tag:blogger.com,1999:blog-20191791129293142572024-03-14T12:55:48.551-04:00LIVE from the CreekMelanie Holtsmanhttp://www.blogger.com/profile/18146971294514579713noreply@blogger.comBlogger221125tag:blogger.com,1999:blog-2019179112929314257.post-69270642967387803192016-02-11T14:11:00.000-05:002016-02-11T14:11:02.571-05:00Guide to the Reading Workshop: Primary - Chapter 13 Reading Aloud<div class="MsoNormal">
<i><u><span style="font-family: "times new roman" , "serif"; font-size: 12pt;">A Guide to the Reading Workshop: Primary Grades</span></u></i><span style="font-family: "times new roman" , "serif"; font-size: 12pt;"> by Lucy Calkins</span><br />
*This review includes content from the chapter and content from the discussion<br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
</div>
<div class="MsoNormal">
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCpC710B4M_FLcC8Ywdxqzqn7v74xGHU1eii2kpSY_ZxcVeS5CxXm51soUnMp5nuvDLt8l5mPT-WFmYQ-QP02fOAuSvaZKepFgflSC0AvsQVkFGTJfOLINPPoZbGmk3k7aVFwhaeGc1is/s1600/Christy+Constande.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCpC710B4M_FLcC8Ywdxqzqn7v74xGHU1eii2kpSY_ZxcVeS5CxXm51soUnMp5nuvDLt8l5mPT-WFmYQ-QP02fOAuSvaZKepFgflSC0AvsQVkFGTJfOLINPPoZbGmk3k7aVFwhaeGc1is/s320/Christy+Constande.jpg" width="212" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Our last Primary Book Study session was led by 2nd grade teacher Christy Constande. What a perfect choice to lead a session about Read-alouds! Christy is a lover of books and exemplifies the type of teacher that Lucy Calkins writes about. This beautiful poster above is taken from Christy's Chets Creek Teacher of the Year celebration. She was also a finalist for the Duval County Teacher of the Year.</td></tr>
</tbody></table>
<br /></div>
<div align="center" class="MsoNormal" style="margin-bottom: 0pt; text-align: center;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12pt;"> BIG ideas in <i>Chapter 13</i></span></b></div>
<div align="center" class="MsoNormal" style="margin-bottom: 0pt; text-align: center;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 12pt;">Reading Aloud</span></i></b></div>
<div align="left" class="MsoNormal" style="margin-bottom: 0pt; text-align: center;">
</div>
<div align="center" class="MsoNormal" style="margin-bottom: 0pt; text-align: center;">
<em>"Together with our children - we gulp down stories..."</em></div>
<div align="center" class="MsoNormal" style="margin-bottom: 0pt; text-align: center;">
<em>"Read to them. Take their breath away."</em></div>
<div align="left" class="MsoNormal" style="margin-bottom: 0pt; text-align: center;">
</div>
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
</div>
<div align="center" class="MsoNormal" style="margin-bottom: 0pt; text-align: center;">
</div>
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
<span style="font-family: "times new roman" , "serif"; font-size: 12pt;"><strong>Choosing texts - </strong>choose carefully to read aloud several times a day</span></div>
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
</div>
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
<strong>Use the read-aloud to teach the skills of proficient reading - </strong>20 minutes, several days a week is specified read-aloud time</div>
<ul>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
<em>Choose the skills to teach</em> - spy on yourself as you read and select the sequence of skills to teach</div>
</li>
</ul>
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
<strong>Reading aloud across the curriculum</strong> - read fiction and nonfiction</div>
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
</div>
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
<strong>Making read-alouds more interactive</strong></div>
<ul>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Use your hands, eyes, posture, voices and heart</div>
</li>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Let the students take the wheel -"stop and think" and then leave a pool of silence or "turn and talk," "stop and jot," "stop and sketch," "stop and retell."</div>
</li>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Some day "be quiet" and "don't talk the experience to death."</div>
</li>
</ul>
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Supporting a whole-class conversation</div>
<ul>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
At Chets Creek, we call this accountable talk where the students talk to each other without raising their hands and without the teacher facilitating the entire conversation </div>
</li>
</ul>
<span style="font-family: "times new roman" , "serif"; font-size: 12pt;"><strong></strong></span><br />
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
<span style="font-family: "times new roman" , "serif"; font-size: 12pt;"><br /></span></div>
<span style="font-family: "times new roman" , "serif"; font-size: 12pt;">
</span>dayle timmonshttp://www.blogger.com/profile/08313072094826276617noreply@blogger.com0tag:blogger.com,1999:blog-2019179112929314257.post-30721904293280418792016-02-04T17:51:00.000-05:002016-02-04T17:51:05.034-05:00Guide to the Reading Workshop: Primary - Chapter 11 Word Study<div class="MsoNormal">
<i><u><span style="font-family: "times new roman" , "serif"; font-size: 12pt;">A Guide to the Reading Workshop: Primary Grades</span></u></i><span style="font-family: "times new roman" , "serif"; font-size: 12pt;"> by Lucy Calkins</span><br />
*This review includes content from the chapter and content from the discussion<br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
</div>
<div align="center" class="MsoNormal" style="margin-bottom: 0pt; text-align: center;">
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjesi17rfZNLN1bDgzBlkzFGJFrsHUSbM38sLmvLCFZUodTPotRMQRg-nHwVQfvbI6jekKUgXzBxDAZ1lwFXkPf_fkHG9SKuZdDlg7LJfi3JEXqTX5xN809VgISL-KFW_FpJNEnLrp00Zg/s1600/Facebook+021.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjesi17rfZNLN1bDgzBlkzFGJFrsHUSbM38sLmvLCFZUodTPotRMQRg-nHwVQfvbI6jekKUgXzBxDAZ1lwFXkPf_fkHG9SKuZdDlg7LJfi3JEXqTX5xN809VgISL-KFW_FpJNEnLrp00Zg/s320/Facebook+021.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This session was led by Kindergarten teacher Maria Mallon <br />
who often teaches our demo lesson for Skills Block. <br />
Our Book Study might not be exactly like sitting with Lucy Calkins (above), <br />
but we get as close as we can!</td></tr>
</tbody></table>
</div>
<div align="center" class="MsoNormal" style="margin-bottom: 0pt; text-align: center;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12pt;">BIG ideas in <i>Chapter 11</i></span></b></div>
<div align="center" class="MsoNormal" style="margin-bottom: 0pt; text-align: center;">
<span style="font-family: "times new roman" , serif;"><b><i>Word Study</i></b></span></div>
<div align="center" class="MsoNormal" style="margin-bottom: 0pt; text-align: center;">
</div>
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
<strong>What, when and where</strong></div>
<ul>
<li><div align="left" class="MsoNormal" style="margin-bottom: 0pt;">
Word Study includes phonemic awareness, letter-sound work, spelling patterns, high-frequency words, strategies for solving words, and vocabulary. At CCE word study is used included in Skills Block which is a 30-minute block (Calkins suggest a 20-minute block) in addition to the one hour Reading and Writing Workshops. In first grade we also include hand writing.</div>
</li>
<li><div align="left" class="MsoNormal" style="margin-bottom: 0pt;">
At CCE Skills Block teaches the skills in isolation and then those skills are reinforced in context during the Reading and Writing Workshop.</div>
</li>
</ul>
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: center;">
<strong>Assessment</strong></div>
<div align="left" class="MsoNormal" style="margin-bottom: 0pt;">
</div>
<div align="left" class="MsoNormal" style="margin-bottom: 0pt;">
Phonological and Phonemic Awareness</div>
<ul><div align="left" class="MsoNormal" style="margin-bottom: 0pt;">
<br />
<li><div align="left" class="MsoNormal" style="margin-bottom: 0pt;">
can be assessed informally by caring a checklist on a clipboard and only needs to be formally assessed if the student is having trouble </div>
</li>
<li><div align="left" class="MsoNormal" style="margin-bottom: 0pt;">
Sequence: rhyming, syllables, phonemic isolations and identity, blending and segmenting, phoneme manipulation</div>
</li>
<li><div align="left" class="MsoNormal" style="margin-bottom: 0pt;">
At CCE many Kindergarten teachers use the Nursery Rhyme unit to reinforce these skills and to give extra practice in phonological awareness at the beginning of the year. This can also be small group work. </div>
</li>
</div>
</ul>
Letter-Sound Knowledge<br />
<ul>
<li>can be assessed informally with a checklist on a clipboard and only needs to be formally assessed if student is having trouble</li>
<li>assess students having difficulty by asking them to name the letters and sounds</li>
</ul>
High-frequency Words<br />
<ul>
<li>assess a month or two into school</li>
<li>check TCRWP website for resources</li>
</ul>
Word Study in Kindergarten<br />
<ul>
<li>Word study will be longer at the beginning of the year and then shorter towards the end</li>
<li>The first six weeks word study includes name study and letter-sound identification daily, the second six weeks high frequency words are added and name study completed, and from then on phonics three days a week and and high-frequency words two days a week. </li>
<ul>
<li><em>Name Study</em> -Begin with Patricia Cunningham's "Star Name" (This looks familiar to CCE teachers since it was taken directly from Teachers' College) </li>
<ul>
<li>Shared Reading - Put names into shared reading poems and rhymes </li>
<li>Interactive Writing - Use names such as drawing picture of what the star student likes to do</li>
<li>Writing Workshop - Use the name chart for students to write friends' names and also for thinking about words that start with the names</li>
</ul>
<li><em>Phonics: Letters and Sounds</em> - Includes letters, sounds and spelling patterns - start with consonants, the ones found is student names - first teach continuant sounds (/m/, /s/...) and then stop sounds (/b/, /t/...) - teach one letter/sound a say, about three a week but continue exposure to entire alphabet</li>
<ul>
<li>Interactive Writing - use the tools created in Word Study as strategies for writing new words</li>
<li>Writing Workshop -use these same tools created in Word Study as strategies for writing new words</li>
</ul>
<li><em>High-frequency Words</em> - teach 2-3 each week - choose one or two letter words to start and words that look different - use Marie Clay's "three ways to remember" (visual - looking at the word and features, movement - write the word or make it with play doh, magnetic letters, etc. and use their voice by saying the letters of the word) - use the word in context</li>
<ul>
<li>Interactive Writing - introduce words like<em> I</em> and <em>see</em> immediately in predictable charts Writing Workshop </li>
<li>Writing Workshop - students write their own predictable/pattern books with high-frequency words </li>
</ul>
<li><em>Spelling Patterns</em> - "Making Words" combines approaches and could be used twice a week (to manage the letters for this approach many teachers at CCE have students do this whole group with a white board with only a smaller group -Tier 2- manipulating with magnetic letters )</li>
<ul>
<li>Interactive Writing - Display charts such as alphabet ,name and short vowel chart for students to use in writing </li>
</ul>
</ul>
</ul>
Assessing Word Knowledge in First and Second Grade<br />
<ul>
<li><em>Phonics - </em></li>
<ul>
<li>use a Formal Spelling Inventory (such as the one in <em>Words Their Way - </em>children who miss a concept one of two times will need review but who miss the concept three or more times with need explicit instruction- this is how small groups are pulled for differentiation</li>
<li>samples from writing also provide information</li>
<li>Running Records provide valuable insights - pay attention to visual errors</li>
</ul>
<li><em>High-frequency Words</em> - check TCRWP website</li>
</ul>
Word Study Instruction in First and Second Grade - one phonics concept a week and extend to a second week if needed - engage with spelling patterns first cvc followed by CVCe and CVVC or vowel teams and last ambiguous vowel patterns<br />
<ul>
<li><em>Phonics</em></li>
<ul>
<li>sorts for spelling patterns, both closed (teacher provides the parameters) and open (inquiry based) - if sorting by sound, provide pictures but if sorting visually, provide word cards</li>
<li>"Guess the Covered Word" by Cunningham</li>
<ul>
<li>Interactive writing - After working on words in isolation (above) use the words in context- one variation is interactive editing with Game On!</li>
<li>Writing Workshop - Put a number at the top of the page and play Game On! to transfer what is going on in Interactive writing to individual work</li>
</ul>
<li>High-frequency words - beginning with three words a week and building to five - check words in writing because they have learned the word when they use it correctly in writing</li>
<ul>
<li>Snowball and Bolton's "look-say-spell-cover-check" - Do each word three times for each word using white boards</li>
<li>Practice finding the words in their writing</li>
</ul>
</ul>
</ul>
Vocabulary - Vocabulary is casually mentioned in this chapter but CCE teachers teach it explicitly using a curriculum written in house to go with the Kindergarten "Star Books" and using Text Talk for first and second during their Skills Block time<br />
<br />
dayle timmonshttp://www.blogger.com/profile/08313072094826276617noreply@blogger.com0tag:blogger.com,1999:blog-2019179112929314257.post-2232935396372059622016-01-26T08:00:00.000-05:002016-01-26T21:24:15.571-05:00Guide to the Reading Workshop: Primary - Chapter 10 Conferring<div class="MsoNormal">
<i><u><span style="font-family: "times new roman" , "serif"; font-size: 12pt;">A Guide to the Reading Workshop: Primary Grades</span></u></i><span style="font-family: "times new roman" , "serif"; font-size: 12pt;"> by Lucy Calkins</span><br />
*This review includes content from the chapter and content from the discussion<br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: left;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0pWmcUZxv-tNZBFfVfuenhSs3HYDDxFzpbGXaiJRdBlXzMWIbOw-lTkpAJdIlt_5Rou4_cvKjrqCE3snX-4xRJKFVpYGD0qEqEk-y3PZ7rfsijPAVf_PYDVQgF3LcNoM_RZMfI3Z2iIQ/s1600/IMG_2882.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0pWmcUZxv-tNZBFfVfuenhSs3HYDDxFzpbGXaiJRdBlXzMWIbOw-lTkpAJdIlt_5Rou4_cvKjrqCE3snX-4xRJKFVpYGD0qEqEk-y3PZ7rfsijPAVf_PYDVQgF3LcNoM_RZMfI3Z2iIQ/s200/IMG_2882.JPG" width="200" /></a><i>Today's session was led by the very talented 2nd grade teacher, Laurie Justo. </i><i>This was my last Book Study session at Chets Creek as I will be retiring at the end of the year (The book study, however will continue for two more sessions). I missed getting a picture of the group because they surprised me by each presenting me with their own "conference notes" - so many sweet sentiments from some very talented and thoughtful friends and colleagues.</i></div>
</div>
<div class="MsoNormal">
<br />
<br />
<br />
<br /></div>
<div align="center" class="MsoNormal" style="margin-bottom: 0pt; text-align: center;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12pt;"> BIG ideas in <i>Chapter 10</i></span></b></div>
<div align="center" class="MsoNormal" style="margin-bottom: 0pt; text-align: center;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 12pt;">Conferring with Readers: Intense, Intimate, Responsive Teaching</span></i></b><br />
<i><span style="font-family: "times new roman" , "serif"; font-size: 12pt;">"... it is through one-to-one instruction that all of us learn to teach."</span></i><br />
<i><span style="font-family: "times new roman" , "serif"; font-size: 12pt;"><br /></span></i>
<br />
<div style="text-align: left;">
<span style="font-family: "times new roman" , "serif"; font-size: 12pt;"><b>The Big Goals of a Conference</b></span><br />
<span style="font-family: "times new roman" , serif; text-align: center;">"...providing a learner with feedback accelerates skill development."</span></div>
<br />
<div style="text-align: left;">
<span style="font-family: "times new roman" , "serif"; font-size: 12pt;"><b>Two Kinds of Conferences</b></span></div>
<div style="text-align: left;">
</div>
<ul>
<li><div style="text-align: left;">
<span style="font-family: "times new roman" , serif;">Research-Decide-Compliment- Teach Conference</span></div>
</li>
<ul>
<li style="text-align: left;"><span style="font-family: "times new roman" , serif;"><u>Research</u> - listen to the student read (running record or observing), review previous work with student, check in by asking, "What have you been working on as a reader? What strategies have been the most useful? How's it going? What feels tough?" </span></li>
<li style="text-align: left;"><span style="font-family: "times new roman" , serif;"><u>Decide</u> - make a decision about the one thing that will most help the reading - don't need to finish the story</span></li>
<li style="text-align: left;"><span style="font-family: "times new roman" , serif;"><u>Compliment</u> - offer a specific compliment of something you want the student to continue always</span></li>
<li><div style="text-align: left;">
<span style="font-family: "times new roman" , serif;"><u>Teach</u> - Name your teaching point and teach explicitly - tell the student to sue the teach often giving him a reminder such as a bookmark, giving the student a sticky note to note where he tries the strategy</span></div>
</li>
<div style="text-align: left;">
</div>
</ul>
<div style="text-align: left;">
</div>
<li><div style="text-align: left;">
<span style="font-family: "times new roman" , serif;">Coaching Conference</span></div>
</li>
<ul>
<li><div style="text-align: left;">
<span style="font-family: "times new roman" , serif;">Intervene lightly as the student reads</span></div>
</li>
<li><div style="text-align: left;">
<span style="font-family: "times new roman" , serif;">Decide-teach-link</span></div>
</li>
</ul>
</ul>
<br />
<i><span style="font-family: "times new roman" , "serif"; font-size: 12pt;"><br /></span></i>
<i><span style="font-family: "times new roman" , "serif"; font-size: 12pt;"><br /></span></i></div>
dayle timmonshttp://www.blogger.com/profile/08313072094826276617noreply@blogger.com0tag:blogger.com,1999:blog-2019179112929314257.post-68324166963754589582016-01-21T06:57:00.000-05:002016-01-24T13:21:24.426-05:00Guide to the Reading Workshop: Primary - Chapter 9 Small-Group Work<div class="MsoNormal">
<i><u><span style="font-family: "times new roman" , "serif"; font-size: 12pt;">A Guide to the Reading Workshop: Primary Grades</span></u></i><span style="font-family: "times new roman" , "serif"; font-size: 12pt;"> by Lucy Calkins</span><br />
*This review includes content from the chapter and content from the discussion<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsxD49fk_FPQx00-1Hk1xpXhZE67DSXa0qOTua0EenIFr9RTJ403tDPYXcyJ_n52L_c_l21j1RgoMApmWNRbgvBK2BfTHqXHiHRKYkJqFopruTDCsVfUuZ36n0X25hH20h_aZoXe_pVng/s640/blogger-image--151276672.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsxD49fk_FPQx00-1Hk1xpXhZE67DSXa0qOTua0EenIFr9RTJ403tDPYXcyJ_n52L_c_l21j1RgoMApmWNRbgvBK2BfTHqXHiHRKYkJqFopruTDCsVfUuZ36n0X25hH20h_aZoXe_pVng/s320/blogger-image--151276672.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Today's session was led by Tammi Sani, our Special Education specialist, who shared things that work in her small groups. We met in her small group intervention room. She shared <a href="https://youtu.be/TRUx3vSf94g">a video from Teachers' College</a> which we debriefed. Tammi shares a document camera with another teacher, so when it wouldn't work,<br />
we just switched to watching the video on her laptop!</td></tr>
</tbody></table>
</div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="margin-bottom: 0pt; text-align: center;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12pt;">BIG ideas in <i>Chapter 9</i></span></b></div>
<div align="center" class="MsoNormal" style="margin-bottom: 0pt; text-align: center;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 12pt;">Small-Group Work</span></i></b><br />
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 12pt;"><br /></span></i></b>
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIrrydeBe8qNtn20oeuYNz0bHQTnlQ91wnmZ6NDFOwy5aqzvYI160BL_fN5y35jIaERj7_KktuTHl5TPmX_Q_pP9ckNJFKg2XLWSqxtFquDCNRtijgd99IsF_lcVvpXFyA3v2h_frY6hU/s1600/IMG_2788%255B1%255D.JPG" imageanchor="1" style="clear: right; font-family: 'times new roman', serif; margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: center;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIrrydeBe8qNtn20oeuYNz0bHQTnlQ91wnmZ6NDFOwy5aqzvYI160BL_fN5y35jIaERj7_KktuTHl5TPmX_Q_pP9ckNJFKg2XLWSqxtFquDCNRtijgd99IsF_lcVvpXFyA3v2h_frY6hU/s320/IMG_2788%255B1%255D.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Chart from <br />
<i>A Guide to the Reading Workshop: Primary Grades</i></td></tr>
</tbody></table>
<div style="text-align: left;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 12pt;">Kinds of Small Groups</span></i></b></div>
<ul style="text-align: left;">
<li><span style="font-family: "times new roman" , serif;">Guided Reading</span></li>
<li><span style="font-family: "times new roman" , serif;">Strategy Groups</span></li>
<li><span style="font-family: "times new roman" , serif;">Small-group Shared Reading </span></li>
<li><span style="font-family: "times new roman" , serif;">Small-group Interactive Writing</span><span style="font-family: "times new roman" , serif;"> </span></li>
</ul>
<div style="text-align: left;">
<span style="font-family: "times new roman" , serif;"><b><i>Word Work Inside the Small Group </i></b></span></div>
<div style="text-align: left;">
</div>
<ul>
<li style="text-align: left;"><span style="font-family: "times new roman" , serif;">Look at the phonics skill needs that the small group has in common and warm up with something related in context </span></li>
<li style="text-align: left;"><span style="font-family: "times new roman" , serif;">We basically have moved word work to the Skills Block, but discussed how sometimes a certain need just jumps out during the small group work and is appropriate to do right then </span></li>
</ul>
<div style="text-align: left;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 12pt;">Coaching Tips</span></i></b></div>
<ul style="text-align: left;">
<li><span style="font-family: "times new roman" , serif; text-align: center;">Choose what and how to teach. </span><span style="font-family: "times new roman" , serif; text-align: center;">Discussion included how poor our guided reading selections are. </span></li>
<li><span style="font-family: "times new roman" , serif; text-align: center;">Keep your teaching short. Discussion included teachers discussing how to work on keep the small groups shorter - 10 minutes or less.</span></li>
<li><span style="font-family: "times new roman" , serif; text-align: center;">Use familiar texts when demonstrating. Discussion included </span><span style="font-family: "times new roman" , serif; text-align: center;"> how it would help to spend a day going through the guiding reading books that we do have and identify the best skills for certain books instead of trying to do it on the fly, which lots of teachers admitted to doing.</span></li>
<li><span style="font-family: "times new roman" , serif; text-align: center;">Effectively demonstrate - name the teaching point, enact it, and name what they've seen.</span></li>
<li><span style="font-family: "times new roman" , serif; text-align: center;">Coach kids in their work.</span></li>
<li><span style="font-family: "times new roman" , serif; text-align: center;">Make an appointment to check in and follow up. </span></li>
<li><span style="font-family: "times new roman" , serif; text-align: center;">Discussion also included teachers agreeing that in kindergarten, they do more one-on-one than small group but more small group work in 1st and 2nd.</span></li>
</ul>
<div style="text-align: left;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 12pt;">Plan with Reading Development in Mind</span></i></b></div>
<div style="text-align: left;">
</div>
<ul>
<li><span style="font-family: "times new roman" , serif; text-align: center;">Think about a developmental pathway </span></li>
</ul>
<br />
<div style="text-align: left;">
</div>
</div>
dayle timmonshttp://www.blogger.com/profile/08313072094826276617noreply@blogger.com0tag:blogger.com,1999:blog-2019179112929314257.post-56993837621533264552016-01-13T15:34:00.004-05:002016-01-24T13:21:35.122-05:00Guide to the Reading Workshop: Primary - Chapter 8 Management Systems<div class="MsoNormal">
<i><u><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">A Guide to the Reading Workshop: Primary Grades</span></u></i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"> by Lucy Calkins</span><br />
*This review includes content from the chapter and content from the discussion<br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgooQ0323aDoZC6wEjSE9Vn0W5n4ME32qejiIi7nrzufd7T59WJFxZIDY2ostgqN8pqJOdS6bHWsqeBQP68Uf3jzJwahstGvx-O_xs4ZZAn8SJpn38Z2v8aVJxDrSy9sndbiyThM5YOI2E/s1600/IMG_2712%255B1%255D.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgooQ0323aDoZC6wEjSE9Vn0W5n4ME32qejiIi7nrzufd7T59WJFxZIDY2ostgqN8pqJOdS6bHWsqeBQP68Uf3jzJwahstGvx-O_xs4ZZAn8SJpn38Z2v8aVJxDrSy9sndbiyThM5YOI2E/s320/IMG_2712%255B1%255D.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Led by kindergarten teacher Sarah Hawas - to see <a href="https://youtu.be/ysCIckyBsEA">Sarah's video</a></td></tr>
</tbody></table>
</div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="margin-bottom: 0pt; text-align: center;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">BIG ideas in <i>Chapter 8</i></span></b></div>
<div align="center" class="MsoNormal" style="margin-bottom: 0pt; text-align: center;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Management Systems?</span></i></b></div>
