to their paper. Too often, students declare themselves "done" with a piece without going back and looking at it.
It's really simple. Kids just need time to practice the art ofconferring. I believe if we model and give students the opportunity to practice this art, they will get it and become better in the writing process.
To read the article, click here:
http://www.learner.org/workshops/writing35/pdf/s6_peer_conferencing.pdf
Sunday, February 7, 2010
Literacy Instruction Grouping
In the next article I read, Grouping for Instruction in Literacy: What We've Learned about What Works and What Doesn't, Jeanne R. Paratore goes into detail about what she has observed to work in Literacy Instruction. She explains that grouping students by reading level does not work. Instead, she suggests that a flexible grouping model is much better. Research says that students achieve higher with this kind of grouping.
To begin, students who DO struggle with reading are not just automatically given a text that is way above their capabilities. The teacher does read alouds, repeated readings, peer support, word study, and sometimes additional pull out in addition to classroom instruction. This way students who are below grade level get exposure to these techniques.
Paratore suggests that flexible grouping in reading looks as follows:
1. Community Reading- reading/listening at grade level. You can do literature circles and other student centered activities. This lasts about 45-60 minutes.
2. Just Right Reading- this is reading where kids are reading at 90% accuracy at their own level. It’s 3-4 kids, normally in small groups. Lasts about 30 minutes.
3. On Your Own Reading- This is when kids choose their own books. Lasts about 15-20 minutes.
Also suggested for the classroom is the idea of having a consistent, predictable routine. Students with disabilities can struggle with transition times. However, by having a schedule posted and by going through a daily routine, this can alleviate inappropriate behaviors. Kids like to know when they will be reading, re-reading, and writing.
Lastly, Paratore suggests that teachers should think about adding learning centers, where students can be reinforced on a particular concept at an independent level. She also mentions the use of a writer's notebook in literacy instruction, too.
To read this article, please click on the link below:
http://www.learner.org/workshops/readingk2/pdf/session6/GroupingforLiteracyInstr.1.pdf
To begin, students who DO struggle with reading are not just automatically given a text that is way above their capabilities. The teacher does read alouds, repeated readings, peer support, word study, and sometimes additional pull out in addition to classroom instruction. This way students who are below grade level get exposure to these techniques.
Paratore suggests that flexible grouping in reading looks as follows:
1. Community Reading- reading/listening at grade level. You can do literature circles and other student centered activities. This lasts about 45-60 minutes.
2. Just Right Reading- this is reading where kids are reading at 90% accuracy at their own level. It’s 3-4 kids, normally in small groups. Lasts about 30 minutes.
3. On Your Own Reading- This is when kids choose their own books. Lasts about 15-20 minutes.
Also suggested for the classroom is the idea of having a consistent, predictable routine. Students with disabilities can struggle with transition times. However, by having a schedule posted and by going through a daily routine, this can alleviate inappropriate behaviors. Kids like to know when they will be reading, re-reading, and writing.
Lastly, Paratore suggests that teachers should think about adding learning centers, where students can be reinforced on a particular concept at an independent level. She also mentions the use of a writer's notebook in literacy instruction, too.
To read this article, please click on the link below:
http://www.learner.org/workshops/readingk2/pdf/session6/GroupingforLiteracyInstr.1.pdf
Wednesday, February 3, 2010
Teaching writing in ways that make a difference
As I mentioned before, I have spent a great deal of time on www.learner.org. One article that I found interesting was ‘Why Cauley Writes Well: A Closer Look at What a Difference Good Teaching Can Make’ by Katie Wood Ray.
The article begins with an excerpt written by a student named Cauley. This young boy wrote an amazing piece about snakes. But the question remains: how was Cauley able to do this? Ray begins to explain that in order for Cauley to write in this way, his teacher exposed him to a variety of strategies, the first one being giving Cauley a chance to discuss his passion. In the classroom, there is adequate time to write about the same topics in different ways for Cauley. He also has time to share his writing in groups with the whole group or in small groups. His teacher reinforces the class by explaining to students that picking your topic to write about can be about things you see/do every day. And for Cauley, this involves playing and being around snakes.
