Saturday, December 26, 2015

Guide to the Reading Workshop: Primary - Chapter 3 What does research say that all readers need?

A Guide to the Reading Workshop: Primary Grades by Lucy Calkins
Trying to understand what Lucy would want us to understand today!

BIG ideas in Chapter 3
 What does research say that all readers need?

"It has become clear that investing in effective teaching - whether in hiring decisions 
or professional development planning - is the most 'research-based' strategy available."
-Richard Allington

Task:  Teachers were asked to read the research on the left hand column and then to work in small groups to discuss how they think we apply the research at CCE, and if they thought we didn't or needed work in that area, to list it under Barriers/ Concerns.
What the research says
How we apply the research at CCE
Barriers/ Concerns
Above all, good teachers matter.  It is important to develop teacher’s ability to teach by providing professional   development and a culture of collaborative practice.
·      Weekly Teacher Meetings (PLCs)
·      WOW days
·      common planning
·      Curriculum Councils
·      Early Dismissal learning
·      Book of the Month
·      Book Studies (school purchases books!)
·      demo lessons
·      finding additional time to meet during busy days for collaboration
·      getting every teacher involved
Students need enormous amounts of time in actual reading.
·      using Lucy Calkins’ Reading Units
·      sending books home nightly
·      Readers-to-Leaders incentives
·      working on stamina
·      reading in the hallways before school
·      reading in the content area
·      shared reading
·      encouraging young readers to partner read, choral read, repeat read, echo read,
·      too many competing activities (making a class pumpkin, class pictures, assemblies…)
Students need access to books that allow them to do a high volume of high-success reading.
·      large fiction and non-fiction classroom  libraries
·      students self-select books
·      sending home books-in-a-bag nightly
·      teachers buying their own books
·      Scholastic book orders
·      more Science books on multi-levels for the required topics
·      need more Media time
Students need to read increasingly complex texts appropriate for their grade level.
·      providing good range of books in every classroom
·      nonfiction libraries growing
·      many genre and nonfiction books leveled
·      using DRA/Teachers College and running records to continually move students up in level
·      reject one size fits all mandates
·      still need more books
Students need direct, explicit instruction in the strategies of proficient reading.
·      using Units of Study with focused mini-lessons
·      data driven instruction
·      demo lessons
·      not teaching strategies in isolation
·   gaps in the curriculum (Lucy just announced new units being developed and we need to make better use of If…then units
Students need opportunities to talk in response to texts.
·      encouraging book clubs
·      using “turn and talk”
·      using partner reading and partner talk
·      teaching accountable talk
·      offering inquiry groups and book clubs
·      enough books
Students need support reading nonfiction books and building a knowledge base and academic vocabulary through information reading.
·      Nonfiction classroom libraries are growing
·      all old Science series books were leveled
·      teaching text features
·      need more Science books on required topics and high interest/low readability
Students need assessment-based instruction, including feedback that is tailored specifically to them.  Children who struggle with reading especially need instruction tailored to their specific strengths and needs, as well as extra time and extra help.
·      using DRA/Teachers College and running records to listen to students read as formative assessment
·      keeping anecdotal notes to be shared between co-teachers so they know what the child has been working on
·      working with small groups and individuals
·      providing Tier II interventions in the classroom
·      providing Tier II interventions
·      need better technology (wi-fi)
·      too much testing
·      not enough time in the Pacing Guide to teach students new question stem strategies
·      not enough time in the Pacing Guide to try other non-Calkins strategies such as those by Beers, Laminack
Readers need teachers to read aloud to them.
·      most teachers have large numbers of read alouds of their own
·      Star Books in kindergarten offer great read aloud opportunities
·      read alouds are available through Text Talk (vocabulary)
·      both new and older Books of the Month offer excellent read alouds and are available in every room
·      Author studies
·      Lucy’s touchstone texts offer great read aloud opportunities

Next assignment:  12-10-15
Chapter 4 "A Knowledge of Reading Development Can Power Your Teaching"

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