<div align="center" class="MsoNormal" style="margin-bottom: 0pt; text-align: center;">
<em> </em></div>
<div align="center" class="MsoNormal" style="margin-bottom: 0pt; text-align: center;">
<em>"Why do so many people assume that classroom management is a concern for novice and struggling teachers but not for master teachers?"</em></div>
<div align="center" class="MsoNormal" style="margin-bottom: 0pt; text-align: center;">
</div>
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
<strong>The importance of structures and systems</strong></div>
<ul>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Reading and Writing mirror each other. If the structures are predictable, the children can concentrate on the content.</div>
</li>
</ul>
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
<strong>Learning classroom management systems and </strong>strategies</div>
<ul>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
"The best way I know to learn classroom management strategies is to visit well established reading and writing workshops to study the infrastructure that underlies this kind of teaching."</div>
</li>
</ul>
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
<strong>Managing the mini-lesson: The beginning of each day's reading instruction</strong></div>
<ul>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Convening the class for the mini-lesson</div>
</li>
<ul>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Build a "set up" before asking the children to join you</div>
</li>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Develop your own signal to get the students' attention and use it consistently</div>
</li>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Demonstrate -act out- procedure of pushing in chair, make a beeline to their spot. sit, handle materials the way you expect, and begin reading the anchor charts while waiting.</div>
</li>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Do not repeat yourself. Expect first time listeners.</div>
</li>
</ul>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Establishing long-term partnerships and reading clubs</div>
</li>
<ul>
<li><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-IdPH07057lOGQPQpwL_FGOO0tpMzu68mitlOxdwPFIQ5iBZI97rzmreL94S6leuG6izVD3igmgzrEbEYegrU6ZSjWb0qwG3hoIeICDN3D46vkKY7mTeJbu31YwV_wW5lDec7DjoKZE0/s1600/IMG_2715%255B2%255D.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-IdPH07057lOGQPQpwL_FGOO0tpMzu68mitlOxdwPFIQ5iBZI97rzmreL94S6leuG6izVD3igmgzrEbEYegrU6ZSjWb0qwG3hoIeICDN3D46vkKY7mTeJbu31YwV_wW5lDec7DjoKZE0/s200/IMG_2715%255B2%255D.JPG" width="150" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">We drew so many different pictures<br />
and took photographs to identify <br />
independent and partner reading - <br />
who knew we could just draw circles?</td></tr>
</tbody></table>
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Pair students at similar reading levels</div>
</li>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Back-to-back for Private reading and knee-to-knee-shoulder-to-shoulder with book in between for partner reading</div>
</li>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
K &1 start with private reading and switch to partner reading at the halfway point</div>
</li>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Clubs are usually two ability grouped partners</div>
</li>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Club conversations take part during share</div>
</li>
</ul>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Management during mini-lessons</div>
</li>
<ul>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Mini-lessons are more teacher talk</div>
</li>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
What to do when your partner is absent - join another group</div>
</li>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Teach turn and talk explicitly </div>
</li>
</ul>
</ul>
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
<strong>Managing reading time</strong></div>
<ul>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Sending students off to work: transitions from mini-lesson to work time</div>
</li>
<ul>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Teach dismissal explicitly</div>
</li>
<li><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3CapD-C5Cr9sNFp64lVgQwddTJ5fRbmRzLJAeKAhQ2MINwltV-HsriFm35qjreP5E52CGtxYI0WUqsvL6y-IHlU9Wq3SVL-kaCIBQVuJkg26IVbGuE8FRfq5p4U6vPG-COBzWYtgrFnY/s1600/IMG_2716%255B1%255D.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3CapD-C5Cr9sNFp64lVgQwddTJ5fRbmRzLJAeKAhQ2MINwltV-HsriFm35qjreP5E52CGtxYI0WUqsvL6y-IHlU9Wq3SVL-kaCIBQVuJkg26IVbGuE8FRfq5p4U6vPG-COBzWYtgrFnY/s200/IMG_2716%255B1%255D.JPG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Confer app<br />
</td></tr>
</tbody></table>
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Transitions are smoother if children always know where they will sit during reading time</div>
</li>
</ul>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Nature of children's work during the Reading Workshop</div>
</li>
<ul>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Never done reading</div>
</li>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
"Ask 3 before me"</div>
</li>
</ul>
</ul>
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
<strong>Managing conferring and small group work: Making one-to-one conferences and small group instruction possible</strong></div>
<ul>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
See about 3 children a day for individual conferences</div>
</li>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Consider table conferences</div>
</li>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Need a system for who to meet with</div>
</li>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Develop a system for recording conferences</div>
</li>
<li>Digit apps were suggested for note taking, Confer and <a href="https://www.youtube.com/watch?v=bh-HOdT7Lv4">Brightloop</a></li>
</ul>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUXlJpenWCHr2XAI0DTWuCpWg4Pz40WUJ7SfVxoxmsFFE_oc7xKvBbqWZJ_Ow50fqxH7OlKi9UR40EWww7gHjOYX5wLE5YPPSUBWEXS7zm9iEeXn3bRxIgCuyLmSzifId4IWXhSJfRl08/s1600/IMG_2717%255B1%255D.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUXlJpenWCHr2XAI0DTWuCpWg4Pz40WUJ7SfVxoxmsFFE_oc7xKvBbqWZJ_Ow50fqxH7OlKi9UR40EWww7gHjOYX5wLE5YPPSUBWEXS7zm9iEeXn3bRxIgCuyLmSzifId4IWXhSJfRl08/s200/IMG_2717%255B1%255D.JPG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Brightloop app<br />
<br />
</td></tr>
</tbody></table>
<br />
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
<strong>Managing the share</strong></div>
<ul>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Never skip the share - the brain remembers the last thing</div>
</li>
</ul>
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
<strong>Managing the classroom library</strong></div>
<ul>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Make it easy to find just right books with letter and genre labels</div>
</li>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Manage how students change out books</div>
</li>
<li><div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
Gather enough books</div>
</li>
</ul>
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
<span style="color: red;"><em><strong>Next assignment: 1-14-16 at 8:20 - Chapter 9:Small-Group Work: Developing a Richer Repertoire of Methods, Tammi Sani's room</strong></em></span><br />
<br />
<br />
<ul>
</ul>
<div class="MsoNormal" style="margin-bottom: 0pt; text-align: left;">
</div>
</div>
dayle timmonshttp://www.blogger.com/profile/08313072094826276617noreply@blogger.com0tag:blogger.com,1999:blog-2019179112929314257.post-20532990576862747382016-01-06T21:04:00.002-05:002016-01-24T13:21:54.137-05:00Guide to the Reading Workshop: Primary - Chapter 6 Tracking Kids:Progress and Using Assessment to Support Instruction<div class="MsoNormal">
<i><u><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">A Guide to the Reading Workshop:
Primary Grades</span></u></i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"> by Lucy Calkins</span><br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifHy0q34V5d5vRyvDMat1d29LJXdrJtwVU3nkKTEVlBHOkPJzD-d8COpfMBeQcyGAXuTHoFQwPGSSzxeqBg5QD5m-8htr_p4PZj3QJqyDyButVeync7OB8P9mgRcJKpLL629N_u0xJMz0/s640/blogger-image--2036615346.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifHy0q34V5d5vRyvDMat1d29LJXdrJtwVU3nkKTEVlBHOkPJzD-d8COpfMBeQcyGAXuTHoFQwPGSSzxeqBg5QD5m-8htr_p4PZj3QJqyDyButVeync7OB8P9mgRcJKpLL629N_u0xJMz0/s320/blogger-image--2036615346.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Session led by Kindergarten Team Leader, Debbie Harbour</td></tr>
</tbody></table>
<div class="separator" style="clear: both;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"></span></div>
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">BIG ideas in <i>Chapter 6<o:p></o:p></i></span></b></div>
<div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Tracking Kids: Progress and Using Assessment to Support
Instruction</span></i></b></div>
<div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<u><span style="font-family: "times new roman" , "serif"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">Which
assessments will you use at the beginning of the year?<o:p></o:p></span></u></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;">
<tbody>
<tr>
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 23.4pt;" valign="top" width="31"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 114.85pt;" valign="top" width="153"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 10.0pt;">Assessment<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 145.05pt;" valign="top" width="193"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 10.0pt;">Who is this assessment for?<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 195.5pt;" valign="top" width="261"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 10.0pt;">What will you find out?<o:p></o:p></span></b></div>
</td>
</tr>
<tr>
<td style="background: #D9D9D9; border-top: none; border: solid windowtext 1.0pt; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 23.4pt;" valign="top" width="31"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 9.0pt;">Emergent
Readers<o:p></o:p></span></i></b></div>
</td>
<td style="background: #D9D9D9; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 114.85pt;" valign="top" width="153"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="background: #D9D9D9; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 145.05pt;" valign="top" width="193"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="background: #D9D9D9; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 195.5pt;" valign="top" width="261"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 23.4pt;" valign="top" width="31"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 114.85pt;" valign="top" width="153"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "times new roman" , "serif"; font-size: 9.0pt;">Concepts
about print<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 145.05pt;" valign="top" width="193"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 195.5pt;" valign="top" width="261"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 23.4pt;" valign="top" width="31"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 114.85pt;" valign="top" width="153"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "times new roman" , "serif"; font-size: 9.0pt;">Emergent
Storybook Reading Stages (Sulzby)<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 145.05pt;" valign="top" width="193"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 195.5pt;" valign="top" width="261"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
</tr>
<tr>
<td style="background: #D9D9D9; border-top: none; border: solid windowtext 1.0pt; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 23.4pt;" valign="top" width="31"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 9.0pt;">Foundational
Skills & Reading Levels<o:p></o:p></span></i></b></div>
</td>
<td style="background: #D9D9D9; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 114.85pt;" valign="top" width="153"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="background: #D9D9D9; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 145.05pt;" valign="top" width="193"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="background: #D9D9D9; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 195.5pt;" valign="top" width="261"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 23.4pt;" valign="top" width="31"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 114.85pt;" valign="top" width="153"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "times new roman" , "serif"; font-size: 9.0pt;">Letter-Sound
Identification<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 145.05pt;" valign="top" width="193"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 195.5pt;" valign="top" width="261"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 23.4pt;" valign="top" width="31"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 114.85pt;" valign="top" width="153"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "times new roman" , "serif"; font-size: 9.0pt;">Spelling
Inventory<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 145.05pt;" valign="top" width="193"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 195.5pt;" valign="top" width="261"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 23.4pt;" valign="top" width="31"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 114.85pt;" valign="top" width="153"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "times new roman" , "serif"; font-size: 9.0pt;">High-frequency
words<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 145.05pt;" valign="top" width="193"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 195.5pt;" valign="top" width="261"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
</tr>
<tr style="height: 13.9pt; mso-yfti-irow: 8;">
<td style="border-top: none; border: solid windowtext 1.0pt; height: 13.9pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 23.4pt;" valign="top" width="31"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 13.9pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 114.85pt;" valign="top" width="153"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "times new roman" , "serif"; font-size: 9.0pt;">Running
Records<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 13.9pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 145.05pt;" valign="top" width="193"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 13.9pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 195.5pt;" valign="top" width="261"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
</tr>
<tr>
<td style="background: #D9D9D9; border-top: none; border: solid windowtext 1.0pt; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 23.4pt;" valign="top" width="31"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 9.0pt;">Volume,
Stamina & Comprehension<o:p></o:p></span></i></b></div>
</td>
<td style="background: #D9D9D9; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 114.85pt;" valign="top" width="153"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="background: #D9D9D9; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 145.05pt;" valign="top" width="193"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="background: #D9D9D9; border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 195.5pt;" valign="top" width="261"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 23.4pt;" valign="top" width="31"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 114.85pt;" valign="top" width="153"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "times new roman" , "serif"; font-size: 9.0pt;">Tallies
or book logs<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 145.05pt;" valign="top" width="193"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 195.5pt;" valign="top" width="261"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 23.4pt;" valign="top" width="31"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 114.85pt;" valign="top" width="153"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "times new roman" , "serif"; font-size: 9.0pt;">Writing
about Reading<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 145.05pt;" valign="top" width="193"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 195.5pt;" valign="top" width="261"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
</tr>
</tbody></table>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<u><span style="font-family: "times new roman" , "serif"; mso-fareast-font-family: "Times New Roman";"><br />How will you get to know your
readers at the start of the year?</span></u></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
</div>
<ul>
<li><span style="font-family: "symbol"; text-indent: -0.25in;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , serif; text-indent: -0.25in;">a list of reading levels for
incoming students</span></li>
<li><span style="font-family: "symbol"; text-indent: -0.25in;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , serif; text-indent: -0.25in;">last running record from the year before</span></li>
<li><span style="font-family: "symbol"; text-indent: -0.25in;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , serif; text-indent: -0.25in;">last letter sound identification
and/or spelling inventory and high frequency work assessments from the year
before</span></li>
<li><span style="font-family: "times new roman" , serif; text-indent: -0.25in;">end-of-the-year writing (on-demand
from Units of Study) from the year before</span></li>
</ul>
<br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<u><span style="font-family: "times new roman" , "serif";">How will you use running records to inform classroom instruction?</span></u></div>
<div class="MsoNormal">
</div>
<ul>
<li><span style="font-family: "times new roman" , serif; text-indent: -0.25in;">Committing
to TCRWP’s QRI system for running
records</span></li>
<li><span style="font-family: "symbol"; text-indent: -0.25in;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , serif; text-indent: -0.25in;">Making
running records an on-going part of Reading Workshop</span></li>
</ul>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l5 level2 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]--><span style="font-family: "times new roman" , "serif";">Prepare
in bulk ahead of time<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l5 level2 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]--><span style="font-family: "times new roman" , "serif";">Create
a running record station<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l5 level2 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]--><span style="font-family: "times new roman" , "serif";">Have
students sit in a line so you can progress quickly<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l5 level2 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]--><span style="font-family: "times new roman" , "serif";">Avoid
doing more than one running record at a time with the same child<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l5 level2 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "courier new"; mso-fareast-font-family: "Courier New";">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]--><span style="font-family: "times new roman" , "serif";">Use
the old DRA as a back-up text when you are not sure </span><span style="font-size: 7pt; text-indent: -0.25in;"> </span></div>
<ul>
<li><span style="font-family: "times new roman" , serif; text-indent: -0.25in;">Accuracy -Using MSV for analyzing what systems a child is using – work from what a child <i>can</i> do and use this a jumping off point for what to teach</span></li>
<li><span style="font-family: "times new roman" , serif; text-indent: -0.25in;">Fluency
- At level J begin checking for first reading fluency (accuracy, automaticity,
prosody or expression)</span></li>
<li><span style="font-family: "times new roman" , serif; text-indent: -0.25in;">Comprehension
– retelling and answering inferential questions</span></li>
<li><span style="font-family: "symbol"; text-indent: -0.25in;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , serif; text-indent: -0.25in;">Use
this data for guided reading and strategy groups and also to tailor shared
reading, read alouds and Skills Block</span><span style="font-family: "times new roman" , serif;"> </span></li>
</ul>
<div class="MsoNormal">
<u><span style="font-family: "times new roman" , "serif";">How will you keep notes and anecdotal records?</span></u><span style="font-family: "times new roman" , "serif";"> Let me count the ways!<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman" , "serif";"><br /></span></div>
<div class="MsoNormal">
<u><span style="font-family: "times new roman" , "serif";">How will you assess volume and stamina?</span></u></div>
<div class="MsoNormal">
</div>
<ul>
<li><span style="font-family: "times new roman" , serif; text-indent: -0.25in;">Running
graph of the number of minutes the class reads each day</span></li>
<li><span style="font-family: "times new roman" , serif; text-indent: -0.25in;">Goals
with tally book logs for K-1</span></li>
<li><span style="font-family: "times new roman" , serif; text-indent: -0.25in;">Reading
logs in 2</span><sup style="font-family: 'Times New Roman', serif; text-indent: -0.25in;">nd</sup><span style="font-family: "times new roman" , serif; text-indent: -0.25in;"> grade</span></li>
<li><span style="font-family: "times new roman" , serif; text-indent: -0.25in;">Pulling
back as the year goes along to get rid of reading too quickly and fibbing and
then bringing them back periodically just to check</span></li>
</ul>
<br />
<div class="MsoNormal">
<u><span style="font-family: "times new roman" , "serif";">How will you assess writing about reading?</span></u></div>
<div class="MsoNormal">
</div>
<ul>
<li><span style="font-family: "symbol"; text-indent: -0.25in;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , serif; text-indent: -0.25in;">Keep
student work in their portfolios or your assessment system</span></li>
<li><span style="font-family: "times new roman" , serif; text-indent: -0.25in;">Begin
writing about reading at levels H/I</span></li>
<li><span style="font-family: "courier new"; text-indent: -0.25in;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , serif; text-indent: -0.25in;">Use
read aloud time for writing about reading, e.g., stop and jot, stop and
sketch </span></li>
</ul>
<br />
<div class="MsoNormal">
<u><span style="font-family: "century" , "serif"; mso-bidi-font-family: "Times New Roman";">How will students self-assess, making reading goals visible?</span></u></div>
<div class="MsoNormal">
</div>
<ul>
<li><span style="font-family: "century" , serif; text-indent: -0.25in;">Talk
explicitly in conferences giving students words for what they are doing</span></li>
<li><span style="font-family: "century" , serif; text-indent: -0.25in;">Use
anchor charts</span></li>
<li><span style="font-family: "century" , serif; text-indent: -0.25in;">Leave
a reminder , e.g., sticky note</span><span style="font-family: "times new roman" , serif; text-indent: -0.25in;"> </span></li>
</ul>
dayle timmonshttp://www.blogger.com/profile/08313072094826276617noreply@blogger.com0tag:blogger.com,1999:blog-2019179112929314257.post-52596402250979116082015-12-26T21:20:00.001-05:002016-01-24T13:22:12.153-05:00Guide to the Reading Workshop: Primary - Chapter 4 Knowledge of Reading Development<i><u>A Guide to the Reading Workshop: Primary Grades</u></i> by Lucy Calkins<br />
<br />
<div class="MsoNormal" style="text-align: center;">
<b>BIG ideas in <i>Chapter 4</i></b></div>
<div class="MsoNormal" style="text-align: center;">
<b><i>A Knowledge of Reading Development Can Power Your Teaching</i></b><o:p></o:p></div>
<div class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoNormal">
<b>1. Emergent storybook reading</b></div>
<ul>
<li><div class="MsoNormal">
research of Elizabeth Sulzby gives 4 major levels to support</div>
</li>
<li><div class="MsoNormal">
develop concepts of print</div>
</li>
<li><div class="MsoNormal">
do the work of phonemic awareness before conventional reading </div>
</li>
</ul>
<div class="MsoNormal">
<b>2. Work of A/B books</b><br />
<div class="MsoNormal">
<ul>
<li>work at this level is about meaning</li>
<li><span style="text-align: center;">should recognize 12-20 high frequency words, one-to-one matching</span></li>
<li><span style="text-align: center;"><i>do not hold students at this level, 2-4 weeks is appropriate</i></span></li>
</ul>
</div>
<div class="MsoNormal">
<span style="color: black;"><b>3. Work of C/D books</b></span></div>
<div class="MsoNormal">
<ul>
<li>introduction of visual clue (phonics)</li>
<li>integration of M(meaning) S(syntax) V(visual)</li>
<li>transition to book language, introduction of <i>said </i>and prepositional phrases</li>
<li>addition of consonant blend and digraphs</li>
<li>continuous teaching of high frequency words</li>
<li>stop and think about the story</li>
</ul>
</div>
<span style="color: black;"><b>4. Work of E/F books</b></span><br />
<div class="MsoNormal" style="text-align: right;">
<ul>
<li><div style="text-align: left;">
stories with clear beginning, middle, end</div>
</li>
<li><div style="text-align: left;">
commas and questions introduced</div>
</li>
<li><div style="text-align: left;">
compound words and inflectional endings are introduced</div>
</li>
<li><div style="text-align: left;">
<i>not ready to skip a word and read on</i> and need better problem solving (M+V-looks at first group of letters and then next group) to stamp out "first letter guessers"</div>
</li>
</ul>
</div>
<span style="color: black;"><b>5. Work of G/H/I books</b></span><br />
<ul>
<li>monitoring for self-regulation</li>
<li>more episodes (longer books, chapter books) requiring synthesis to retell</li>