In Cauley’s class he gets adequate time to write. He writes until the timer goes off and he knows that his writing will continue on. He also may have one or more type of writing that he is working on at one time. His teacher explains that writing is a recursive process and that we are coming back and examining our pieces constantly. Someone like Cauley does like to talk with others and time is provided for discussions, too. Students engage in discussions on how or why they wrote their particular topic.
For Cauley and the other students in his class, he needs to know what kind of writing he is expected to be doing. Through instruction, the students learn that voice can vary depending on the type of writing. For example, through looking at mentor texts, the students realize that the voice in a journal can be different than the voice in an editorial letter in the newspaper. In Cauley’s class, however, the kids are working on examining WOW! Nonfiction. This type of fiction is writing that provides facts and details, but in an interesting way. His teacher uses text sets and genre studies to help the kids explore details that they notice. She will ask students while they write, ‘What have you read that is like what you are trying to write?’ Through this inquiry process of examining mentor texts, the teacher forces students to look back at real examples when it comes to their own writing. He/she should be able to trace back the decisions students made to mini-lessons that were taught in the classroom. Additionally, kids should be able to explain the strategies they used. Often, a chart is posted in the classroom that has the name of the book and the strategies discovered listed.
What Ray suggests in this article is monumental. Using mentor texts in the classroom will allow students to read AND write like writers. This practice allows students to use true, authentic examples of what constitutes good writing and acts as a base for further knowledge to be built upon.
To download and read this article, click here:
http://www.learner.org/workshops/writing35/pdf/s4_why_cauley.pdf
The article begins with an excerpt written by a student named Cauley. This young boy wrote an amazing piece about snakes. But the question remains: how was Cauley able to do this? Ray begins to explain that in order for Cauley to write in this way, his teacher exposed him to a variety of strategies, the first one being giving Cauley a chance to discuss his passion. In the classroom, there is adequate time to write about the same topics in different ways for Cauley. He also has time to share his writing in groups with the whole group or in small groups. His teacher reinforces the class by explaining to students that picking your topic to write about can be about things you see/do every day. And for Cauley, this involves playing and being around snakes.
In Cauley’s class he gets adequate time to write. He writes until the timer goes off and he knows that his writing will continue on. He also may have one or more type of writing that he is working on at one time. His teacher explains that writing is a recursive process and that we are coming back and examining our pieces constantly. Someone like Cauley does like to talk with others and time is provided for discussions, too. Students engage in discussions on how or why they wrote their particular topic.
For Cauley and the other students in his class, he needs to know what kind of writing he is expected to be doing. Through instruction, the students learn that voice can vary depending on the type of writing. For example, through looking at mentor texts, the students realize that the voice in a journal can be different than the voice in an editorial letter in the newspaper. In Cauley’s class, however, the kids are working on examining WOW! Nonfiction. This type of fiction is writing that provides facts and details, but in an interesting way. His teacher uses text sets and genre studies to help the kids explore details that they notice. She will ask students while they write, ‘What have you read that is like what you are trying to write?’ Through this inquiry process of examining mentor texts, the teacher forces students to look back at real examples when it comes to their own writing. He/she should be able to trace back the decisions students made to mini-lessons that were taught in the classroom. Additionally, kids should be able to explain the strategies they used. Often, a chart is posted in the classroom that has the name of the book and the strategies discovered listed.
What Ray suggests in this article is monumental. Using mentor texts in the classroom will allow students to read AND write like writers. This practice allows students to use true, authentic examples of what constitutes good writing and acts as a base for further knowledge to be built upon.
To download and read this article, click here:
http://www.learner.org/workshops/writing35/pdf/s4_why_cauley.pdf
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