<li>full range of phonics</li>
<li>multi-syllabic words (chunk and blend)</li>
<li>addition of Tier II words</li>
</ul>
<span style="color: red;"><span style="color: black;"><b>6. Work of J/K/L/M books</b></span></span><br />
<ul>
<li>longer, chapter books with illustrations disappearing</li>
<li>greater variety of genres</li>
<li>more character work</li>
<li>figurative language</li>
</ul>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_CEno9v_YuWHzO0C2zrPSSbivO5GyGRL1Ph-rnVDMV1HmROWkzh7M-vPWbxhiLiXGGp4NumyJhtl-5wZrP_ZTrmX5kkJLZZhCwcRUoYpA5e9wS3d0PmpXbINqsqjHR89-CMznDLKZpYXW/s1600/8426_LucyCalkins.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_CEno9v_YuWHzO0C2zrPSSbivO5GyGRL1Ph-rnVDMV1HmROWkzh7M-vPWbxhiLiXGGp4NumyJhtl-5wZrP_ZTrmX5kkJLZZhCwcRUoYpA5e9wS3d0PmpXbINqsqjHR89-CMznDLKZpYXW/s200/8426_LucyCalkins.jpg" width="133" /></a></td></tr>
<tr><td class="tr-caption" style="font-size: 12.8px;">Channeling Lucy!</td></tr>
</tbody></table>
Try this activity to see how well you know the levels:<br />
<br />
<div align="center" class="MsoNormal" style="margin: 0in 0in 10pt; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 20pt; line-height: 30.66px;"><span style="font-family: "calibri";">How well do you know the text levels?</span></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt; line-height: 21.46px;"><span style="font-family: "calibri";">Place the level or levels<span style="mso-spacerun: yes;"> </span>(A-M) by each skill or strategy that you would want to see the student using consistently at that level.<span style="mso-spacerun: yes;"> </span></span></span></b></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: currentColor; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;"><tbody>
<tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;"><td style="background-color: transparent; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 0.95in;" valign="top" width="91"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td><td style="background-color: transparent; border-color: windowtext windowtext windowtext rgb(0, 0, 0); border-style: solid solid solid none; border-width: 1pt 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 5.7in;" valign="top" width="547"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt;"><span style="font-family: "calibri";">1. Retells and summarizes, making inferences, and commenting on story events<o:p></o:p></span></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td></tr>
<tr style="mso-yfti-irow: 1;"><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 0.95in;" valign="top" width="91"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 5.7in;" valign="top" width="547"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt;"><span style="font-family: "calibri";">2. Matches spoken words to printed words.<o:p></o:p></span></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td></tr>
<tr style="mso-yfti-irow: 2;"><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 0.95in;" valign="top" width="91"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 5.7in;" valign="top" width="547"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt;"><span style="font-family: "calibri";">3. Uses parts from known words to read unknown words.<o:p></o:p></span></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td></tr>
<tr style="mso-yfti-irow: 3;"><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 0.95in;" valign="top" width="91"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 5.7in;" valign="top" width="547"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt;"><span style="font-family: "calibri";">4. Envision the story to compensate for low picture support.<o:p></o:p></span></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td></tr>
<tr style="mso-yfti-irow: 4;"><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 0.95in;" valign="top" width="91"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 5.7in;" valign="top" width="547"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt;"><span style="font-family: "calibri";">5. Solve difficult words with relative ease.<o:p></o:p></span></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td></tr>
<tr style="mso-yfti-irow: 5;"><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 0.95in;" valign="top" width="91"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 5.7in;" valign="top" width="547"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt;"><span style="font-family: "calibri";">6. Moves from left to right when reading.<o:p></o:p></span></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td></tr>
<tr style="mso-yfti-irow: 6;"><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 0.95in;" valign="top" width="91"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 5.7in;" valign="top" width="547"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt;"><span style="font-family: "calibri";">7. Word solve with control and independence at the point of error.<o:p></o:p></span></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td></tr>
<tr style="mso-yfti-irow: 7;"><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 0.95in;" valign="top" width="91"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 5.7in;" valign="top" width="547"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt;"><span style="font-family: "calibri";">8. Makes a return sweep.<o:p></o:p></span></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td></tr>
<tr style="mso-yfti-irow: 8;"><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 0.95in;" valign="top" width="91"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 5.7in;" valign="top" width="547"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt;"><span style="font-family: "calibri";">9. Begins to monitor, cross-checking and self-correcting at the point of error.<o:p></o:p></span></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td></tr>
<tr style="mso-yfti-irow: 9;"><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 0.95in;" valign="top" width="91"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 5.7in;" valign="top" width="547"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt;"><span style="font-family: "calibri";">10. Begins to integrate sources of information: making sure it makes sense, sounds right, and looks right (Meaning, Syntax, Visual).<o:p></o:p></span></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td></tr>
<tr style="mso-yfti-irow: 10;"><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 0.95in;" valign="top" width="91"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 5.7in;" valign="top" width="547"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt;"><span style="font-family: "calibri";">11. Independently integrates all sources of information during reading.<o:p></o:p></span></span></b></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td></tr>
<tr style="mso-yfti-irow: 11; mso-yfti-lastrow: yes;"><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 0.95in;" valign="top" width="91"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</td><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 5.7in;" valign="top" width="547"><div class="MsoNormal" style="margin: 0in 0in 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt;"><span style="font-family: "calibri";">12. Thinks about more abstract themes and universal themes.<span style="font-size: 14pt;"><o:p></o:p></span></span></span></b></div>
</td></tr>
</tbody></table>
<br />
<br />
<div>
<span style="color: red;"><i><b>Next assignment: 1-7-15</b></i></span></div>
<div class="MsoNormal" style="text-align: center;">
<div style="text-align: right;">
<div style="text-align: left;">
<span style="color: red;"><i><b>Chapter 6 "Tracking Kids' Progress and Using Assessment to Support Instruction"</b></i></span></div>
</div>
</div>
</div>
dayle timmonshttp://www.blogger.com/profile/08313072094826276617noreply@blogger.com0tag:blogger.com,1999:blog-2019179112929314257.post-17413837224980782542015-12-26T21:16:00.000-05:002016-01-24T13:22:37.764-05:00Guide to the Reading Workshop: Primary - Chapter 3 What does research say that all readers need?<i><u>A Guide to the Reading Workshop: Primary Grades</u></i> by Lucy Calkins<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTdS1l_yU8oUXakrIoCBqpVEt4yLuhEwiUXI37hS9GTyIzG7Zo5imwGpbcLmQkzCpV9YurUfqHuGuug0IIHfNHyyhrxKUgWoan_HqJIssv8V_XChJVIcZBDhFAvZFJgL5Zariq19nV-l23/s1600/Lucy.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><i><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTdS1l_yU8oUXakrIoCBqpVEt4yLuhEwiUXI37hS9GTyIzG7Zo5imwGpbcLmQkzCpV9YurUfqHuGuug0IIHfNHyyhrxKUgWoan_HqJIssv8V_XChJVIcZBDhFAvZFJgL5Zariq19nV-l23/s1600/Lucy.jpg" /></i></a></td></tr>
<tr><td class="tr-caption" style="font-size: 12.8px;"><i>Trying to understand what Lucy would want us to understand today!</i></td></tr>
</tbody></table>
<div class="MsoNormal">
<div style="text-align: center;">
<b><br /></b>
<b>BIG ideas in <i>Chapter 3</i></b><br />
<b><i> What does research say that all readers need</i>?</b><o:p></o:p></div>
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<i>"It has become clear that investing in effective teaching - whether in hiring decisions </i></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<i>or professional development planning - is the most 'research-based' strategy available."</i></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<i>-Richard Allington</i></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<em></em><br /></div>
<div class="MsoNormal">
<strong>Task</strong>: 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.</div>
<div class="MsoNormal">
</div>
<div class="MsoNormal" style="text-align: center;">
</div>
<div class="MsoNormal" style="text-align: center;">
<div style="text-align: right;">
<div style="text-align: left;">
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; margin-left: -.05in; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184; width: 564px;"><tbody>
<tr><td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 130.5pt;" valign="top" width="174"><div class="MsoNormal" style="margin: 0in 0in 0.0001pt 26.1pt;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12pt;">What the research says<o:p></o:p></span></b></div>
</td><td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 202.5pt;" valign="top" width="270"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12pt;">How we apply the research at CCE<o:p></o:p></span></b></div>
</td><td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.25in;" valign="top" width="120"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12pt;">Barriers/ Concerns<o:p></o:p></span></b></div>
</td></tr>
<tr><td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 130.5pt;" valign="top" width="174"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">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.<o:p></o:p></span></i></b></div>
</td><td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 202.5pt;" valign="top" width="270"><div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">Weekly Teacher Meetings (PLCs)<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">WOW days<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">common planning<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">Curriculum Councils<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">Early Dismissal learning<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">Book of the Month<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">Book Studies (school purchases books!)<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">demo lessons<o:p></o:p></span></div>
</td><td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.25in;" valign="top" width="120"><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 12.6pt; text-indent: -12.6pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">finding additional time to meet during busy days for collaboration<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 0.0001pt 12.6pt; text-indent: -12.6pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">getting every teacher involved<o:p></o:p></span></div>
</td></tr>
<tr><td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 130.5pt;" valign="top" width="174"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">Students need enormous amounts of time in actual reading.<o:p></o:p></span></i></b></div>
</td><td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 202.5pt;" valign="top" width="270"><div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">using Lucy Calkins’ Reading Units<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">sending books home nightly<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">Readers-to-Leaders incentives<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">working on stamina<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">reading in the hallways before school<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">reading in the content area<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">shared reading<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">encouraging young readers to partner read, choral read, repeat read, echo read,<o:p></o:p></span></div>
</td><td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.25in;" valign="top" width="120"><div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 0.0001pt 12.6pt; text-indent: -12.6pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">too many competing activities (making a class pumpkin, class pictures, assemblies…)<o:p></o:p></span></div>
</td></tr>
<tr><td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 130.5pt;" valign="top" width="174"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">Students need access to books that allow them to do a high volume of high-success reading.<o:p></o:p></span></i></b></div>
</td><td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 202.5pt;" valign="top" width="270"><div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">large fiction and non-fiction classroom libraries<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">students self-select books<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">sending home books-in-a-bag nightly<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">teachers buying their own books<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">Scholastic book orders<o:p></o:p></span></div>
</td><td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.25in;" valign="top" width="120"><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 12.6pt; text-indent: -12.6pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">more Science books on multi-levels for the required topics<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 0.0001pt 12.6pt; text-indent: -12.6pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">need more Media time<o:p></o:p></span></div>
</td></tr>
<tr><td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 130.5pt;" valign="top" width="174"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">Students need to read increasingly complex texts appropriate for their grade level.<o:p></o:p></span></i></b></div>
</td><td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 202.5pt;" valign="top" width="270"><div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">providing good range of books in every classroom<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">nonfiction libraries growing<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">many genre and nonfiction books leveled<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">using DRA/Teachers College and running records to continually move students up in level<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">reject one size fits all mandates<o:p></o:p></span></div>
</td><td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.25in;" valign="top" width="120"><div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 0.0001pt 12.6pt; text-indent: -12.6pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">still need more books<o:p></o:p></span></div>
</td></tr>
<tr><td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 130.5pt;" valign="top" width="174"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">Students need direct, explicit instruction in the strategies of proficient reading.<o:p></o:p></span></i></b></div>
</td><td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 202.5pt;" valign="top" width="270"><div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">using Units of Study with focused mini-lessons<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">data driven instruction<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">demo lessons<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">not teaching strategies in isolation<o:p></o:p></span></div>
</td><td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.25in;" valign="top" width="120"><div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 0.0001pt 12.6pt; text-indent: -9pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">gaps in the curriculum (Lucy just announced new units being developed and we need to make better use of <i>If…then</i> units<o:p></o:p></span></div>
</td></tr>
<tr><td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 130.5pt;" valign="top" width="174"><div class="MsoNormal" style="margin: 0in 0in 0.0001pt -0.9pt;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">Students need opportunities to talk in response to texts.<o:p></o:p></span></i></b></div>
</td><td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 202.5pt;" valign="top" width="270"><div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">encouraging book clubs<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">using “turn and talk”<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">using partner reading and partner talk<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">teaching accountable talk<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">offering inquiry groups and book clubs<o:p></o:p></span></div>
</td><td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.25in;" valign="top" width="120"><div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 0.0001pt 12.6pt; text-indent: -12.6pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">enough books<o:p></o:p></span></div>
</td></tr>
<tr><td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 130.5pt;" valign="top" width="174"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">Students need support reading nonfiction books and building a knowledge base and academic vocabulary through information reading.<o:p></o:p></span></i></b></div>
</td><td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 202.5pt;" valign="top" width="270"><div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">Nonfiction classroom libraries are growing<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">all old Science series books were leveled<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">teaching text features<o:p></o:p></span></div>
</td><td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.25in;" valign="top" width="120"><div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 0.0001pt 12.6pt; text-indent: -12.6pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">need more Science books on required topics and high interest/low readability<o:p></o:p></span></div>
</td></tr>
<tr><td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 130.5pt;" valign="top" width="174"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">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.<o:p></o:p></span></i></b></div>
</td><td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 202.5pt;" valign="top" width="270"><div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">using DRA/Teachers College and running records to listen to students read as formative assessment<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">keeping anecdotal notes to be shared between co-teachers so they know what the child has been working on<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">working with small groups and individuals<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">providing Tier II interventions in the classroom<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">providing Tier II interventions<o:p></o:p></span></div>
</td><td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.25in;" valign="top" width="120"><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 12.6pt; text-indent: -12.6pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">need better technology (wi-fi)<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 12.6pt; text-indent: -12.6pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">too much testing<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 12.6pt; text-indent: -12.6pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">not enough time in the Pacing Guide to teach students new question stem strategies<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 0.0001pt 12.6pt; text-indent: -12.6pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">not enough time in the Pacing Guide to try other non-Calkins strategies such as those by Beers, Laminack<o:p></o:p></span></div>
</td></tr>
<tr><td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 130.5pt;" valign="top" width="174"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><i><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">Readers need teachers to read aloud to them.<o:p></o:p></span></i></b></div>
</td><td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 202.5pt;" valign="top" width="270"><div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">most teachers have large numbers of read alouds of their own<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">Star Books in kindergarten offer great read aloud opportunities<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">read alouds are available through Text Talk (vocabulary)<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">both new and older Books of the Month offer excellent read alouds and are available in every room<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">Author studies<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 0.0001pt 17.1pt; text-indent: -13.5pt;">
<span style="font-family: "symbol"; font-size: 10.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "times new roman" , "serif"; font-size: 10pt;">Lucy’s touchstone texts offer great read aloud opportunities<o:p></o:p></span></div>
</td><td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.25in;" valign="top" width="120"><div class="MsoNormal" style="margin: 0in 0in 0.0001pt 12.6pt; text-indent: -12.6pt;">
<br /></div>
</td></tr>
</tbody></table>
</div>
<div style="text-align: left;">
<br /></div>
</div>
</div>
<div class="MsoNormal" style="text-align: center;">
<div style="text-align: right;">
<div style="text-align: left;">
<span style="color: red;"><i><b>Next assignment: 12-10-15</b></i></span></div>
</div>
</div>
<div class="MsoNormal" style="text-align: center;">
<div style="text-align: right;">
<div style="text-align: left;">
<span style="color: red;"><i><b>Chapter 4 "A Knowledge of Reading Development Can Power Your Teaching"</b></i></span></div>
</div>
</div>
dayle timmonshttp://www.blogger.com/profile/08313072094826276617noreply@blogger.com0tag:blogger.com,1999:blog-2019179112929314257.post-11182948564711997702015-12-26T21:11:00.003-05:002016-01-24T13:24:05.682-05:00Guide to the Reading Workshop: Primary - Chapter 2 What does the series contain?<i><u>A Guide to the Reading Workshop: Primary Grades</u></i> by Lucy Calkins<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAtLi6_AnBzGQkT-O6bH1J_GNk4aJYVuza04P5yRXB33w_IeQabQBwI00hIv8qpUQgpAh7omWcO-sfWOI7_j1let4SbXx7hvoJgnhSJdNx65zyJd7v_BtiF7XGwdEqApe6EId7OwPxW5Q/s1600/blogger-image--248369715.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAtLi6_AnBzGQkT-O6bH1J_GNk4aJYVuza04P5yRXB33w_IeQabQBwI00hIv8qpUQgpAh7omWcO-sfWOI7_j1let4SbXx7hvoJgnhSJdNx65zyJd7v_BtiF7XGwdEqApe6EId7OwPxW5Q/s1600/blogger-image--248369715.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Book Study Group of Chets Creek Leaders</td></tr>
</tbody></table>
<div class="MsoNormal">
<br />
<div style="text-align: center;">
<b>BIG ideas in <i>Chapter 2</i></b></div>
<div style="text-align: center;">
<b><i> What does the series contain</i>?</b><o:p></o:p></div>
</div>
<div align="center" class="MsoNormal" style="text-align: center;">
“This series aims to be... professional development in a box”<br />
<br />
<div style="text-align: left;">
Each grade level box includes:</div>
</div>
<div class="MsoNormal">
<div>
<ul>
<li><span style="text-align: center;">Four major units which include units in fiction and non-fiction with a foundation unit and </span></li>
</ul>
<ul>
<li>Six additional possible units in the <i>If...Then..Curriculum</i> which provide for choice and differentiation</li>
</ul>
</div>
<ul>
<li> Each session (lesson) includes: </li>
<ul>
<li>mini-lesson</li>
<li>suggestions for conferences and small groups for that day</li>
<li>mid-workshop teaching</li>
<li>share</li>
</ul>
</ul>
</div>
<div>
<ul>
<li>Also included are </li>
<ul>
<li>a stretch of reading work with state-of the art readalouds</li>
<li>supports for shared reading</li>
<li>short list of recommended titles for independent, partner and club reading</li>
</ul>
</ul>
</div>
<div>
<ul></ul>
<div>
THIS SERIES IS BUILT ON DECADES OF TEACHING AND RESEARCH.</div>
</div>
<div>
THIS SERIES PROVIDES BOTH CURRICULUM AND PROFESSIONAL DEVELOPMENT</div>
<div>
<ul>
<li>Uses "gradual release of responsibility" and "zone of proximal development"</li>
</ul>
<div>
Research by Bembry and others: If a child has access to a strong teacher for three consecutive years, that child's scores on standardized test will be as much as 40% higher than the scores of students who have not had strong teachers. This show the effect of a good school (and that is Chets Creek's strength!)</div>
</div>
<div>
<ul>
<li>Schools need to become communities of practice with a common language.</li>
<li>"The reading curriculum will always be a living, changing, growing compilation of best practices."</li>
</ul>
<div>
<span style="color: red;"><i><b>Next assignment: 12-3-15 Chapter 3 "What Does Research Say All Readers Need?"</b></i></span></div>
</div>
dayle timmonshttp://www.blogger.com/profile/08313072094826276617noreply@blogger.com0tag:blogger.com,1999:blog-2019179112929314257.post-92161931460143756962015-12-26T21:09:00.001-05:002016-01-24T13:24:51.493-05:00Guide to the Reading Workshop: Primary - Chapter 1 First Things FirstFor those that want to follow along with our current book study, but are not able to attend...<br />
<br />
<i><u></u></i><i><u>A Guide to the Reading Workshop: Primary Grades</u></i> by Lucy Calkins<br />
<br />
<div class="separator" style="clear: both;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDmthWgHOOVPeD1G4qqz0Jf7B6LZwNpccM4qfg5ci0u0rtdKzRcDj-ZCnmmGnCzklzOVjkqa87cdJb8bnmbWsenK-ZSyQED0h0JiaH1n_eiPbzmeDv5_6yMRUckyRvnRZ_SN0y_4aOA254/s640/blogger-image-658526268.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDmthWgHOOVPeD1G4qqz0Jf7B6LZwNpccM4qfg5ci0u0rtdKzRcDj-ZCnmmGnCzklzOVjkqa87cdJb8bnmbWsenK-ZSyQED0h0JiaH1n_eiPbzmeDv5_6yMRUckyRvnRZ_SN0y_4aOA254/s320/blogger-image-658526268.jpg" width="320" /></a><i><u></u></i></div>
<br />
<br />
<div class="MsoNormal">
<div style="text-align: center;">
<b>BIG ideas in <i>Chapter 1</i></b></div>
<div style="text-align: center;">
<i><b> First Things First</b></i><o:p></o:p></div>
</div>
<div align="center" class="MsoNormal" style="text-align: center;">
“You cannot create what you cannot imagine.”<o:p></o:p></div>
<div class="MsoNormal">
</div>
<ul>
<li>Too many children are not learning to <i>love</i> to read. The longer kids stay in school, the less they like to read!</li>
</ul>
<br />
<ul>
<li>What are the conditions that make reading bad for you? What makes reading good? It's the same for kids!</li>
</ul>
<div class="MsoNormal">
</div>
<ul>
<li>Large, for-profit companies with core reading programs are not the answer. We have 50 years of research saying packaged programs do NOT work.</li>
</ul>
<div class="MsoNormal">
</div>
<ul>
<li>The most important thing we can do to lift student achievement is to support the professional development and retention of good teachers.</li>
</ul>
<div class="MsoNormal">
</div>
<ul>
<li>Students need to spend most of their time reading in books that are just right. We will not close the reading gap by having students read grade level text that is beyond their reach.</li>
</ul>
<div class="MsoNormal">
</div>
<ul>
<li>We must model the professional learning as adults that we want in our classrooms.</li>
</ul>
<div>
<i><span style="color: red;">Next assignment for 11-19-15: Chapter 2</span></i></div>
dayle timmonshttp://www.blogger.com/profile/08313072094826276617noreply@blogger.com0tag:blogger.com,1999:blog-2019179112929314257.post-18633771979497866822015-06-11T23:23:00.002-04:002015-06-11T23:23:33.105-04:00Primary - Lucy Calkins Professional Development in Orlando<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi78sL72V5r3tp5kZE1OFOYSrzKRYr2X4H7YWl-T1p6CFzd_UmJ1azvp2jkcN8WK39Dbvbfh6XqtAnRNAcQKYLXhGeF8FHzTO7j0gDannvcKoPA2XIspmCs9PIEbA04D-kh0tR-i3MKtWc/s1600/lucy.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi78sL72V5r3tp5kZE1OFOYSrzKRYr2X4H7YWl-T1p6CFzd_UmJ1azvp2jkcN8WK39Dbvbfh6XqtAnRNAcQKYLXhGeF8FHzTO7j0gDannvcKoPA2XIspmCs9PIEbA04D-kh0tR-i3MKtWc/s640/lucy.jpg" width="640" /></a></div>
It has been a few months since we have been to the<b> Everyday Writers -- Lucy Calkins Conference/Orlando, FL</b> workshop, but long story short, it is finally getting posted. We felt like groupies when Lucy entered the room and to our delight, she was more than gracious and posed for a picture with us. The following is the compiled notes from the conference:<br />
<br />
<div style="text-align: center;">
<b>Units of Study: Implementing Rigorous, Coherent Writing Curriculum, K-2 </b></div>
<div style="text-align: center;">
<b>Everyday Writers </b></div>
<div style="text-align: center;">
<b>Lucy Calkins Conference/Orlando, FL </b></div>
<br />
On Friday, February 28th, 2015, a group of teachers from Chets Creek Elementary School attended the above referenced writing conference hosted by Lucy Calkins and Shanna Schwartz from Teachers College/Columbia University. Included in the presentation was: <br />
<br />
* The Architecture of Effective Writing Minilessons <br />
<br />
* Tools for Supporting and Effective Writing Workshop <br />
<br />
* Units Overviews and Contents from Units of Study <br />
<br />
Teachers were grouped by primary (Shanna Schwartz) and intermediate (Lucy Calkins). The following are the notes taken by the primary teachers who attended the conference. <br />
<br />
<b>Work of Writing Workshop </b><br />
-it used to be that writing was part of a subject – Science/Social Studies, etc. or it was a “Fun Day” of writing – every once in a while.<br />
-Big red marks on papers – but no content was talked about. <br />
-Nobody taught us “how” to write. <br />
What makes writing great? <br />
In WW classroom we are about grammar/spelling and content. <br />
Feedback is about the writing. <br />
<b><br /></b>
<b>The Writing Workshop Bill of Rights</b><br />
<b>A</b>. 1) Time to Write - Provide children the time to write. Meet children where they are. In Kindergarten they can grow from 12 minutes one day to 13 the next. All writing starts from assessment. (In NY, the school year goes from year to year – December 31st for kindergarten for 5 year olds – so they have lots of children that are 4 ½ starting K).<br />
2) All writing starts with assessment <br />
3) All of my teaching will go to build their stamina. (Use timer to see how long they write until 1/3 are off task. This is a good time to stop the workshop. Write the time on the board and say something like “Wow” we have been writing for 17 minutes and “We will try to beat that time tomorrow.” <br />
Stop when students are still “on task”. They will remember it as an “on task” time – and an “off task” activity. <br />
Start Day 1 – in K – Draw and Write – All can do it. <br />
<b>B</b>. 1) Units based on authentic genres <br />
2) This is authentic writing – not made up writing – used in the real world <br />
3) Acrostic poems – not used that much (few authors) – come April – time for the acrostic poems. <br />
4) Old Journal Entries – “Today is Tuesday.” “We will go to Art today.” – Not writing for an audience. This is writing not meant to be published. <br />
<b>C</b>. Knowledge of Conventions <br />
1) Spelling, punctuation, and grammar – we see where they are and take them to where they need to go. Approximations are good until they are ready for conventional. When your son learned to talk did he say “Can you get me some water?” or “WaWa?” <br />
2) Take approximations or they will write nothing if perfection is expected. (Story – A child in class wrote the same story every day because during a conference I said it was good. Student was too afraid to writing something wrong. Then she told her “If you take risks with your writing, I will confer with you every day” and that worked. “Best work is the work that stretches us.”<br />
<b>D</b>. Skills and Strategies Writing <br />
1) As we teach genre, craft, and skills, we work hard not only to name the skill but to give them multiple strategies: <br />
<b>What How </b><br />
“Strong Lead” - Now give ‘How’ strategy – <br />
- weather <br />
- moment of action <br />
- character taking <br />
“Spaces” - Place a finger after each word <br />
- Lucy’s – “Listen for the sounds of a word, when you don’t hear any more sounds – then put a space for the silent space.”<br />
- Making lines to become their words (Planning their work).<br />
2) Teaching Strategies in addition to skills. <br />
<b>E</b>. Understanding the Writing Process <br />
1) Writers don’t make writing just to make writing. <br />
2) Collaboration (Sharing with other people). <br />
3) Partnership – to make writing better <br />
4) Needs to be comfortable – sharing writing with others <br />
5) Supporting a growth mindset. <br />
<br />
<br />
<b>What is the Writing Process? </b><br />
Idea (booklet) - Story <br />
Plan (picture) <br />
Draft (words) - <br />
Edit (making it better) (word wall) <br />
Start another story. <br />
<br />
<b><br /></b>
<b>What about the writing? </b><br />
Less sophisticated the writer – the more the writing. <br />
WW is about students going through writing independently. <br />
- Confer – to help with a little bit more <br />
- Not to do something 10 steps harder (Zone of Proximal Development) <br />
Example – 5 papers for degree - 1 paper (30 pages for Masters) – The point is to get lots of writing right away – then as student gets better, the writing will become more sophisticated. <br />
Cheerleader – beginning of Unit “My job is to get them fluid at the beginning – then they will get better. <br />
What she says while children are progressing “Oh – do the best you can and keep going.” <br />
Conferences help to make the piece better – but for students who have a hard time in writing – it is to make the next piece better. It is harder to make the current piece better. It is better to just start a new piece of writing. <br />
For instance – “Here I see…” (Just 3 stick people). <br />
Maybe your next piece you can have them talk and tell where they are (at the park). <br />
Layer the next piece with more sophistication. <br />
<b>Process</b>: Get an idea this is a focused story. (no bed to bed stories – take one part and focus one point.) <br />
1) We do not want 17 page stories. Encourage more pieces of writing – not longer. The longer stories tend to get worse. <br />
2) Multiple pieces work for choice (when it comes to editing/publishing). <br />
Gather all pieces and pick one for publishing. Remembering to pick your best piece of writing…Patricia Polacco didn’t pick her worse books to publish. <br />
“Revision is the compliment you give to your best writing.” L. Calkins <br />
Lucy lives by this saying. At Teacher’s College, everyone gets a color (blue, green, etc.) for their writing (lessons, etc.) Lucy’s color is red. (When she wants to be nice, she’ll use pink.) If you get your submission back with no red editing you know it was not worth her time to try to “fix it up.” You look for those red marks. <br />
<br />
<b>Writing Center </b><br />
* Children need to be able to work independently <br />
* They need to have access to the materials <br />
* Do not be the holder of all things. <br />
* Students will be off-task while you dole out paper, etc. <br />
Paper Choices <br />
* Just-right writing paper <br />
* Booklets <br />
* Should match the development of the writer – e.g. plain white paper for the beginning writer. <br />
Booklets are used as a graphic organizer – a plan for writing. With one sheet you get a story on one page. Multiple pages teach the child that we plan and write more. <br />
“I can see you are outgrowing your paper. You need sentence paper.” When students are adding multiple editing strips, they have outgrown their paper choice. <br />
“Just right paper” is paper that has 2 lines left on the page. If I use a new page for the story (plan) you are teaching paragraphs. <br />
<br />
<br />
<b>Meeting Area </b><br />
* Mini lessons <br />
* Shares <br />
Use the document camera to share – students need to see the writing close up. <br />
Charts on display of what you are working on. <br />
Most students are productive with children at their tables. <br />
* Vocalizing is a way to keep us focused. <br />
* Not expecting WW to be silent. <br />
* They should be reading their writing to themselves and others. <br />
* Also, have places for students to go who need it to be quiet. <br />
* Students should be rewarded for knowing what kind of writers they are. <br />
* Some may need offices <br />
* Give kids what they need to be successful. <br />
<b><br /></b>
<b>Writing Workshop is the same everyday: </b><br />
Routine: 4-10 minutes – The students need to be doing the work. “Who is talking is doing the learning.” The lessons need to be done quickly so that the students can write. Analogy: “How can I learn to swim if I’m on the sidelines all the time.” If you want to learn how to write, you need to write. <br />
<br />
<b>Beginning of a Unit: </b><br />
* Move about the room as the children write “<i>butterfly around the classroom.”</i> “quick and light” <br />
* Get the energy going <br />
* Tell them what’s going well <br />
* Specific compliments <br />
<i>As the unit continues: </i><br />
* Slow down <br />
* Have more meaningful conferences <br />
* More feedback – longer and stronger <br />
* Small group (and editing group, great beginnings) <br />
<br />
<br />
<i>Mid Workshop Teaching Point </i><br />
* Rally energy “I want to let you know about…” or remind children about something, or “It’s getting a little itchy in here – remember we are going to 25 minutes.” <br />
* (2nd grade) Let’s take a one minute editing break, check word wall, check punctuation – see what you need. <br />
* It lets kids know that editing doesn’t just happen at the end. <br />
* (K-1st) – may have some children ready to edit – check handwriting – reread- pick small things to look for. <br />
<br />
<i>Share (Different kinds of...)</i><br />
* “Teaching Share” – the time for doing more teaching. <br />
* Follow up on the mini lesson <br />
* “Let me read you the 1st intro pages of these books.” <br />
* “Follow up” <br />
* “Goal setting” <br />
* Problem solving time – e.g. Problem at writing center. <br />
* Sneak peeks – “Look at these – tomorrow we will…” <br />
* Review shares – “Last month we talked about looking at the word wall…” <br />
* Research shares – “What makes this a great piece of writing?” <br />
* Interview a child – They need to talk about their writing. <br />
* Interactive/Shared Writing – Make a piece of writing together ..how should I start it?” <br />
* Celebrating Shares – celebrate what we have done…”Writer’s the most amazing thing happened today - let me read the first sentence of each of these stories (sitting in a circle). <br />
<br />
<br />
<b>What are the components of Balanced Literacy? </b><br />
<div style="text-align: left;">
<b>Word Study </b></div>
<div style="text-align: left;">
<b>Read Aloud </b></div>
<div style="text-align: left;">
<b>Interactive Writing </b></div>
<div style="text-align: left;">
<b>Shared Writing </b></div>
<div style="text-align: left;">
<b>Writing Workshop </b></div>
<br />
Word Study – 10/15 minutes – phonics/phonemic awareness <br />
Read Aloud – They need to hear great writing in order to write (exposure). <br />
Interactive/Shared Writing – 10-15 minutes – the class makes writing together – teacher holds the pen. They get to see authentic writing (whole class). Writing in the genre they are in at the time. <br />
<br />
<br />
<br />
<b>Assessment Rubrics </b><br />
* Did they write a story? <br />
* Start with “on grade level” column – <br />
* Check the higher level <br />
* “iffy” go to the middle column <br />
The rubric helps to score and what to teach the child. <br />
Look at the writing and see if there is a sense of “moving across pages.” Teaching the kids to plot their stories across pages – every time they say “and then” – turn the page. So when you are assessing, you will look for this. <br />
<br />
<b>ESOL </b><br />
* Get child to talk about his/her writing <br />
* Continue to say “tell me more” <br />
* Listen <br />
* Big feelings <br />
* Not just for this piece of writing but for all. <br />
We are teaching the writer not the writing. <br />
The kids have to do the talking not the teacher. <br />
Skill – Big Feelings Strategy – Have character talk “big feelings.” <br />
Have them go back and do in all previous writing. The repeated practice makes it stick with students. <br />
<br />
<br />
<b>What Can We Do?</b><br />
Use writing folders with metal tabs in the middle. Paper in the middle titled "Strategies to Habits"<br />
<div style="text-align: left;">
Remember to put spaces. Drawing characters differently (instead of all looking the same. </div>
<br />
<div style="text-align: left;">
Wrote more on each page </div>
Only 4 things at a time. Reteach if they are there for a long time. Make teacher note and one for child. <br />
When “spaces” are mastered – move over to habits side. <br />
Idea – Have library pockets “Look What We Learned” – Pull out sticky notes for accomplishments and place in pocket charts. <br />
When you confer – have your own writing folder. Use it to help with conferences (one for each genre). <br />
3-4 minutes per conference. <br />
Her “Beyonce Days” - the perfect day <br />
7-minute mini lesson <br />
5 (3-4 minute conferences) <br />
1 small group <br />
<br />
<b>Share </b><br />
By the end of the week, you will see most of the kids in either small group or conferencing. <br />
Tip: Timer – carry it with you (4 minutes per conference). Much better at shorter conferences – kids know that the time is short and they are more prepared. <br />
Give yourself one day a week to read through children’s writing (time for 45 minutes). This is about one table per night and then you will be more prepared for the next day’s conferences. <br />
<i><br /></i>
<i>Informational Writing </i><br />
* Author’s Craft is so important. <br />
* As the children progress, have them work on what is working well – write more. <br />
* How can I get them to add more – to get the writing better? <br />
o Add an example <br />
o Add definition – what words mean. <br />
o Add words that go with a topic (brush, stroke, etc.) <br />
Opinion Writing <br />
* It is the writing of social change. <br />
* I see an injustice and I go and I write about it. <br />
3 Units in Opinion Writing <br />
Persuasive - K – save for the end of year - signs, songs, letters, petitions <br />
* All of this can help get their opinion across. <br />
Look around the world and see how you can make it better. <br />
This circles back to 3rd grade. <br />
1st grade – writing review of favorite things – movies, food, etc. <br />
* Why do you think that? <br />
* Rating system <br />
A really great piece of Opinion writing also includes Informative Writing. <br />
Checklists <br />
* Are used for children to help each other (partner groups) <br />
* “Starting to” is a very important part of the rubric. <br />
They should be using the rubric as an emphasis on the things that they haven’t done – not as a check off list. <br />
Celebration <br />
Celebrate the work – not the writing. <br />
Look how much you have grown. <br />
Use the edited pieces – do not recopy. <br />
Every piece where there is a flap or cross out or correction shows growth. They are stretching themselves. <br />
<br />
<b><br /></b>
<b>SUMMARY</b><br />
<br />
<br />
* Start Writers’ Workshop on the first day of school. Set a timer. Try to write for a longer time each day. <br />
* The Units of Study were written for us to teach authentic writing. Writing that exists in a library or a book store – writing that is written for an audience. This is public, published writing – not personal journal writing. <br />
* Students will gradually develop their knowledge of conventions. First accept their approximations and then correct them. <br />
* Teach students skills and multiple strategies to do them. We need multiple strategies. For example, writing with a strong lead is the skill (what to do). <br />
Strategies to do this (how to do) include setting the scene with weather, starting with a moment of action, starting with the character’s dialogue, etc. <br />
* Writing is a process. The less sophisticated the writer is… the more stories he/she will need to produce. Students will go through the process independently. Kindergarteners will produce a lot more stories than second graders. Students need to go through the process many times and will learn something new each time. As the children have more ideas and develop an understanding on conventions, etc. they will take longer on their writing. (Gather ideas, Draft, Revise, Edit, Gather ideas, Draft, Revise, etc.) Start new writing, instead of making “this” piece better, teach them to make the “next” piece better. <br />
* Students need many pieces of writing, not one long story. They need practice generating lots of ideas. Ask them, Where do you go all the time? What do you see all the time? What do you do all the time? <br />
* Teach the children that we make all these pieces of writing and we make all of them better as we go. Choose your favorite to publish. Fancy it up! Revision is the compliment you give to your best writing. Patricia Polacco doesn’t publish her worst story in a book. <br />
* Children need to write independently and be able to work through the process. Have a writing center in your classroom. Release your control and allow children access to what they need. Your just right paper should have a few more lines than you can fill up in your first go around. Children will need paper choices. Even second graders should be writing across many pages. Each thought belongs on a page. This is to give them a sense of writing in paragraphs. <br />
* Celebrate the work not just the finished product. For every flap, re-write, edit, cross out, etc. that is a place where you’ve grown as a writer. You’ve made your work better. <br />
* Writers Workshop should have a short mini lesson at the beginning (3-7 minutes). At the start of a new unit the teacher is like a butterfly – a little comment here and there to get everybody going. As the unit continues, conferring gets longer and more in depth as the writing progresses. Conferencing should be 4 minutes and to save time the teacher should read <br />
the student’s writing. Use your time to talk about the writing, not just the piece of work but name some strategies you see in the paper. Try to have the student do most of the talking. <br />
* In a typical workshop there would be a 3-7 minute mini lesson followed by 3 four minute individual conferences, a small strategy or re-teaching group of 7 for about 15-20 minutes, 3 more four minute individual conferences, and a closing teaching share. <br />
*<span style="background-color: #cfe2f3;"> <b>Closing teaching share – don’t spend time just having students read their work. Use this time to showcase work and teach something.</b> </span> Or find part of the child’s writing that will be coming up in a future lesson – a sneak peak at what’s coming next. <br />
* Mid-workshop editing break. As adults, we write and edit as we go. It’s a habit of mind. To help teach this to children, stop during the writing time and tell them you are going to have a 1 minute editing break. Set the timer for 1 minute while everyone reads their work looking for a specific thing to edit – could be capital I, could be punctuation. Make the necessary edits then and there and move on after a minute passes. <br />
* There are three kinds of mini lessons: traditional/guided practice/inquiry. <br />
* The components of balanced literacy: word study/interactive writing à Writing Workshop ß shared writing/read aloud. You should spend 10-20 minutes on this. Shared writing helps children see what a finished piece looks like. Write in the same genre you are teaching. Children help decide the words but the teacher writes. <br />
* Strategies to Habits: put a piece of computer paper in a page protector and divide it into four squares. Each section should have a post it note with an individual writing goal in it. Check these goals during writing conferences. When the strategy has become a habit move to a poster/chart/pocket. No more than four at a time. Look What We’ve Accomplished! <br />
* Informational writing has it’s own sound: a command voice and active verbs that tell what to do. <br />
* When giving on-demand prompts, look and see what the kids do while they’re writing. Take notes. Do they use the word wall? Do they write the whole time. <br />
* Use the checklists to move children and conference with them. <br />
<br />
As you can see there was a lot to this one day workshop and we are so glad we had the opportunity to attend and report back to you. Here's to making every minute of Writer's Workshop a learning experience.Maria Mallon & Cheryl Dillardhttp://www.blogger.com/profile/05290531337363439536noreply@blogger.com0tag:blogger.com,1999:blog-2019179112929314257.post-26421773386738607442015-03-06T14:28:00.000-05:002015-03-06T14:28:20.052-05:00Intermediate - Professional Development with Lucy Calkins<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVT0YvK6x57kJGhpJFMSdoJSWILRQNwtnzaoUopunXPsVdIUKFr-n4vgSTs9atYW0rAtnaouZ_C_NKiqKIVrQSGxQHiQEhSDyazcssqQ5HKf-rX7vrYg-QP_llBFZVDL8P9UMBQ4i443Q/s1600/IMG_8452.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVT0YvK6x57kJGhpJFMSdoJSWILRQNwtnzaoUopunXPsVdIUKFr-n4vgSTs9atYW0rAtnaouZ_C_NKiqKIVrQSGxQHiQEhSDyazcssqQ5HKf-rX7vrYg-QP_llBFZVDL8P9UMBQ4i443Q/s1600/IMG_8452.JPG" height="185" width="320" /></a><span style="font-size: 14pt; line-height: 115%;">Compiled by
Lynn Zollinger, Kara Permuy, Dorry Lopez-Sinclair, Jennifer Scarola, Christy
Constande and Denise Evanko</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt; line-height: 115%;"> It was validating and informative to
listen to Lucy Calkins speak about education.
Her primary focus was writing, but she spoke of how reading and writing
go hand in hand. Both must be taught
rigor and fidelity. Writing should be
taught first thing in the morning as it is the most rigorous subject.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt; line-height: 115%;"> "Writers grow like oak trees in the
process of time." To be a good writer, it takes time. However, there is an urgency to writing
instruction. They should be writing at
least two pages a day in the intermediate classrooms. At the beginning of the year, a writer's
fluency is more important than their ideas.
The intermediate classrooms want to develop a culture of "working
hard" and "fast and furious" writing. Lucy mentions that in her writing units,
bends three and four are more advanced.
Bend three is the reading and writing connection and bend four is
publishing to a higher level.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt; line-height: 115%;"> Conferencing is the key for students to
push their writing ability along. Lucy
states that an effective conference should begin with listening to the writer,
asking the writer a question, complimenting the student and giving a next step
or tip. She suggests "dotting the
room" by going and being by a writer at their seat so that the other
children hear the conversation and can learn the teaching tip that was
suggested. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt; line-height: 115%;"> Writing partnerships should not be ability
based, but diverse. Student A should
share with student B daily. Compliments
should flow freely. Teachers should hold
a child's writing like it is gold. When
a child shares their writing with an audience, it encourages them to care more
about their writing. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt; line-height: 115%;"> As teachers, we must make a promise to our
students that writing instruction will teach students to sort, analyze,
evaluate, connect and apply all that they have learned so that they can become
strong writers. <o:p></o:p></span></div>
<br />
<div class="MsoNormal">
<span style="font-size: 14.0pt; line-height: 115%;"> <o:p></o:p></span></div>
Melanie Holtsmanhttp://www.blogger.com/profile/18146971294514579713noreply@blogger.com0tag:blogger.com,1999:blog-2019179112929314257.post-80478937724503581202014-08-26T09:48:00.001-04:002014-08-26T09:48:56.140-04:00Outgrowing Yourself as a Reader - Lucy CalkinsI was so fortunate to be accepted to return to the Summer Reading Institute this month at Teachers College in NY. It is truly so inspiring and packed with learning it supports my entire year as a literacy coach as well as grows my personal knowledge and understanding of literacy. And there is no better way to start the week than a keynote by Lucy Calkins.<br />
<br />
So much of what she says I cannot capture in words but I thought it important to share the gist of her message and there is just no way to paraphrase it. Much of this is direct quote. It's a message that never occurred to me. Which is how I know it will really change the way I look at my teaching and learning... and reading this year! I hope it resonates with you as well.<br />
<br />
<i>You know that song, “I Hear the Earth Move, Under My Feet...”? What times these are in education! Times of pressure, times of intensity,...<br />We live in an information age. Technological knowledge doubles every 2 days. All that knowledge is at kids’ fingertips. It used to be the teacher’s job to convey knowledge to the uniformed, to carry crucial content... and now anyone can access any information with one click. The teacher’s job therefore is to no longer deliver the information because information is like air, it’s everywhere! The job now is to help kids actively construct coherent meaning from the deluge of information. As literacy educators, we’ve got our work cut out for us. <br /><br />Some people think our work revolves around helping kids tackle more complex texts, and it’s true that some of things that were expected at the end of fourth grade are now expected at the middle of second grade. And those expectations of course, build over the years. But the far bigger challenge is that kids are expected to read with incredibly high levels of comprehension and to write with enormous skill. The challenges in today’s world does require the lift in expectations. After all, this generation will be the ones to figure out how to keep New York City and other coastal cities from being damaged by floods that are sure to come and other world calamities and illnesses...<br /><br />The most important thing I can say today is that study after study shows that YOU ARE <teachers> what makes the difference in students and achievement. And I’m worried about this country, I’m worried that this nation is trying to accelerate student achievement by spending seven and a half million on tests and seven and a half million on the technology for those tests and saving nothing for teachers. <br /><br />The first thing I want to suggest, is that to lift the level of your teaching you need to work on your own reading. I would like this institute to be a turning point for you as a reader. Come to the institute thinking I’m going to gather knowledge and I’m going to really work on my reading, I’m going to reach for more. I’m going to try to outgrow myself as a reader. You might be thinking you don’t really need to work on your reading. Yet at the start of every writing institute most of us resolve to improve our writing and do get goose bumps at the prospect of writing. Because we realize….there is writing and there is writing…. we know that writing better as a writer is demanding, deeply personal and intellectual work. But I want to suggest that if you think of reading well as merely getting the words right, or following the plot or figuring out the theme of the story then you are teaching a reading that is unimagined. If learning to read well is kid stuff, that will show in what you do. The kids will learn that learning to read better is kid stuff and teachers just bribe and trick kids into doing it and that in real life skilled readers don’t think about what they read and don’t work on outgrowing themselves as readers. But you can say to yourself today, “I’m going to try to outgrow myself as a reader. To set goals and to work deliberately toward those goals.” If you do that you can become a reading mentor for your kids and your colleagues. The thing is…to get better as a reader takes resolving to do so. <br /><br />Malcolm Gladwell says that to become an expert at anything takes ten thousands hours of practice. The problem is that it takes ten thousand hours of deliberate practice. No matter what it is you are trying to get better at it’s not practice makes perfect. Perfect practice makes perfect. Deliberate practice makes perfect. <br /><br />So let me ask you, for how many years of your life have you been reading? And for how many of those years have you been deliberately working at outgrowing yourself as a reader? What is the shape of your learning curve as a reader? My suggestion is to resolve to accelerate your curve. </teachers></i><br />
<i></i><br />
_______________________________________________________________________________<br />
<br />
My initial reaction to this message was hmmm, let me think about that. I don't know if I can outgrow myself as a reader! I mean, if you know me you know that I am an obsessive reader. I read while drying my hair in the morning, while waiting for my kids at dance/soccer, every evening before bed and anytime I get the chance. I even "time myself out" from reading when I have other things to get done!<br />
<br />
And I get that I can be a "plot junkie" rushing through to what will happen next...but learning that about myself has made me a bit more reflective and this last year I have slowed down and tried to look at my reading through different lenses. <br />
<br />
So how to improve now? Because Lucy says if I am not learning I cannot model and be the best reading teacher I can be! Mentally I am stopping and rereading to ponder things that would have previously slipped through my mind. I am actively trying to build theories and determine author intention through text evidence (instead of personal experience). I'm trying to actively keep my ideas within the text. Does that make sense? It might not sound like much but it has really changed my reading!<br />
<br />
Will you be outgrowing yourself as a reader this year? I would love to hear what you will be doing!<br />
<br />
<br />
<span style="font-size: x-small;">Cross posted at <a href="http://onceuponateacher.blogspot.com/" target="_blank">Once Upon a Teacher</a></span>Melanie Holtsmanhttp://www.blogger.com/profile/18146971294514579713noreply@blogger.com0tag:blogger.com,1999:blog-2019179112929314257.post-76368081873741878392014-01-05T22:25:00.000-05:002014-01-05T22:35:54.114-05:00Learning from Lucy - Part Two of TwoAs the Literacy Coach here at Chets Creek Elementary, I have been fortunate enough to hear Lucy speak a few times. Each time is different, powerful and packed with so many tidbits that I cannot ever manage to capture in notes. Each and every one of the teachers' notes that were shared in the <a href="http://livefromthecreek.blogspot.com/2013/12/learning-from-lucy-part-one-of-two.html" target="_blank">previous post </a>were much more coherant than the notes I manage to capture. I have learned to audio record and spend hours savoring over the audio. Since so much of this is completely Lucy's words it is in italics. Please enjoy learning from her as I do:<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvO4yqsYAo1O80lmKVMza4Qi5bR28TVKSml5gnz6KGKSynEvWD1zfZaV73Q4fE3fiuzKS1YSCHtfu8pJqNq_PdMyutKJ8Sc2TCzixn07SBvQ-ZFyYRbsgtRu2XXRM7aLlw4ebRLaYyuQQ/s1600/Lucy+answers+teacher+questions+during+break.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvO4yqsYAo1O80lmKVMza4Qi5bR28TVKSml5gnz6KGKSynEvWD1zfZaV73Q4fE3fiuzKS1YSCHtfu8pJqNq_PdMyutKJ8Sc2TCzixn07SBvQ-ZFyYRbsgtRu2XXRM7aLlw4ebRLaYyuQQ/s1600/Lucy+answers+teacher+questions+during+break.jpg" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Lucy answers teacher questions during break</td></tr>
</tbody></table>
Units of Study: Implementing Rigorous, Coherent Writing Curriculum<br />Lucy Calkins<br />11/15/13<br /><br />Lucy talks a lot about how we convey the information we learn, as teachers or staff developers. You listen differently for each and …<i><br /><br />I need you to be storytellers to others, because the information about writing needs to be told. Who could have ever predicted these changes in education? Who could have ever imagine that tests would be developed where we were told that two-thirds of our third graders would be labeled failures…and that is the plan. This has happened in New York City. And the people leading that, do they understand what it is like for an EIGHT year old to be told that the big official important label for you is failure. In times of your life when you were called a failure, what that does to your dedication, your sense of power. It is debilitating. And we are grown ups!<br /><br />And even though today is about writing, I just wanna say about the common core: It may well become the makeshift Titanic that goes down. This big and grand thing that goes down because of a fatal flaw. The flaw will be implementation. Part of the flaw is that people are trying to tell us how to implement the common core. And the people who are telling us are nuts! <loud applause="" audience="" in=""> I mean, I am so committed to helping kids move toward reading more complex texts. That IS the really huge work. We are NOT going to get there by getting on the strict diet of texts they can’t read. It’s just not gonna happen so these people that think you can only discuss text based questions. I wanna ask, “Have you ever been in a school?” “Have you ever tried to engage a kid?” You can’t talk about the learner? Dave Coleman, who calls himself the author of the common core literally is quoted online as saying, “What kids need to learn is no one gives a s_ _ _ about you.” It’s quoted! It’s all over the internet! Really? If you even just read the business stuff about how to make people work harder in business and one of the first things is creating a culture where everyone knows that every person matters. And we are supposed to tell kids no one cares and devise a curriculum that reflects that. I’m not saying common core, I’m saying what some are doing in the name of common core. <br /><br />Well, we are here to talk about writing. Let me start by saying the world has begun to pay attention to writing. There’s a good reason for that. One is the common core. But you should not institute any change in your school because of the common core. You have to institute changes in your school that you believe will enable your kids. That will take them toward being more powerful and build a stronger community. There are so many mandates you can’t possibly do them all. I was talking to Mike Fullen who says, “Over decades of work in school reform I am convinced that one of the most critical problems in our schools is not resistance to innovation but the fragmentation, overload and incoherence the results from teachers and principals adopting too many innovations in an adhoc, superficial way.” Mike has been studying school reform for years. Doug Reeves says that innovations adopted to a low or medium degree of fidelity show no results. They do not lead to improving achievement at all. It’s only innovations that are adopted with a high degree of fidelity that impact achievement. It’s like me saying I was on a diet before and after I had that muffin. That muffin made all the difference when it showed up. You can see what it does to a diet. That’s low implementation. We need to think of ourselves as investors. People come at us with all this stuff and we have to make decisions. Warren Buffett says, “What’s my secret as an investor? My ability to say no. You say yes to the things that are exactly right.” <br /><br />I hope today that you will say YES to the serious reform of teaching writing. I’m not interested in you doing writing workshop poorly. It will make sure it doesn’t work. <br /><br />Why is writing such a big deal now? Technology has made sure that we are all living and breathing writing. We write as we drive, we wake up writing, we go to bed writing. 560 websites are being developed every minute. 60% of companies have blogs. The fact that everyone is writing all the time means that everyone has a voice in a way that they never had. The internet has given the lowly citizen a microphone. <br /><br />It used to be that it mattered if you had knowledge. Now you can google them faster than your memory. Having knowledge is no longer a big deal. It’s being able to synthesize, organize and talk back to knowledge and writing is great for that. In this day of accountability one of the most profound changes we have to go through is that how the kids do is how we do. In learning writing, we have a kind of contract with kids. We say, if you work hard your product will get better in 2 weeks. If you listen to what I say and do your best….actual visible growth in your work. You should see the difference in dramatic visible ways. When kids do what you say in writing you should see the difference right away. And the kids see it and they see what it means to be a successful “learner”. That’s why this is such a powerful subject to teach. <br /><br />When I work with states or cities or towns, I usually begin with what is the bill of rights you give your kids in the teaching of writing. The non-negotiables every teacher buys into. New kids come to your class and what is the promise to your kids? It has to be reasonable that everyone would do.<br />#1 Writing is a subject taught every day K-5 in other words, the kids are literally producing a volume of writing every day. Kids will never write well if they never write LONG. <br />#2 Kids should know what they are working on: personal narrative, song, poem, nonfiction. They need to know the genre of their writing so they know what they are trying to do. All of the authors and texts in your classroom are teachers as well. Kids need to have author celebrations over and over. It changes their perception if they have “readers” of their writing. Writing for readers transforms the whole enterprise of writing. Words on a page made a nation! Kids need to understand that words can make something as big as anything they can imagine. Words matter.<br />#3 Ways to get their work published. Explicit instruction matters. Not turning down the lights and saying, “Write..” Good writing is not in their DNA, they need instruction, modeling. <br />#4 Only way writing is a tool to be used across the curriculum is if they become fluent writers. Sentences of thought not words and then paragraphs. <br />#5 Relationship and Feedback accelerate achievement. The relationship between the teacher and student is that the teacher believes the student has capacity to grow in dramatic ways. If the teacher cannot do then the child won’t be able to do. The learner has to have a crystal clear goal. Observe the learner working....observe them changing with a compliment of their growth. Then show them the next step they should take. <br /><br />I don’t know the story of your lives, but if I invite you to write or share the turning points, the causes in your life…all of a sudden there is an intimacy. Avi said - If you’re going to teach me to write you’re going to have to love me. John Hattie’s research shows that only two things really matter in accelerating achievement and the first thing is the relationship between teachers and students. Think of your own life and the teachers that mattered to you. Those are the teachers that knew us! They SEE you they GET you. You are all writing about different things but the things I teach you can all be used in any different story. Things that are about YOU. The teacher must believe the student has the capacity and can outgrow themselves in dramatic ways. So relationships are the first thing that accelerate achievement, the second is feedback. In order for them to get good feedback, they have to have a crystal clear goal. What their next step is from the last point of feedback… The learner notices what they are doing when you point it out (feedback point one) and then next step (feedback point two) teacher shows or takes them to someone else doing it. If it doesn’t work…the teacher needs to see what they are doing wrong. It’s not them, it’s you. <br /><br />We have to be able to take the talent base in our school and socialize that intelligence. We cannot all of us be best at everything. We have to do some “things” to get a more cohesive approach in our schools. <br />Structures that need to be in place<br />#1 Doing units together makes it cohesive, share student work<br />#2 Must write daily for x amount of minutes.<br />#3 The way a writing time goes needs to be extremely predictable. <br /><br />Health of the school depends on the white elephant in the room. What are people talking about behind closed doors? If you are going to add instruction, you have to say what will they not do. There is not extra time. But don’t waste TIME! We used to be able to kick out social studies and science but now we can’t. You need to talk about it. About time and how it’s spent. If you can’t do something, don’t skip days, skip a month. Deep work has to be done daily. <br /><br />When kids begin writing don’t start conferring. Move around the room first and make sure they are going. Then small groups. It doesn’t have to be long small group work. It’s about pulling them out of their chairs and pointing something out and then leave them working.<br /><br /><br />Strategies: * See kids thinking they are “finished” not writing....Mid lesson teaching point, “Writers, when you think you’re done, you’ve just begun.” * Instead of turn and talk: Turn to your neighbor and write it in the air.<br />* Pick and model a moment for your kids that is a moment they can relate to. Dialogue or small action....(Common core says begin with an orienting phrase. Don’t do that. That comes later. Start with dialogue or small action.)<br />* When you read these pieces that the kids have written you have to read them like they are golden. It makes a difference. Taking the heart of the story and stretching it out. <br />*Write with precise nouns and verbs, not adjectives and adverbs.<br />* Strategies for generating thoughtful entries or ideas or thought patches, take one and write it long<br /><br />Essay writing strategies … think of a person that matters to you and 3 ideas and pick one and write it long.<br />or…idea that matters to you and 3 ideas and pick one and write it long<br /><br />Writers- three ideas and write long about one (helpful starters)<br />I’m realizing<br />for example<br />all in all I’m realizing<br />in other words<br />that is<br />the surprising thing about this is<br />from this day forward I’m going to<br />the important thing about this is<br />this is giving me the idea that<br />this connects to<br /><br />The idea being helping them to reach for something where there is no words to really explain.<br /><br />Information Writing<br />We watched a video of Amanda Hartman teaching students to get their topics down for their informational writing. She says: “I’ll come back long and strong and write more about this later”.<br /><br />Here are some tips for this genre:<br />* Spend extra time on structure and elaboration<br />* Qualities of good information writing: write with structure but with central idea<br />* Text features, diagrams, ideas, captions, pop out the central idea<br />* A lot of books they read are off topic distractions, they need to know good authors stick to central idea<br />* Information and ideas, you have to ask questions and maybe you don’t have answers<br /><br /><br />Assessment-<br />Writing Pathways - in units, in all grades, we ask you to begin year as on demand writing and day after celebration of unit they do another on demand write. You do that to see the growth. This reminds you that you aren’t trying to improve the kid’s product, you’re trying to improve the kid. And having that starting piece is also an accountable way of saying to the child, ”Look back at that piece you did in the beginning, your writing should be worlds better!” If you don’t do this their writing may even go down. The on demand piece is an assessment and they know it. They may do their best only then. Hold them accountable to doing their best always.<br /><br />When you give kids checklists you have to preach to them about checklists, toward the end of the that unit of writing. That pilot that landed the plane on water and saved lives, he followed the emergency checklist. Tell them that! When babies are born, they go through a checklist of what they should show and when they don’t see it that find out what’s wrong! Checklists are what people do when things are complicated and important and you don’t want to forget. Talk it up with them constantly. It helps you be in charge of your own writing. You are the boss and coach of yourself with this. Famous, great coaches are hard on their players. You have to be that person for yourself. <br /><br />Today is a beginning. The teaching of writing is a big subject. You really can’t do this alone. Most powerful thing a school can have is a contagious learners, in the company of others. One of the easy ways to learn a unit of study is to have a teacher teach it to other teachers in 3 min of the heart of the lesson and then have them write for 5 minutes. Great strategy. Is your school doing to many things not well instead of less things with depth? Innovations adopted with no fidelity have little impact. <br /><br />Professor at Harvard has popular course on Happiness. Your happiness level, very few things affect it. You get sick, win the lottery and you get sad and depressed but you go back to your normal level. Very few things make people happier. One of the only things that does increase happiness is when a small group of people with you work on a cause bigger than you. Think about a time in education when your work was the best it’s ever been. It probably wasn’t a time where you came in late and left early. It’s probably a time where you and your colleagues worked harder than you have ever worked. You had a common cause and worked for it. If a well informed person came to you and said, ”Change or you are going to die” and most don’t change. People continue not eating well, exercising or smoking…. 20% that do make change are the people that have a support group. The secret to having professional capital is that the building has social capital. Not just getting together to have fun. Plan together, visit each other’s classrooms, share student work….LEARN together. Let’s think together and lift each other’s thinking. </loud></i><br />
<br />
Cross posted on Once Upon a TeacherMelanie Holtsmanhttp://www.blogger.com/profile/18146971294514579713noreply@blogger.com2tag:blogger.com,1999:blog-2019179112929314257.post-65375527698932559012013-12-30T23:03:00.000-05:002014-01-05T00:21:07.828-05:00Learning from Lucy - Part One of TwoOur school was fortunate enough to be able to send our entire group of third and fourth grade writing teachers as well as our literacy coach to hear Lucy Calkins last month, here in Jacksonville, Florida. She presented about the new Writing Units of Study and Implementing Rigorous, Coherent Writing Curriculum. <br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUrnOZKHUF5zKRvD4rk2zArHaz-0qOHJpxe-3GXU04uwy8WJ5-G9CwAOsSTdFyZRh1l5dXba1DsPEE-EmrhFSpZzw718SgJ612ns8XlPKe7M-EbEyx7iUFsVdBYeSr4o0LScolIRNSG9s/s1600/LUCY.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="238" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUrnOZKHUF5zKRvD4rk2zArHaz-0qOHJpxe-3GXU04uwy8WJ5-G9CwAOsSTdFyZRh1l5dXba1DsPEE-EmrhFSpZzw718SgJ612ns8XlPKe7M-EbEyx7iUFsVdBYeSr4o0LScolIRNSG9s/s320/LUCY.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Our photo with LUCY!!! </td></tr>
</tbody></table>
After much thought and gathering of notes from the teachers that attended I thought the best way to share what each of us walked away with by giving you the lens of the learner.... by grouping the third grade teacher take-aways, fourth grade teacher take-aways and mine (literacy coach). I simply asked everyone to share the things that stuck out in their mind the most and what resonated most strongly with them. We had discussions in meetings about what we learned, but they did not read each other's notes. I like that their "voice" comes through in what they shared. Here are the teachers' thoughts:<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyeiIoULdrN0LG1Y9cIUvlu9iRjTC1tKOoTkM7Ur3jFtUcFvKZKsubpnY6j4XX5Z_TH_DvFg5qjPGDhbRmWQKuENJ37ZggfrlsfM9zhYeO4fybwpzbehZ1URbymG05BPJighS_N8m-ebA/s1600/3rd-grade.gif" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyeiIoULdrN0LG1Y9cIUvlu9iRjTC1tKOoTkM7Ur3jFtUcFvKZKsubpnY6j4XX5Z_TH_DvFg5qjPGDhbRmWQKuENJ37ZggfrlsfM9zhYeO4fybwpzbehZ1URbymG05BPJighS_N8m-ebA/s200/3rd-grade.gif" width="176" /></a></div>
<br />
<div dir="ltr" id="docs-internal-guid-3e0db0c1-60bb-0e88-74ee-256ddf3cc6a0" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">From <u>Jessica Shaffer</u>:</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">I love Lucy </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">!</span><span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Things I am excited about doing in my class…</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Flash Draft-thought this was a great idea so they have a few options and can pick their strongest.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Have students try different leads each day and think if this is where my story goes how will it be?</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Story tell their ideas-love this especially for my struggling kids-helps them get started</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Mid-workshop-talk with partner-loved this idea because they get to share and they get a short break from their writing.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Bootcamp on Essay structure-I like ice cream because…</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">On Demand writing prompts</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Write goal on every page-add stars/fireworks around goals!</span></div>
<br />
<div dir="ltr" id="docs-internal-guid-3e0db0c1-60c2-3cc6-3864-25eb71f18385" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">From <u>Carrie McLeod</u>:</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">What an AMAZING opportunity it was to meet and hear Lucy live in person. Though I learned a million things to improve our classroom writing instruction, most are genre specific. Below I will list a few management things, learned from LC, that we want to implement across our day immediately:</span></div>
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><blockquote class="tr_bq">
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">1. No waiting! Our new goal is start our lessons right away and hold high standards of all learners being on the carpet ready and willing to learn ON TIME. This will include transitions within and outside of our classroom as well.</span></div>
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">2. We want to address the wasted time at the start of our day. We are requesting that the pledge/song come on at 9:00 sharp so we can start our fluency song immediately afterward and then jump straight into Reading in the morning.</span><br /><span style="background-color: transparent; color: black; font-family: Calibri; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">3. We always have mid-workshop teaching points, but have never thought about including a mid-workshop break to share with the learner next to you. We know peer learning is one of the most powerful, so this makes sense!</span></div>
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">4. Since our Reading assessments are extremely lengthy, we love that Lucy gave us "permission" to just let the kids write "fast & furious" without a full lesson beforehand. The kids can now complete their assessments and immediately jump into their writing.</span></blockquote>
<div dir="ltr" id="docs-internal-guid-3e0db0c1-60c5-da32-8d7b-891249e65749" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">From <u>Laurie Justo</u>:</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">*When it comes to writing conferences, her tips were "Name what is WORKING for them as a writer and encourage it to move forward with momentum. Then, name their next steps." This is so simple, especially when I want to fix 20 things, I will think of what she said! Also, I saw the one of the demo lesson teachers read aloud a student's writing when conferring, so they could hear it too. I so often, read it fast in my head to save time, but I loved watching the child listen to his teacher read his work aloud. </span></div>
<br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">*She talked about how our student's writing is the best assessment of our teaching. So true!</span></div>
<br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">*I loved her idea of 'On Demand' writing before and after a genre. Then you can really see the growth of their writing. I have tried it before a genre but never after. She said that it is easy for kids to add each mini lesson idea as you teach it day by day, but the true test is whether they can use what they learned and write a whole piece on their own (On Demand!).</span></div>
<br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">*When she talked about time management, this really hit home for me since I feel like that is the theme of our year. I love how she said 'if you are going to do it, do it well and in its entirety." -or something like that. She said if you don't have time to write everyday, then take a month off and teach a genre when you can give it your all. I know we know alot about implementing things with fidelity and consistency, but it is always a good reminder. She mentioned how districts are so good at throwing a million little things at us that they want us to accomplish. We need to say 'if you would like for me to do that, then what would you like for me NOT to do anymore'. This way, we can do fewer things, but do those few things in depth. </span></div>
<br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">*One page of writing per day is what she recommended for building writing fluency. She mentioned how writers need to write more VOLUME! Writing is everywhere and a part of everything...blogging, texting, everything on the internet!</span><br />
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><br /></span><br />
<div dir="ltr" id="docs-internal-guid-3e0db0c1-60c8-5d21-7645-aa04d90792fa" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">From <u>Lindsay Hoffmann</u>:</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Georgia; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">I left the TDE inspired and overwhelmed. There were many reassurances that what we have done and are doing in our classroom is what our writers need, but there were also many new ideas that can be implemented to strengthen the structure and writing in our classroom. I am eager to implement the on-demand writing assessments prior to each unit. In the past, we had completed on-demand prompts for the county, but I really like the idea of a sample in each of the different units. I like that it is a snapshot of a student's current skills and how Lucy said, their writing should be better than that sample everyday after. It holds students accountable for pushing themselves as writers. I'm also interested in the "flash drafting". We are so used to brainstorming multiple ideas, but not actually drafting them. Moving through several pieces will keep the work fresh and the kids inspired. I can't wait to start our next unit!</span></div>
<br /><span style="background-color: transparent; color: black; font-family: Georgia; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Ubuntu; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">From <u>Jaclyn Earnest</u>:</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Ubuntu; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">My biggest a-has from Friday were that we should do an on demand piece at the beginning of the unit and then again at the end of the unit to compare the two pieces of work. Also, the amount flash drafting that students should be doing in the beginning of every unit. I love both of these ideas and it did not occur to me before to try it this way. I also enjoyed watching the videos of her and her colleagues conferencing with students during the workshop. In regards to conferencing, I took away that it is not something that should happen right away. The students should all first be settled and you check in with students then start pulling to conference based on what you see. I like the way SHE read the student's piece and emphasized the parts that were on track and strategically noted the parts that needed improvement.</span></div>
<br /><span style="background-color: transparent; color: black; font-family: Calibri; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">From <u>Gerri Smith</u>:</span><br />
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span>Highlights- Narrative Writing: Seed ideas: a person who matters, make it one time, use small moments and write it long.
<br />
Opinion Writing: Think out the outline, Pick a
topic, give three reason (use parts, kinds and times) to show the three reasons.<br />
To get students to elaborate more use one of these Points: in other words<br />
that is
<br />
as I say this I'm realizing<br />
so all in all I'm trying to say
<br />
for example
<br />
this shows<br />
another example is<br />
I use to think but now realizes<br />
from this day forward I'm going to
<br />
the surprising thing about this<br />
Last thought is conferencing: When kids are left trying to think of something to write pull a small group with those students.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBv_CITKUc3eHbPzRf1Mf1Vjrg8DbGmLEe5z9beS2PWQ9INss02jYZJ72RCJQ5fY1Ma8610kF2QTzy2jlWc_By3uLUZIzQaF472N7Ri614LFE3O39bQV0Iyc1tGrRXF5plvRU8bbDnNhs/s1600/Fourth_Grade.gif" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="192" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBv_CITKUc3eHbPzRf1Mf1Vjrg8DbGmLEe5z9beS2PWQ9INss02jYZJ72RCJQ5fY1Ma8610kF2QTzy2jlWc_By3uLUZIzQaF472N7Ri614LFE3O39bQV0Iyc1tGrRXF5plvRU8bbDnNhs/s200/Fourth_Grade.gif" width="200" /></a></div>
<div dir="ltr" id="docs-internal-guid-3e0db0c1-60d6-499a-1e14-a27f340817fd" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">From<u> Cheryl Chascin</u>:</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">· </span><span style="background-color: transparent; color: black; font-family: Calibri; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Students need to know the genre they are writing. What am I being asked to write?</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">· </span><span style="background-color: transparent; color: black; font-family: Calibri; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Students need to look at the work of others in that genre. What does this look like? What do I know about writing this well?</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">· </span><span style="background-color: transparent; color: black; font-family: Calibri; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Students need to be aware of their audience/reader.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">· </span><span style="background-color: transparent; color: black; font-family: Calibri; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">The relationship between the teacher and student is one of the most important things. The student is aware that their teacher believes they are capable of producing dramatically good work.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">· </span><span style="background-color: transparent; color: black; font-family: Calibri; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">When conferencing, notice what the student is doing well, then give them a crystal clear goal as a next step, providing individualized instruction, if needed, to reach that goal.</span></div>
<br /><span style="background-color: transparent; color: black; font-family: Calibri; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Calibri; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">From <u>Jenny Nash</u>:</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
<span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">You can judge a school by how many elephants are in the room.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> We’re blessed to be working at one of the best elementary schools in the nation. But, we’re not perfect. And for every issue we’re talking about in our classrooms, in partnerships and behind closed doors, there’s an elephant walking the halls. Let’s make sure our writing instruction doesn’t wear a trunk and a tail, shall we?</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Let’s talk writing fluency: our writers are falling behind. Common Core State Standards expect a level of writing fluency that the majority of our writers are not meeting. Lucy Calkins explicitly defined writing fluency as the result of how much you write. This means our mini-lessons need to stay mini, so our writers can hold a pen or pencil in their hand and write strong and long for thirty minutes or more every single day, reliably. Never again should any student utter the words, “Are we going to write today?” As teachers, we need to anticipate stamina and fluency struggles, and be prepared with strategies – mid-workshop teaching points or shares are just a few – to help our young writers stretch and push themselves and write </span><span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">more</span><span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> This is a lofty goal, and it brings to mind a certain four-letter word: TIME. I’ve been struggling with time for years. We have a long-standing love-hate relationship, time and I. To this, Calkins scoffed slightly and said, “Time is life.” We’re never going to get enough, are we? Resource two, three, or four days a week – makes no matter. There will </span><span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">never</span><span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> be “enough” time. So, we need to </span><span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">choose</span><span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">, carefully and wisely, how we spend it. Stop and reflect. Where is your time going? </span><span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">How can I run my classroom more efficiently? How can I wrestle these ticking hands to the ground and pin them to the sticking places </span><span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline;">that I choose</span><span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">? Is it in the transitions? Am I talking too much? Do I allow my students to interrupt my mini-lessons? Do I need to reorganize materials routines? </span><span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> It might be as simple as taking the time to talk openly with your students about these things, enlisting their help in making the classroom run more efficiently. </span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> “Time on task” is a basic principle of best teaching practices, but it’s more than just that. It’s essential to a young writer. Without time to wield </span><span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">their</span><span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> pencils and weave </span><span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">their own</span><span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> words, writers will not improve. Not in fluency and not in craft. Like riding a bike, playing a musical instrument, or reading a book, writing is a skill that requires doing it over and over again to “get good”.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> If that’s all writers needed, our jobs sure would be easy. Wouldn’t they? But, of course, that’s not all. Another big idea Mrs. Calkins instilled in those of us in the audience was </span><span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">feedback</span><span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. Feedback takes many forms. First and foremost, writing feedback comes in the form of writing conferences. It’s easy for us to get so wrapped up in planning fantastic mini-lessons, reinventing active engagement strategies, and finding fantabulous writing tips and techniques, that we lose sight of perhaps the most powerful tool we have – writing conferences. Calkins’s basic conferring structure has not changed since her earlier work – compliment and teach. Begin by noticing how the writer has changed for the better and point this out to them explicitly and with great fanfare. Celebrating even the tiniest successes with specificity and enthusiasm is essential. Then, quickly and strategically teach them in a way that leaves them with a crystal clear goal for their writing. Your concise instruction should be a “how-to” for their next step. </span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> But feedback also comes in other forms. One of the biggest new opportunities I see in the new Units of Study kits is the assessment process. In Writing Pathways, Calkins and her team outline an on-demand writing assessment process that will measure students’ writing by comparing their products to sets of exemplar texts, yielding a sort of developmental level for the writer. Using on-demand prompt assessments as bookends to each unit of study, we can share with each student and their family a writers’ growth over the course of each unit and the year as a whole. Calkins explained that adding just this one new piece to the schools with which she works has made profound impacts on both student performance and motivation.</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> But feedback is only one of two major factors that affect student achievement. The other is relationships. Students learn best from someone </span><span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">they perceive</span><span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> as someone to be someone who truly cares about them AND has faith that they will make immense gains. On a daily basis, we need to instill our faith in our young writers in them. We need them to feel safe enough in our gentle, admiring hands for them to pour their heart out onto their pages. I’ve long noticed that teaching writing workshop teaches me more about my students than any other subject. We must make it a priority to create an environment in which our students wouldn’t think twice about writing stories about wetting their beds, having bad dreams, cutting off all their bangs, telling a lie, or their very special blanket that they still can’t sleep without, even now that they’re such a “big kid”. Writers need to know their teachers fully expect them to meet every single standard – exceed them in fact! Writers should all be taught to believe that they are amazing writers and whole-heartedly loved, through and through. Calkins referenced Avi when she said, “If you’re going to teach me to write, you first need to love me.” </span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Times New Roman'; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Throughout the day, Calkins reminded us that writing is as essential to a child’s education as math or reading. It should be a part of the Students’ Bill of Rights. We can protect their right to write by carving out half an hour or more each and every day for “their turn” - the work period - to write, providing frequent, high quality feedback through our conferences and writing assessments, and building strong relationships with every single writer in our care. There was so much more learning to the day – unit bends, writing cycles, finding a teaching focus, using mentor texts, point of view, text organization, and more – but I’m working hardest on these three goals first. It is these three goals that I’m carrying with me in my back pocket, every step I take, every lesson I teach, and every time I sit down next to a big-eyed, young writer, and say, “How’s your writing going today?”</span></div>
<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 19px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span><span style="background-color: transparent; color: black; font-family: Calibri; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span>Melanie Holtsmanhttp://www.blogger.com/profile/18146971294514579713noreply@blogger.com1tag:blogger.com,1999:blog-2019179112929314257.post-50941800128271928012013-09-25T19:50:00.001-04:002013-09-25T19:50:11.540-04:00Secrets and Songs of Text<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1zoTz8MC7WiFsZAa7eogm8D8VyISnSba8p_AtVwAn7WC9Bi-0uGEOVmEmnnOghUKA7ksFiDj5DpaTg6JGSTJGDehyphenhyphenniBZ0dtaIuRNYYv8KZGfx9uVrLSPy11xc299Y5nHjA6Yg7lVdwk/s1600/_DSC6643.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1zoTz8MC7WiFsZAa7eogm8D8VyISnSba8p_AtVwAn7WC9Bi-0uGEOVmEmnnOghUKA7ksFiDj5DpaTg6JGSTJGDehyphenhyphenniBZ0dtaIuRNYYv8KZGfx9uVrLSPy11xc299Y5nHjA6Yg7lVdwk/s320/_DSC6643.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Secrets and Songs</td><td class="tr-caption" style="text-align: center;"><br /></td></tr>
</tbody></table>
I had the absolute pleasure of learning from <a href="http://www.heinemann.com/authors/2176.aspx" target="_blank">Mary Ehrenworth</a> at Teachers College Reading Institute. <br />
<br />
<br />
Her session was entitled: <i> Secrets and Songs: Deepening What Children See in the Texts They Read</i><br />
<br />
What are some ways to teach close reading so that kids will love reading?<br />
Seeing more and being alert to the secrets and songs of text. <br />
<br />
Secrets and Songs of Close Reading<br />
<blockquote class="tr_bq">
<i>How
can we teach students to see more in the texts they encounter? You get
out of reading what you bring into reading. You need to know about the
things the text is talking about (the nuances it’s referring to)<br />How can we innovate so that this teaching is engaging, intellectual and joyful?<br />What
methods increase transference? The highest level of instruction is
sometimes your read aloud but there is low transference.<br />What kinds
of texts might we incorporate? If they do it then it will be
rewarding... That’s increasing the likelihood of transference.</i></blockquote>
One example activity:<br />
I immediately took note that Mary referred to this as visual text. Read this visual text and see what story it tells. <br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSQaTOWzlL9d16mBg40wq63q7R3WGNdHrdTCqd8niPW5TqM8HMVjtqMT9R9j26R4eMhymVSIDvOLJSwPFA6MzqMOmb-lzQ16FhQTJ4-piDW-CQ9yloWoYBIBQcYskn-MV-4l8jnd9rAVM2/s1600/guernica.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" height="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSQaTOWzlL9d16mBg40wq63q7R3WGNdHrdTCqd8niPW5TqM8HMVjtqMT9R9j26R4eMhymVSIDvOLJSwPFA6MzqMOmb-lzQ16FhQTJ4-piDW-CQ9yloWoYBIBQcYskn-MV-4l8jnd9rAVM2/s400/guernica.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Guernica by Pablo Picasso</td></tr>
</tbody></table>
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLOxeU_3eCwN4psNUHz9I9207qNQFn6nRPKnA7-sbyamdzIUaumFQV02I3S6HsP5yaqWCf5ts1hnd0JyfBEN_YPxrVSadpdpupaV3NO7G4wu_iEcvsU42oFdUg17aKabYyonMhfwWpx9xS/s1600/_DSC6645.jpg" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="131" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLOxeU_3eCwN4psNUHz9I9207qNQFn6nRPKnA7-sbyamdzIUaumFQV02I3S6HsP5yaqWCf5ts1hnd0JyfBEN_YPxrVSadpdpupaV3NO7G4wu_iEcvsU42oFdUg17aKabYyonMhfwWpx9xS/s200/_DSC6645.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Mary Ehrenworth</td><td class="tr-caption" style="text-align: center;"><br /></td></tr>
</tbody></table>
While looking at this Picasso painting she spoke
about why Picasso painted it ( “Guernica” was painted in response to a
bombing in northern Spain by German and Italian warplanes during the
Spanish Civil War. It is a mural sized painting that represented the
horrors of war.) Teach kids to notice what there is to be noticed.
Turn to partner and speak about what you see. <br />
<br />
The next
thing would be using words to describe these things you see and back it
up with evidence. Make sure to teach kids to be specific but kind of
literary. (Lots of times kids skip the hard part of text- make sure they
stop and look at every little thing)<br />
Is the painting sad or
what? desperate? Not hurt, desolate? What specific word would describe
these characters or one of these characters rather than just any
character in any book? She asked us to try that with a partner by
saying, “Your idea, then your evidence.” Either one character, all
characters or compare/contrast characters.<br />
<br />
After we
spoke for a minute she interrupted us with a mid-teaching point. “Let me
tell you what I notice with some nice reading work I see going on here:
I heard readers saying the characters seem ____ because______. There
is no one right answer when texts are complex so it’s about seeing all
the sides of something and telling why you see that or read that. Then
synthesize it to what is this starting to be about. “What in the text
makes you say that? ”Complex texts are about more than one thing and why
do you see what you see?” Teach kids not to say the characters ARE,
say the characters SEEM....<br />
<br />
So we talked about what is
happening in this text, what is happening with the characters and then
what is this text starting to be about... message, underlying
theme....chances are with complex text there are more than one. So get
in the habit of saying: possible idea, evidence and then your partners
should be saying, “What makes you say that?” Ask them to point to the
part that demonstrates what you are saying. So Close Reading is about
wanting to see more in the text. <br />
<br />
As another example
activity: She then gave us the lyrics to the Mackelmore song: “Wings”
Equally complex but different kind of visual text. She suggested we
read it with our partner because one of the ways to increase your
comprehension and help you see complexity in text is to compare your
thinking with someone else. <br />
Read it and think about who is in this story and what does it seem to be about. <br />
<br />
<i>"Wings"<br />(feat. Ryan Lewis)<br /><br />I was seven years old, when I got my first pair<br />And I stepped outside<br />And I was like, momma, this air bubble right here, it's gonna make me fly<br />I hit that court, and when I jumped, I jumped, I swear I got so high<br />I touched the net, momma I touched the net, this is the best day of my life<br />Air Max's were next,<br />That air bubble, that mesh<br />The box, the smell, the stuffin', the tread, in school<br />I was so cool<br />I knew that I couldn't crease 'em<br />My friends couldn't afford 'em<br />Four stripes on their Adidas<br />On the court I wasn't the best, but my kicks were like the pros<br />Yo, I stick out my tongue so everyone could see that logo<br />Nike Air Flight, but bad was so dope<br />And then my friend Carlos' brother got murdered for his Fours*, whoa<br /><br />See he just wanted a jump shot, but they wanted to start a cult though<br />Didn't wanna get caught, from Genesee Park to Othello<br />You could clown for those Pro Wings, with the Velcro<br />Those were not tight<br />I was trying to fly without leaving the ground,<br />Cause I wanted to be like Mike, right<br />Wanted to be him, I wanted to be that guy, I wanted to touch the rim<br />I wanted to be cool, and I wanted to fit in,<br />I wanted what he had, America, it begins<br /><br />[Chorus:]<br />I want to fly<br />Can you take me far away<br />Give me a star to reach for<br />Tell me what it takes<br />And I'll go so high<br />I'll go so high<br />My feet won't touch the ground<br />Stitch my wings<br />And pull the strings<br />I bought these dreams<br />That all fall down<br /><br />We want what we can't have, commodity makes us want it<br />So expensive, damn, I just got to flaunt it<br />Got to show 'em, so exclusive, this that new shit<br />A hundred dollars for a pair of shoes I would never hoop in<br />Look at me, look at me, I'm a cool kid<br />I'm an individual, yea, but I'm part of a movement<br />My movement told me be a consumer and I consumed it<br />They told me to just do it, I listened to what that swoosh said<br />Look at what that swoosh did<br />See it consumed my thoughts<br />Are you stupid, don't crease 'em, just leave 'em in that box<br />Strangled by these laces, laces I can barely talk<br />That's my air bubble and I'm lost, if it pops<br />We are what we wear, we wear what we are<br />But see I look inside the mirror and think Phil Knight tricked us all<br />Will I stand for change, or stay in my box<br />These Nikes help me define me, but I'm trying to take mine, off<br /><br />[Chorus:]<br />I want to fly<br />Can you take me far away<br />Give me a star to reach for<br />Tell me what it takes<br />And I'll go so high<br />I'll go so high<br />My feet won't touch the ground<br />Stitch my wings<br />And pull the strings<br />I bought these dreams<br />That all fall down<br /><br />It started out, with what I wear to school<br />That first day, like these are what make you cool<br />And this pair, this would be my parachute<br />So much more than just a pair of shoes<br />Nah, this is what I am<br />What I wore, this is the source of my youth<br />This dream that they sold to you<br />For a hundred dollars and some change<br />Consumption is in the veins<br />And now I see it's just another pair of shoes</i><br />
<br />
<br />
So
what happens in this story? A boy who wants a pair of shoes, a specific
kind? And then? Dark moment, friend’s brother killed for shoes? Why
wear them? And then? Chorus is like inner thinking of fly, what do
they mean? Get away? Then he gives like a mini lecture and a plea for
change? <br />
<br />
What is really hard about this is this is
what is expected of our kids on state tests. The tests are normed on a
minute a page and a minute a question. And the kids are really being
asked to do close reading, which involves rereading. They have to go
back and ponder and linger and think. So you have to give them
opportunities in your class to know that the first thing you have to do
is ask yourself do I even know what this is saying? Often our kids
basically comprehend but they have to be trained to say to themselves,
“What am I really noticing?” When you are doing this work what is
helpful to kids is being introduced to technical vocabulary. <br />
<br />
Here are some words you might use in technical vocabulary of looking at music verses text from a book:<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGH5s74vuOqT5O4iHnMES6D60uZtuvCcWEAQWVTsQkXj6R55Wgoxutmk86hVBeoRXF3p57lrgFTiQPqXIyWz57OSr8FvYcbp31zh_imnTmpVzwrVNxKa07LGGRTE-EjHVph7zfsrhLSgYp/s1600/Screen+Shot+2013-09-02+at+11.15.01+PM.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="151" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGH5s74vuOqT5O4iHnMES6D60uZtuvCcWEAQWVTsQkXj6R55Wgoxutmk86hVBeoRXF3p57lrgFTiQPqXIyWz57OSr8FvYcbp31zh_imnTmpVzwrVNxKa07LGGRTE-EjHVph7zfsrhLSgYp/s400/Screen+Shot+2013-09-02+at+11.15.01+PM.png" width="400" /></a></div>
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Watch the video:<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/gAg3uMlNyHA" width="560"></iframe>
<br />
<br />
What
did you notice after the chorus in the imagery and tone? Speak to the
people for a minute in your group about the lens you were using. You
don't always have to explain it out. What they saw, or heard, or
thought is ok. One of the things that kids struggle with in state tests
is tone. In this video, the tone switches with male voice then kids
voices. Why do you think the performer did that?<br />
What was happening with his tone when he got angry? <br />
<br />
Here are some insructional methods for this:<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUSKq4S51VsdFsuOp5fWh460GPHNHKwCmxNmnjv-32Twcq7ZmR51EwW5bAts4IQi7eYf5vlJr3rDv7WswknVeb-5kh8gFnp7KixpzKoyCvb7VAnfnyrR7Rg5WlYjUkFYVru01VA318ERhC/s1600/_DSC6650.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="230" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUSKq4S51VsdFsuOp5fWh460GPHNHKwCmxNmnjv-32Twcq7ZmR51EwW5bAts4IQi7eYf5vlJr3rDv7WswknVeb-5kh8gFnp7KixpzKoyCvb7VAnfnyrR7Rg5WlYjUkFYVru01VA318ERhC/s400/_DSC6650.jpg" width="400" /></a></div>
Do
you see yourself using visual text as a tool to teach text complexity
in your clasroom? This got my mind turning with ideas! What do you see
yourself doing?<br />
<br />
Cross posted on <a href="http://onceuponateacher.blogspot.com/2013/09/secrets-and-songs-of-text.html" target="_blank">ONCE UPON A TEACHER</a>Melanie Holtsmanhttp://www.blogger.com/profile/18146971294514579713noreply@blogger.com1tag:blogger.com,1999:blog-2019179112929314257.post-64047012212089110832013-09-22T00:29:00.001-04:002013-09-22T00:30:24.962-04:00From Post Its to Theories in the Reader's NotebookHere in Florida, we have been talking a lot about how important it
will be for our students to learn to write in response to their reading
to meet the common core standards but we are still learning what that
"looks like" and how to get the students there.<br />
<br />
I was very interested to see what <a href="http://readingandwritingproject.com/about/staff/staff-developers.html" target="_blank">Cynthia Satterlee</a>, from Teacher's College <a href="http://readingandwritingproject.com/institutes.html" target="_blank">Reading Institute</a> had to say during her session entitled: <i>From
Post-its to Theories to Writing Literary Essays: Help Students Write
Quick Literary Essays in the Reading and Writing Workshop</i> <br />
<br />
The
first question Cynthia posed to us was, "What do you do with all those
post its that the kids are stopping and jotting on while reading?"
<<i>As I think of how I threw them away when students were done reading so they could start a new book> </i>Thankfully
she didn't really require an answer before she said, "Don't throw them
away! Have the kids use them to build theories and essays." It's a
gradual process. They move from inference to interpretation. They take
the good work they are doing on those post its and make it a little
better as they move to writing about their ideas together.<br />
<br />
There
are so many ways to use the stop and jot: as an active engagement
activity during the mini lesson, as an exit ticket before they leave for
independent work in workshop, during their reading in their books...but
for when it is used as a quick picture for the teacher to see their
thinking such as the morning bellringer thought, active engagement or
exit ticket try using it with a JOT LOT. On the poster each student has
an empty square with their "student number" and they leave their
thoughts there. Imagine how much more thought they will put into it
knowing their peers with see! This will also give you a quick look at
who you need to meet with or form a small group for during the workshop.<br />
<div style="text-align: left;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjws6L5owfxtj5UhtiaR4ZDpCzZtfwFH2gWDYFcdy63qXCijeNumk-UOJ_zojOhQMpZv37lCw7QhH1bki3cNtqjktaH7bBxgqaZoZVSs4Ew6aoUBzqNBgiIp648IVrHDnkyamP0-cn6g0h6/s1600/Jot+Lot.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjws6L5owfxtj5UhtiaR4ZDpCzZtfwFH2gWDYFcdy63qXCijeNumk-UOJ_zojOhQMpZv37lCw7QhH1bki3cNtqjktaH7bBxgqaZoZVSs4Ew6aoUBzqNBgiIp648IVrHDnkyamP0-cn6g0h6/s200/Jot+Lot.jpg" width="200" /></a></div>
<br />
<br />
<span style="font-size: small;">First have them grow their surface thinking on the stop and jots. Elaboration on thoughts:</span><br />
<span style="font-size: small;">character feeling...... to......character feeling with evidence</span><br />
<span style="font-size: small;">character trait.......to.......character trait with evidence</span><br />
<span style="font-size: small;">interpretation of character.....to.......interpretation through character</span><br />
<br />
Be
ready for quality conversations with your students and for them to have
thoughts on their own and with each other by making sure they are
reading quality literature. By starting with their thoughts on
characters they have someone to "get to know" to build theories on.
"How is your theory of this character changing? Why" <br />
<div style="text-align: right;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgR8mqxQrTGEsCro34Ozqa49YhY7UjGMuDVsgCpRs22sGV4Hoz8XnppSfu9ZcjFgYhhyphenhyphenHGJbO6z7V0IdhLeA_DW3KYJp50JtDxcKyhOTxMU2AMskPP13d3wyh8yZmnWJvBMIFnJVtLJPvfw/s1600/Building+Theories+about+Characters.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgR8mqxQrTGEsCro34Ozqa49YhY7UjGMuDVsgCpRs22sGV4Hoz8XnppSfu9ZcjFgYhhyphenhyphenHGJbO6z7V0IdhLeA_DW3KYJp50JtDxcKyhOTxMU2AMskPP13d3wyh8yZmnWJvBMIFnJVtLJPvfw/s320/Building+Theories+about+Characters.jpg" width="320" /></a></div>
In
4th grade students need to make inferences about characters, develop
theories about character and find big themes in the story. In 5th grade
students need to make inferences about characters interacting with other
characters in the setting, notice that author sets the story up in a
certain way to reveal theme.<br />
<br />
How to make worthwhile post-its to bring to conversation in book clubs:<br />
Don’t come to book club or conversation club without post its to talk about<br />
Boxes and bullets can work on post-its<br />
Use those to build ideas about characters<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3DUY3Fvql1CQQqN96cP3vMeCYZzbTGS8iiDFTC-nNJHDrP2-QNwunkcuwzVW9RIg7IFd7vwz92wg_3vC0S0QQCTRmRa3yZOgIwkhP3TQl19h0eTWl_ETcC50N5HULprkp2y7gRYhgw0TM/s1600/Developing+theories+about+characters.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3DUY3Fvql1CQQqN96cP3vMeCYZzbTGS8iiDFTC-nNJHDrP2-QNwunkcuwzVW9RIg7IFd7vwz92wg_3vC0S0QQCTRmRa3yZOgIwkhP3TQl19h0eTWl_ETcC50N5HULprkp2y7gRYhgw0TM/s320/Developing+theories+about+characters.jpg" width="320" /></a></div>
If
there a lot of post its with one idea on each, work with them to see
how to make a big idea (How are these post its related - do theory work
with them)<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6_oC7cBRWQys8PVAoKGLUVMbdY7LYT3YypwjSZhIPyZXGdxN7hidfgpJVy3kBb4cuy1YFJ8-aIqP2eGQL52P0IwN6u4aMO4z1zw4qZUwj7Zqfz0GaEsHfp9V2JwSkeNiugp81pzepWZYz/s1600/Patterns+in+stop+and+jots.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6_oC7cBRWQys8PVAoKGLUVMbdY7LYT3YypwjSZhIPyZXGdxN7hidfgpJVy3kBb4cuy1YFJ8-aIqP2eGQL52P0IwN6u4aMO4z1zw4qZUwj7Zqfz0GaEsHfp9V2JwSkeNiugp81pzepWZYz/s320/Patterns+in+stop+and+jots.jpg" width="320" /></a></div>
When they are ready to start "talking like an essayist" then they can use that language to build their essay.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0WGhet6bALkBVY8zhN-oaai_6VdsJqaQG7Z-j9EqVIbHrwTTXs7zr7vhga2FbCF-uj5vau1k00tetraqxEGcSijiO89vywIXv3JKMNoySXccjkn-h9Ce8Ldx4mhCaHzcUDA3ZGtmQHKWQ/s1600/Deeloping+ideas+into+essays.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0WGhet6bALkBVY8zhN-oaai_6VdsJqaQG7Z-j9EqVIbHrwTTXs7zr7vhga2FbCF-uj5vau1k00tetraqxEGcSijiO89vywIXv3JKMNoySXccjkn-h9Ce8Ldx4mhCaHzcUDA3ZGtmQHKWQ/s320/Deeloping+ideas+into+essays.jpg" width="320" /></a></div>
<br />
<br />
Post its are important, it helps the teacher understanding your thinking, it helps you form big ideas<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiADAZCE3qDkWr3Hqb3rEKoVAfu1baAD4r8LczYyHzzjdGJwS86-ojmOoOJCNBByhfNCPCo-hba1oaaAcqoLQLliSSZ3QUsFgMznMSw9XKJ3zjHXtZbCAe4Am2eCUd_LjmAYKka73QngFEI/s1600/Prompts+for+Essays.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiADAZCE3qDkWr3Hqb3rEKoVAfu1baAD4r8LczYyHzzjdGJwS86-ojmOoOJCNBByhfNCPCo-hba1oaaAcqoLQLliSSZ3QUsFgMznMSw9XKJ3zjHXtZbCAe4Am2eCUd_LjmAYKka73QngFEI/s320/Prompts+for+Essays.jpg" width="320" /></a></div>
Don’t worry about essay structure first, get ideas.<br />
<br />
Here's how they can see the structure with the stop in jots:<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMdMbTBnNNdGzhVO14KhqNUvrC2IDOvc5uKSc7Y19q0ds8F5oe4KFHrIJzPZeC3bMGPBLCpPw7zh9YodTyCvHEXKGGeo8m9TGtKfXqjoQiVV3hNsOYo1hfxJNcdnVf6FJQGzzhKRuUczRJ/s1600/Stop+and+Jots+to+build+theories.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMdMbTBnNNdGzhVO14KhqNUvrC2IDOvc5uKSc7Y19q0ds8F5oe4KFHrIJzPZeC3bMGPBLCpPw7zh9YodTyCvHEXKGGeo8m9TGtKfXqjoQiVV3hNsOYo1hfxJNcdnVf6FJQGzzhKRuUczRJ/s320/Stop+and+Jots+to+build+theories.jpg" width="320" /></a></div>
This
will be a big move for us in writing this year. I would love to hear
tips and tricks from others that are successfully doing this with their
students. <br />
<br />
Cross posted on <a href="http://onceuponateacher.blogspot.com/2013/09/from-post-its-to-theories-in-readers.html" target="_blank">ONCE UPON A TEACHER</a>Melanie Holtsmanhttp://www.blogger.com/profile/18146971294514579713noreply@blogger.com0tag:blogger.com,1999:blog-2019179112929314257.post-88630987210105055892013-09-12T23:00:00.001-04:002013-09-12T23:01:22.999-04:00Conferring with ReadersDuring the <a href="http://readingandwritingproject.com/institutes/tc-summer-institutes.html" target="_blank">Reading Institute</a> last month, I learned some new ways to look at conferring with readers.<br />
<br />
<a href="http://www.heinemann.com/authors/3664.aspx" target="_blank">Kathleen Tolen</a> had this to share: You need to prepare ahead of time, not just conferencing on the <br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOwt_BJgM0TQbvuyKeuYvb8XfFPZBWm3T9QqXRzS3SvBlwf8a-1e2J1keWUMC6jdb5lbDdmTA5HN8PQq7rtYVhTS9ud_OHwnVlVWlM8JcieBTi306x2hu8UkBVpEXAwX8fo8vDGR5xINgl/s1600/_DSC6715.jpg" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOwt_BJgM0TQbvuyKeuYvb8XfFPZBWm3T9QqXRzS3SvBlwf8a-1e2J1keWUMC6jdb5lbDdmTA5HN8PQq7rtYVhTS9ud_OHwnVlVWlM8JcieBTi306x2hu8UkBVpEXAwX8fo8vDGR5xINgl/s320/_DSC6715.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Kathleen Tolan</td></tr>
</tbody></table>
fly.
Keep notes and follow up on something they were struggling with, look at
artifacts (post its) in what they are currently reading ahead of time,
study data on this child, have the child tour you through the work they
are doing with their reading. Find a way to lift their thinking a
level. There are lots of ways a mini lesson is a lot like a conference.<br />
<br />
What
do you do in a conference if you don’t know the kid’s books? Try to
read as many books in your classroom as you can. If you have a series
and you read one you will have an idea about the others. In the
beginning of the year have the books out in your libraries that you
know. Also, at certain levels there is a way the story goes basically.
We are holding kids too accountable for comprehending everything. Do
you comprehend every single thing you read in a book or every single
part of a movie? Sometimes when you are just enjoying something you
don’t comprehend everything. It’s ok. Also, don’t hold a child to the
accountability level of comprehension that you have. An 8 year old will
comprehend something differently than an adult. Tour their post its in
their book of stop and jots. Pick a portion and have them read it to
you. You need to hear your kids read aloud to you at times you aren’t
assessing. If a child is reading a non-fiction text then you can look
at questions they may have and say: I see you have a lot of questions
about alligators. You can take these question post its and put them on
the cover of your next alligator book and see if you find the answers to
your questions there. USE post its. Their work will be better.<br />
<br />
The
important thing to do at the end of a conference is to leave a LINK.
Just like you do in a mini lesson. What will the student do when you
leave them on their own. In a mini lesson you end with a link and that
is how they go into work session. In a teacher/student conference you
end your conversation with what they should do or where they should go
next with their reading. (Not necessarily an “assignment”, but more
like a habit or action) You should see evidence that the student is
interpreting their reading. Noticing, comparing and all reading
strategies get them there but their goal is to interpret their reading.
<br />
<br />
One thing that is important for us is to have
reflection time about what we need to get better at when conferring.
Breaking habits is hard so you have to put it in the forefront of your
mind. You need to “hear” what you are saying after it is over. Audio
record your next conference with the student. This is easy to do with a
smarthphone! Continue doing it until you are doing what you want.
Kathleen did this for weeks and realized she was doing too much of the
talking and not enough of the listening. At first she put a sticky note
on her clipboard that said “Shut Up” until a student saw it and asked
her why she had that written down. So she ended up telling the class
was she working hard on being a better listener than talker. They all
decided to have a code sign for Ms. Tolan is talking too much which was
rubbing their nose with one finger. It really helped her. Finally one
day after a conference a student said, “Good job!” and she said, “Oh,
good, I taught you something?” and she said, “No, good job not talking
too much!” LOL<br />
<br />
A reflecting conference shows how your
work is improving or maybe they are in a place they need to reflect and
see why things are growing and improving. The kids need to be involved
in the learning. Let them reflect and SEE what their next step forward
will be. <br />
fly. Keep notes and follow up on something they were
struggling with, look at artifacts (post its) in what they are currently
reading ahead of time, study data on this child, have the child tour
you through the work they are doing with their reading. Find a way to
lift their thinking a level. There are lots of ways a mini lesson is a
lot like a conference.<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxwKNzQnRhrkzkIerqa1-ZB40tDE4x9KsHJyF-iTWQtR1aiCgUtGdDpZgpBejXEK3XdCmF6XcjmgKpJxBpt3itP_LQFo1MNuLXB9CoVP3t3eURDyGTJSntf4DREt2ye0UMw3oqZQkzmhjy/s1600/_DSC7010.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="131" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxwKNzQnRhrkzkIerqa1-ZB40tDE4x9KsHJyF-iTWQtR1aiCgUtGdDpZgpBejXEK3XdCmF6XcjmgKpJxBpt3itP_LQFo1MNuLXB9CoVP3t3eURDyGTJSntf4DREt2ye0UMw3oqZQkzmhjy/s200/_DSC7010.jpg" width="200" /></a>Alexis Czeterko, staff developer for TCRWP, had us reading chapter books and jotting our thoughts throughout so that she could model conferring with us. <i> </i><br />
<i>Can
I just say this freaked me out?!? What would she think when she read
my thinking as a reader? Was what I was writing "enough"? Where should
I stop and write?</i> <i>Wow, I wonder if this is how my students feel? </i>Well,
the answer to that was probably no. My students probably didn't worry
about what I thought because I didn't spend much time reading their stop
and jots or hold them accountable to deepening their thinking.
Hmmm.... I'm going to remember that.<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjxLEkdrQ4Iq-qWjsZ3kpg49dBuKzmn6MldMbRFSeOhqNmU_5YrNyhW1MyOrHReVhDRAGFyxjuBmE3d3UMZsAdGy-3qyqVXlAO_oxNJ6qP3vKmS7IhRr-UOt98w_zu3FJ1JkqSgTopFhDH/s1600/_DSC6737.jpg" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjxLEkdrQ4Iq-qWjsZ3kpg49dBuKzmn6MldMbRFSeOhqNmU_5YrNyhW1MyOrHReVhDRAGFyxjuBmE3d3UMZsAdGy-3qyqVXlAO_oxNJ6qP3vKmS7IhRr-UOt98w_zu3FJ1JkqSgTopFhDH/s320/_DSC6737.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Alexis Czeterko</td></tr>
</tbody></table>
Alexis shared these points to remember:<br />
<br />
<b>Architecture of a Conference</b><br />
Research the reader <br />
Decide <br />
what will you compliment?<br />
what will you teach?<br />
how will you teach it?<br />
Give a compliment<br />
Teach the reader something and have them try it<br />
Rearticulate what you’ve taught and encourage the student to do this often as she or she reads (LINK)<br />
<br />
Alexis
says to look through the stop and jots of their independent book before
your conference. If you notice the jottings on post its are not
connected in any way that can be ok but try to get the student to
connect their thoughts. Get a theory about the story or character and
continue to see where your thinking changes. Help them make that
connection the first time if they are struggling with it. <br />
<br />
Documentation
is important. She logs a date under the students page in her data
binder and writes her compliments on left of 2 sided paper and right she
rights the teaching point. Sometimes she will pull out the current
read aloud or a mentor text to demonstrate what she is trying to teach
the student to do in their book. Go to the student where they are
reading, don’t call them back to your space. Meet them where they are
and if other students are nearby hearing what you say it’s ok. They are
actually learning too. When the student is done reading they need to do
something with their post its. They may take a few to a new text to
build on their thinking. They may use some to tape in their reading
notebook and write about their thinking. They definintely shouldn’t
throw them away, staple them in the reading notebook and grow more
thinking!<br />
<br />
What are your best tips or tricks for conferring?<br />
<br />
Cross posted on <a href="http://onceuponateacher.blogspot.com/2013/09/conferring-with-readers.html" target="_blank">Once Upon a Teacher </a>Melanie Holtsmanhttp://www.blogger.com/profile/18146971294514579713noreply@blogger.com1tag:blogger.com,1999:blog-2019179112929314257.post-48895584024914493532013-08-25T23:58:00.001-04:002013-08-26T00:00:30.288-04:00Close ReadingSo let's be honest here. I do have a fundamental understanding of what close reading is but I have been avoiding speaking the words out loud in conversations for a reason. I don't know if it's because I'm from the south, or because I got it confused with cloze reading in the beginning, but I didn't know if it was pronounced close (as in - close the door) or close (looking at something closely). Well now I know for sure. Look at that reading closely! <i> <true confession=""></true></i><br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwu4B05Ii-vaMToyhoiiiA_vPzC5KdaXqw-T73qYL3zugTFLpbbn_63Dz7AYFoPAwcRpXT51qTpFJldmanqEUxsrgVe8TjZnoZpirjjUDD9ZQAS1w9Xup0OYD1BzVc4rIwCEWJEHFTZD4/s1600/_DSC6636.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwu4B05Ii-vaMToyhoiiiA_vPzC5KdaXqw-T73qYL3zugTFLpbbn_63Dz7AYFoPAwcRpXT51qTpFJldmanqEUxsrgVe8TjZnoZpirjjUDD9ZQAS1w9Xup0OYD1BzVc4rIwCEWJEHFTZD4/s1600/_DSC6636.jpg" height="211" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Kelly Hohne</td></tr>
</tbody></table>
<br />
<a href="http://www.heinemann.com/authors/99195.aspx" target="_blank">Kelly Hohne</a> helped refine my thinking to seeing close reading as a way to see more in text than you did before to help you grow new thinking about it. <b>Use different lenses to do this.</b> Then they take these lenses to new texts. It’s not about understanding the text only. It's about learning to do something that you can do again on your own later.<br />
<br />
When to do close reading? You don’t want to do it all the time or you will never finish reading! Do it purposefully. Maybe look across the introduction of texts, or maybe kids in book clubs might make a decision to do a close reading of this part where they think it is really an important part. Or maybe if there is a passage of text they think is not important, then why would the author choose to add it?<br />
<br />
Think about why, what will kids get out of it, and how will this help my kids with other texts reading independently. <br />
<br />
Stop at the part you want to look at closely and talk about why that part is powerful. Point out which part they can look at to support their thinking about that part. With informational text the author chooses illustrations, headings, subheadings and possibly even a word bank for a reason. Does that support your thinking about this important part you are looking at closely? Is the word choice helping make this part important? <br />
<br />
<blockquote class="tr_bq">
Lenses to Use with Close Reading:<br />
<b>craft<br />relationships/interactions</b><br />
<b>point of view</b> - What is the perspective of the author on this topic? What perspectives are included in this text? Missing?<br />
<b>language author used</b> - How has the author used language? (Non-fiction - How have experts quoted in article used word choice?) What words stand out? Why jight the author have chosen these words? What do they show? Are the words creating a positive or negative tone?<br />
<b>text structure </b>- How has the author organized the text? Why might he/she have made these choices?</blockquote>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7H0BOfKIFKOqlOAE-tMNnD_a8gbM8F81SJCnChDtSwsqqCJR_Wryn5df8t0synI-rsN5WHd9jARQAg4vguD6fZlQKF0Z9XmHLrOqRXE8e9sVBi7C8dw1ZpoOkZbpmd51cEcJ5MMimrk4/s1600/_DSC6637.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7H0BOfKIFKOqlOAE-tMNnD_a8gbM8F81SJCnChDtSwsqqCJR_Wryn5df8t0synI-rsN5WHd9jARQAg4vguD6fZlQKF0Z9XmHLrOqRXE8e9sVBi7C8dw1ZpoOkZbpmd51cEcJ5MMimrk4/s1600/_DSC6637.jpg" height="211" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Go close with very small portions of text</td></tr>
</tbody></table>
You could do close reading with an except from an article using the lens: what does the author want you to think, then show them an opposing article or text.<br />
<br />
As a teacher read the passage as a reader. Stop and then reread it and think what part do you want them to look at closely. What part do I want them to see more in....look at the standards and see what they need to work on. <i>That’s the part you base the lesson on. </i><br />
<br />
You may have the students take that portion of reading and write a response connecting their new thinking with evidence from the text. <br />
<br />
Close reading can be used in a mini lesson, while conferring with students, in the closing of a workshop and during book clubs. When do you use close reading?<br />
<br />
Cross posted on <a href="http://onceuponateacher.blogspot.com/2013/08/close-reading.html" target="_blank">Once Upon a Teacher</a>Melanie Holtsmanhttp://www.blogger.com/profile/18146971294514579713noreply@blogger.com2tag:blogger.com,1999:blog-2019179112929314257.post-61340231256793644772013-08-18T20:24:00.000-04:002013-08-18T20:26:23.356-04:00Ramping Up Readers' WorkshopMost of us who are elementary teachers know we are going to have to teach readers to grapple with complex text in order to help them meet the more speedy growth that <a href="http://livefromthecreek.blogspot.com/2013/08/teachers-college-reading-institute.html" target="_blank">common core requires</a> but we don't know yet what exactly that will look like in our classrooms. We can't go faster or squeeze in more lessons so we need to be very prescriptive about what strategies we use to move our students through text levels and help them respond critically writing about what they read. <br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAZJJmnNDbDQkQr_ktOkVm7tzx2A5BCAGYpzr2OrpqHGSRMQ3W9PsCnoDtjjvy140ie0nhLIre6iy_EjkR04-X49PqINAt9P4wd63F4Op1rptKhQXhLHxmFQOjs_1iy0tFfdPctPA9Cug/s1600/_DSC6630.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAZJJmnNDbDQkQr_ktOkVm7tzx2A5BCAGYpzr2OrpqHGSRMQ3W9PsCnoDtjjvy140ie0nhLIre6iy_EjkR04-X49PqINAt9P4wd63F4Op1rptKhQXhLHxmFQOjs_1iy0tFfdPctPA9Cug/s1600/_DSC6630.jpg" height="200" width="130" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Kathleen Tolan</td></tr>
</tbody></table>
On Day 2 of <a href="http://readingandwritingproject.com/institutes/tc-summer-institutes/august-reading.html" target="_blank">Teachers College Reading Institute</a>, <a href="http://readingandwritingproject.com/about/staff/senior%20staff.html" target="_blank">Kathleen Tolan</a> reminded us about not forgetting to use the important metacognitive strategies in our lessons but showed us ideas to help students dig deeper for more complex work. <br />
<br />
* Visualization and Envisionment help students be more engaged in their reading because they see it in their minds eye. What you envision may be wrong until the text corrects you. As a reader, you adjust to what the author is showing you with their words. This is why reading fantasy can be so hard because you don’t have a schema for what something may look like. You can practice this with kids by reading aloud and having them close their eyes while you read something. They can sketch what they are see in their mind movie. This is a whole part of reading that can be lost to some students. Build the world of the story. When you can do this and you really understand the character you can better make predictions. Prediction engages students. It makes them want to find out if they are right. Kids can be unspecific about what they think “I think she will be able to do it” Make them predict the steps that leads to their prediction. When the prediction is wrong, then you have some work to do about why they predicted wrong. <br />
<br />
* Character work is important because it helps us understand why characters do the things they do. What are the traits of this character? Help kids understand which traits might be positive or negative, what happened in the story that might change the character’s traits. Find text evidence to support it or things that are evidence to the contrary. Read over your jottings during reading and find out how they go together. Group your jottings together to make new ideas. Look at your jots through the eyes of another character. <br />
<br />
*Theme in a book is not looking at what book is about. It is about the aspect of that topic. Example: Book is about Friendship. Theme is how friends can be there for you when you are going through a hard time. Don't let kids get away with broad statements. They should be used to you saying, "Say more...".<br />
<br />
*Make a chart of sentence starters for students to dig deeper and tell more about their noticings and judgements after reading.<br />
<i>To add on...</i><br />
<i>This makes me realize...</i><br />
<i>My other theory is....</i><br />
<i>The bigger idea I am having now is....</i><br />
<i>In other words...</i><br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOqsjIHIE9RPyDJeOqvxvsP7STbqcBf5d2pf4OI3NPFYNFbAngfEx6HZDYEkaXy6YpYlxsIagys52jxyh9akaXGe9xVuixOo9-rDPNfCcE31U9dlpb9AdRU1x-nunwRH92C0Nj6pfeplY/s1600/Screen+Shot+2013-08-18+at+8.19.48+PM.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOqsjIHIE9RPyDJeOqvxvsP7STbqcBf5d2pf4OI3NPFYNFbAngfEx6HZDYEkaXy6YpYlxsIagys52jxyh9akaXGe9xVuixOo9-rDPNfCcE31U9dlpb9AdRU1x-nunwRH92C0Nj6pfeplY/s1600/Screen+Shot+2013-08-18+at+8.19.48+PM.png" height="143" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Digging Deeper</td></tr>
</tbody></table>
How do we help our children know that there is hard work that will have to be done for a book? Tell them. When you are modeling for your students you need to point out what you are doing specifically, because this is hard work and they need to know exactly the steps to do. It is possible to over-scaffold or over-coach but you need to be honest about the hard work they are doing so they expect to struggle and reach for the answer.<br />
<br />
Because reading is invisible, we have to make it more tangible for kids. There is not a reading skill that we don’t use in life. Watch their actions and point out when they predict and infer and make connections when they are just living their lives as readers.<br />
<br />
Cross posted on <a href="http://onceuponateacher.blogspot.com/2013/08/ramping-up-readers-workshop.html" target="_blank">Once Upon a Teacher </a>Melanie Holtsmanhttp://www.blogger.com/profile/18146971294514579713noreply@blogger.com0tag:blogger.com,1999:blog-2019179112929314257.post-87271138645863432582013-08-16T10:04:00.000-04:002013-08-16T10:06:22.794-04:00Interactive Read Aloud<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhC2jGmV-ebOKe0j00DOQSbF5wuWh5DdyPOJ2ps9XHfgfhUJqXRI8xyjopPMEIPO7aaEeOTQgW1ZwmQoEEBOlL9sW3lUcCsp1biCK4Ebn04-rdc06FN3-8jOY7328Uio6BU9r0YbD9HJrQ/s1600/_DSC6618.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhC2jGmV-ebOKe0j00DOQSbF5wuWh5DdyPOJ2ps9XHfgfhUJqXRI8xyjopPMEIPO7aaEeOTQgW1ZwmQoEEBOlL9sW3lUcCsp1biCK4Ebn04-rdc06FN3-8jOY7328Uio6BU9r0YbD9HJrQ/s1600/_DSC6618.jpg" height="211" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Alexis Czeterko</td></tr>
</tbody></table>
This week at the Teachers College Reading Institute I've had a School Leaders Group Session with Alexis Czerterko, staff developer for upper grades for <a href="http://readingandwritingproject.com/" target="_blank">TCRWP</a> each day of the week. <br />
<br />
Alexis has really pushed my thinking about things I thought I already knew how to do. Some of those things I will share here on this blog and others I will share on my <a href="http://onceuponateacher.blogspot.com/" target="_blank">personal blog</a> after I have had a chance to do the activities with you (Chets Creek Elementary School teachers) in person! <br />
<br />
One interesting thing about these sessions with Alexis each day is that we took the role of students in a Readers' Workshop. Do you know how hard that is to do? Let me tell you, as she goes conferring around the room your heartbeat starts going a little faster thinking, "Is she going to ask me a question? Aaaccckkk! What if I don't know the answer?" You may be laughing but really it made me think about how students feel when they know they are going to be talking with a teacher about something they are not sure about. So I guess what that taught me is I have confidence in my reading, but I don't have confidence that I am thinking deeply enough about my reading. So what do I need to work on? <insert here="" lightbulb=""> Because if I am not living my life as a growing reader than how can I teach my readers to grow? More about that later...</insert><br />
<br />
The first important thing to do with an interactive read aloud is to choose a book carefully that aligns to the unit of study you are working on and the teaching points in that unit. When Alexis modeled the interactive read aloud during our "Readers' Workshop" she had prepared the book ahead of time with sticky notes all through it to remind herself as a teacher the times she wanted to stop and model or help the readers draw meaning from envisioning, inferring and synthesizing. You are to give kids <br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_ChJdeoXWHEq8e8R36WMkmqRq1yzx6j2p9qcuXsOQIs4Oj_haLke23wKwB8LK1hECK97XUpWS3ImsLzU1ahxGPbfquXMVqnUc6brGQlB_MdgOFSwXLi20o6a6ZrScD-plJcKGV06WtN8/s1600/_DSC6619.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_ChJdeoXWHEq8e8R36WMkmqRq1yzx6j2p9qcuXsOQIs4Oj_haLke23wKwB8LK1hECK97XUpWS3ImsLzU1ahxGPbfquXMVqnUc6brGQlB_MdgOFSwXLi20o6a6ZrScD-plJcKGV06WtN8/s1600/_DSC6619.jpg" height="131" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Interactive Read Aloud</td></tr>
</tbody></table>
an image of what proficient reading looks like. She began by saying,"Look at the cover and get your mind ready". Then she referenced a word bank that she had put on the document camera of words from the book we would encounter. The word bank was separated by just new vocabulary and content vocabulary. She instructed, "Talk with your partner about words you don't reecognize." After reading the first page in the book she walked the book over to the document camera and showed that first page and said, "Talk with your partner about words you see that were in the word bank. When she did stop and model she gave us many opportunities to turn and talk. If you don't prepare deliberately what you are going to talk about it would be hard to be focused about what the kids are learning from your modeling. An example of this would be Teacher: "Given what just happened, I think the character is feeling and thinking <model teacher="" thinking="">" Then she would read a little more and stop and say: "Turn and tell your partner what the character is probably feeling now about this? During turn and talk she circulated the room. Her goal being for the kids to "grow" their thinking from the previous part. After a few of the models that she did she stopped and pointed out implicitly her teaching point, "Did you see how I grew my ideas of the main character as we went along?</model><br />
<br />
I loved hearing more about interactive read alouds. I know that from now on I will prepare my teaching points more carefully and not be afraid to cover the book in sticky notes! Even though I was comprehending the book just fine as a student the turn and talk points made me think deeper about the characters and text. An essential as we prepare to ramp our kids up faster!<br />
<br />
Cross posted on<a href="http://onceuponateacher.blogspot.com/2013/08/interactive-read-aloud.html" target="_blank"> Once Upon a Teacher</a>Melanie Holtsmanhttp://www.blogger.com/profile/18146971294514579713noreply@blogger.com0tag:blogger.com,1999:blog-2019179112929314257.post-10968227020421433792013-08-15T12:37:00.000-04:002013-08-15T12:45:37.734-04:00Helping Our Youngest Readers Move Up the Ladder of Text Complexity<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGEpfAVvIeInE0M_cGJzgXdISO8Nr2UGM5nLDSwWZ2CPC4Iia5OAkzUoby2UyN7KDpDFT_-C6QzGOb9vQ3FvR5jpWJiwqI2j1fvaqx6s1EuH4WAsHjRTNsB6lOzeP3vlVZafVjH4VW1Jo/s1600/_DSC6625.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGEpfAVvIeInE0M_cGJzgXdISO8Nr2UGM5nLDSwWZ2CPC4Iia5OAkzUoby2UyN7KDpDFT_-C6QzGOb9vQ3FvR5jpWJiwqI2j1fvaqx6s1EuH4WAsHjRTNsB6lOzeP3vlVZafVjH4VW1Jo/s1600/_DSC6625.jpg" height="211" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Natalie Louis</td></tr>
</tbody></table>
This session was presented by Natalie Louis who is the co-author of <i>Writing for Readers</i> <br />
(Heinemann, 2013) a unit of study for Kindergarten writers. <br />
<br />
The lower grade is potentially in danger with text complexity. It's a huge learning curve from what we've been doing. We need to find new ways to move readers forward faster. Don’t abandon Fountas and Pinnell. We still need reading levels, the progression of students has just been ramped up. <br />
<br />
In kids book baskets, in the past the teacher would mostly have the students independent level. We started to play around with the formula in the baggies. Marie Clay says what most grows readers is the instructional level (stretch level). So already we aren’t putting the right thing in the book bags. Reading Recovery studied and discovered kids grow one level every two weeks, so most of the instruction wasn’t at instructional level. <br />
So we decided to get more instructional level texts in baggies - more shared reading with a small group, sometimes one to two levels above their grade level.<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRPYw7Lp3-OyMdd77NJn3Fq9CK78EiftZBs2LJnhWy2ltlyFaDRRoCqgEO0QRU5oI9UKuwiwnep1yTOcZM7B1rUu0qTdQJTetQqXK_xl2Bygqf1VFrNaYg6ENTX7ik_-q03K5q3-MZV_c/s1600/images-2.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRPYw7Lp3-OyMdd77NJn3Fq9CK78EiftZBs2LJnhWy2ltlyFaDRRoCqgEO0QRU5oI9UKuwiwnep1yTOcZM7B1rUu0qTdQJTetQqXK_xl2Bygqf1VFrNaYg6ENTX7ik_-q03K5q3-MZV_c/s1600/images-2.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">I want to read that book with you!!!!!</td></tr>
</tbody></table>
Kindergarten teachers understand the power of shared reading. How you know its a good shared reading - the kids are excited and UNRULY! And its mostly implicit (just doing reading - don’t talk about it). Less blah, blah, blah, more do, do, do. It’s why they want to read. They hear that model of you reading and want to sound just like it. If your kids are all sitting still, hands folded -it’s not a good shared reading (all eyes on same text - 1 book). More like a <i>MOSH pit where kids want to surf toward the book</i>. That's what she wants to see in classrooms. Excitement! <br />
<br />
You do the dance of shared reading. As much as they need, until they DO back. Gesture for them to try, don’t talk about it. Continue saying "Join me if you can." as you turn the page. Just read it with them. We are talking levels below I , J. <br />
<br />
Take guided reading books and use them for group shared reading. Teacher is only one with copy. All eyes on same text. The idea is that at the end they might be able to read by themselves. <br />
<br />
Kids below benchmark get this burst schedule of shared reading instruction from you.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMAYZbCLNLaJcxVktn2afZCFrL-nbUNMPgRrKPNz91TH6WgFFu5_XOUHZhW-_ckCtOfLMuQaFATv6zQDzxLGTO9Iv-9sjN9YBHn1u0ECjtR-rQc8NrqEPveGjnSzZ_fud4-ItsO57_mec/s1600/_DSC6624.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMAYZbCLNLaJcxVktn2afZCFrL-nbUNMPgRrKPNz91TH6WgFFu5_XOUHZhW-_ckCtOfLMuQaFATv6zQDzxLGTO9Iv-9sjN9YBHn1u0ECjtR-rQc8NrqEPveGjnSzZ_fud4-ItsO57_mec/s1600/_DSC6624.jpg" height="211" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Example "Burst Group Schedule"</td></tr>
</tbody></table>
You would do two week cycles where you take one group and see them intensely and work with the instructional books in their baggie. This won't take much time! These are low level books you can shared read the entire book pretty quickly.<br />
<br />
Day 1: Two or three instructional texts (meaning books 2 or 3 levels above their independent level) in shared reading. Saying to the kids: Join me if you can. The kids are shouting out things they notice and you just don’t respond. Keep reading and stopping and saying “Join me if you can” <br />
Day 2: Two shared reading two above level<br />
Day 3: Guided reading at their level<br />
Day 4: Two shared reading two above level and decide how each is doing<br />
Day 5: Informal or Formal assess to see if their level moved unless they are totally lost still<br />
<br />
This can help them “burst” ahead. Even if you can move a few up faster the one behind can get more focused one on one help.<br />
<br />
Partner Reading - There is no reason to have a reading partner unless there is trouble. If things are good...you don’t need help. A partner is there for help. Make sure kids know why they have a partner - so there’s someone else to help when there’s trouble or join the joy! They need to <i>understand</i> the why of partner reading.<br />
<br />
Every child has that one book they keep picking up that is WAAAAY above their level. Maybe its a book they've seen an older sibling read, maybe it's a topic or popular character right now, but whatever it is - Let them have it! I call this the child's northstar book - way above your level but you will LEARN to read for this book. They want to read this book so bad they try to sound these huge words out when they are really a C level reader! Mark it with a post it and say this book is special because it is hard for you but we will give you a shot. Guess which book they work on hardest? If I say a book is "just right" and you struggle with it what are you saying in your head to yourself in your head? "My teacher said this book is just right and I can't read some of these words - ugh I'm so dumb." A hard book they know is hard they say, "Oh, I don't know lots of these words but she said it was hard for me so no big deal." but they work harder. Let them have it but label it with a sticky note with a star so they know that is their special hard book they chose.<br />
<br />
<blockquote class="tr_bq">
<i>As an aside...I remember when my son was in Kindergarten and hanging at the C level for so long and desperate to read Star Wars easy readers. I bought them anyway to keep at home and I would read them aloud to him at times but he sat in front of those books longer than any others trying to sound out "Obi Wan Kanobi". I'm pretty sure "the force" (or his Northstar books) propelled him through those primary reading levels. :)</i></blockquote>
<br />
I think the Common Core Standards and text complexity will force us to continue looking for new and different ways to get those "bursts" in reading levels. Do you have any tips or trick to share?<br />
<br />
Cross posted on <a href="http://onceuponateacher.blogspot.com/2013/08/helping-our-youngest-readers-move-up.html" target="_blank">Once Upon a Teacher</a><br />
<br />Melanie Holtsmanhttp://www.blogger.com/profile/18146971294514579713noreply@blogger.com3tag:blogger.com,1999:blog-2019179112929314257.post-33543666984145979692013-08-14T13:40:00.000-04:002013-08-14T14:03:47.652-04:00Write Around for Reading<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkDmuzryvfWHcRhpFplDqUMADp5PnXk2cKpGCIwxKYpsn-lKmKW86wQ-hWKnNe-saVh-xYo2h_Q0BtB9zjOnWQUGS1eAycNgrb2RZeDV7XzBBm4mbc9HZpaWA481QjIO6KMojC3Al9Ol8/s1600/_DSC6631.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkDmuzryvfWHcRhpFplDqUMADp5PnXk2cKpGCIwxKYpsn-lKmKW86wQ-hWKnNe-saVh-xYo2h_Q0BtB9zjOnWQUGS1eAycNgrb2RZeDV7XzBBm4mbc9HZpaWA481QjIO6KMojC3Al9Ol8/s1600/_DSC6631.jpg" height="320" width="199" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Write Around</td></tr>
</tbody></table>
This strategy can be found in the Characters Unit of Study. A “Write Around” is a strategy to engage students in silent conversation. It helps students share their opinions, debate or discuss. It also fosters critical thinking because they have to consider other opinions. <br />
<br />
We participated in one as a pre-reading activity. A photo or image was put in the center of a piece of chart paper. Groups of four are ideal but we had a few more. Everyone uses a different color marker and takes turns responding to the image. You can write what you think about the photo, your questions, your inferences or theories. Groups members are to start new ideas or respond to yours already written there.<br />
<br />
She encouraged us to respond to what other people wrote by elaborating on their writing and taking turns as well. Zoom in on one portion of the photograph and write about it. What are you now noticing about just this part? Move around the table or rotate the chart Read what another reader has written and respond.<br />
<br />
You could begin:<br />
I agree with... <br />
I disagree with..<br />
One question I have is...<br />
What have you learned in other parts of your life that you can relate to this?<br />
What’s an idea you are now having?<br />
I think...<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdMRkHKGGjCXDa96zc7fK-gO9biNuvbu5YgA_7OJheT0i7QsVWjHuNCqoJ3phPYEL8StYUQ3Y5bevnkONgjxzmEM_DrgcQQf8l8pdiPTZ_9wfl6OLJe9yLUCK31zqIRWvVIy3R__o21Jg/s1600/images.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdMRkHKGGjCXDa96zc7fK-gO9biNuvbu5YgA_7OJheT0i7QsVWjHuNCqoJ3phPYEL8StYUQ3Y5bevnkONgjxzmEM_DrgcQQf8l8pdiPTZ_9wfl6OLJe9yLUCK31zqIRWvVIy3R__o21Jg/s1600/images.jpg" height="166" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Babe & !</td></tr>
</tbody></table>
The activity we did was old black and white photographs during the depression era. Then she went straight into reading aloud a picture book with us (The Babe and I) that had the Depression era as a setting. It really gave a deeper level to the understanding of the book as she modeled interactive read aloud.<br />
<br />
The "Write Around" strategy is a great pre-reading activity but it can also be used as a debate format about a controversial issue. Sharing their ideas and building on others' ideas. Or you can use it as an end of unit activity for a read aloud or content area. Students take turns write and responding to each other about what they learned or how their thinking has changed at the beginning of the unit or read aloud. Can you see using "Write Around" easily in your classroom?<br />
<br />
Cross posted on <a href="http://onceuponateacher.blogspot.com/2013/08/write-around-for-reading.html" target="_blank">Once Upon a Teacher </a>Melanie Holtsmanhttp://www.blogger.com/profile/18146971294514579713noreply@blogger.com6tag:blogger.com,1999:blog-2019179112929314257.post-56865200171792573742013-08-13T23:59:00.000-04:002013-08-14T00:02:03.501-04:00Building a Reading Community<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtDIEQcLJGfzEq_p-iqUmnDyZXCVMCsIofzaP-S-YT4Vb7ix6lzpGGQ3JrbyCy2vCiAyPgjqdJTxYyLa0TcIxswH1Qry1GlcLFBDo0t7AB_KYa8GQCXQwRQhJqf_W8xI0b7t45MRXBvv0/s1600/_DSC6608.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtDIEQcLJGfzEq_p-iqUmnDyZXCVMCsIofzaP-S-YT4Vb7ix6lzpGGQ3JrbyCy2vCiAyPgjqdJTxYyLa0TcIxswH1Qry1GlcLFBDo0t7AB_KYa8GQCXQwRQhJqf_W8xI0b7t45MRXBvv0/s1600/_DSC6608.jpg" height="211" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Kathleen Tolan</td></tr>
</tbody></table>
My morning session Monday was with <a href="http://www.heinemann.com/authors/3664.aspx">Kathleen Tolan</a> - senior director of <a href="http://readingandwritingproject.com/about/tcrwp.html" target="_blank">TCRWP</a>, author of several books including some of the new Units of Study<br />
<br />
Kathleen spoke passionately about building a reading community. Below I am sharing my notes that still may sound a little disjointed even after I reread and filled in but I left what I felt was important or worth repeating. I am italicizing her thoughts that are some direct quotes and some paraphrased by me.<br />
<br />
<i>How do we really think about building a reading community? It is essential. We will be holding on to it all year long. Most of the kids you teach have a broken relationship with reading, only a few have a good one. Some of these essentials maybe weren’t addressed earlier you can’t make assumptions that they have heard of it before. <br /><br />When trying to develop curriculum it’s hard because you are always being given more things to stir in the pot and never one to take out. And reading affects ALL content areas. Reading has to matter in a school as a whole. In every classroom. Make things in your school that display that reading matters... Photos, displays of book reflections, book ads... We have lots of assessment data but we need to think of the kid as a reader. If you were making a timeline as a reader what would be on it? Let kids talk about themselves as readers. If they had a great experience reading what were the components of that? If kids had a bad experience what were the components of that. Lists of favorites and why they are favorites. Conversations with readers about their lives as readers. Some kids who are avid readers lose the love because it isn’t cool to read. They don’t talk about themselves as readers. It’s important for them to speak about themselves as readers. Tell them about YOU as a reader. Read the books in your classroom library so you can talk with kids as a reader of that particular book. Book buzz- sell them or talk about them to kids. When was the last time you walked into a bookstore and just picked a book off a shelf and just read it? Really? Kids with broken relationships with reading do that on a daily basis. Let kids sell books to each other. Also talk about books you found not so good. Why did you not like it? Oprah Winfrey’s book club sales would go up after they talked about it, not the day she introduced it. <br /><br />Build a community where we talk about books. Rating systems for books, interactive bulletin board happening in room. Recommendations inside covers on sticky notes. Let kids own and not be ashamed of the books they read, every classroom has a range of readers they should still be a part of the reading community. If you are talking about the characters of books it doesn’t matter what level you’re reading.Make sure there are plenty of choices for all levels of readers. Struggling kids shouldn’t have fewer choices. They need to feel part of that community.<br /><br />If you want to scare yourself, do a running record on your content textbooks. They are always written above their level. Reading identity gets established young. Have time each week for kids to shop the classroom library to find new books to read. 1/3 of books leveled but part of the library not leveled for interest level. Have a smaller library out at the beginning of the year so you can control choice a little until after you assess. Getting kids turned onto a series will help kids read a ton of books. If you have second language learners it’s good to have a few books in their native language to continue their reading skills in their native language as well as books in their English level. When we launch book clubs or historical book clubs we need to save books to side so they won’t have read them already. Structures and units affect how we roll out our library. It’s important for kids to read for long stretches of time. The more you practice something the better you get at it... LONG periods. AT LEAST 30 to 40 min a day. So many “activites” around reading than kids actually reading. The reading extensions can’t become more important than the actual reading. How many of you as adults finish reading a book and go get a coat hanger out of the closet with some yarn and make a mobile about the book? It’s not growing readers!<br /><br />Help kids keep track of the reading they do. They can keep a log but use it for conferring and have kids use it to look at their reading habits. Help them see how they can use it to assess themselves for reading time and genre type and where they read. Columns to have on the logs:<br /><br /><b>book /level / home or school / page started / page ended / minutes read / genre</b><br /><br />If you don’t talk with kids about noticing their reading patterns and they think of it as only an assignment don’t do it. That is not what it’s for. Study and get data on yourself as a reader. Also compare with a friend. <br /><br />There is a magic to books if you get kids hooked in to reading books, but they won’t progress without the right instruction. Structuring your day with rituals and routines that make roles for the kids and teachers clear is important. 60 minute block is really needed. Mini lesson needs to be mini. It’s important for kids to be on the floor close to you because it creates an intimacy with you. Your feedback is instant and if you ask them to do something to practice what you teach you can hear and see what they are doing better. 30 to 40 minutes is the time for workshop and reading. You pull small groups, assessments, circulate, confer. Don’t do one thing only every day. You might also be working with a book club or partners reading. Sometimes you might have a mid-workshop reading point. You stop what they are doing and note it. The share closes the workshop time with a noticing where a student used what you taught in that mini lesson. <br /><br />During running records you need to look at fluency and reading rate. If that’s not something to patch and fix the longer you wait. Reading logs will help you assess this informally. The important thing about a running record is you don’t stop until they bomb. How can you assess their higher level comprehension? Written responses to their reading.</i> <i>Depending on your assessments, that will tweak your instruction and units. Some groups may need more word work or compare/contrast. Assessments should change your instruction. </i><br />
<br />
<br />
<i>Our educational system teaches to deficit model, always teaching at what they don’t know. If you teach to the strength that can spiral back to help the deficit as well. Don’t get caught up in all weaknesses. </i><br />
<i><br /></i>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgS_kMTetf7B2e0QABlWt2c5pCQo6_wD782OEwn9tGXpVQ7VvjdJfRi_GM4KkswA8vilu9XbdJkBJVmeKv3gIvERn4iVuh6ErhEoJKmeVxsR5mCOn_192GWSaFxt2BbmZKsemUNiIlQQjM/s1600/_DSC6597.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgS_kMTetf7B2e0QABlWt2c5pCQo6_wD782OEwn9tGXpVQ7VvjdJfRi_GM4KkswA8vilu9XbdJkBJVmeKv3gIvERn4iVuh6ErhEoJKmeVxsR5mCOn_192GWSaFxt2BbmZKsemUNiIlQQjM/s1600/_DSC6597.jpg" height="200" width="136" /></a>I think that all the teachers in my building agree that we are ALL reading teachers and that it is important to use reading strategies and teaching techniques throughout the day, but there is always more for us to learn about teaching reading through content or informational text. I think that we will do more of that in our professional development this year. But I am thinking there are some creative ways we can display to our students, parents and stakeholders that we are a "community of readers". Maybe highlight a teacher's favorite childhood book, short "commercial" clips that teachers or students can do for books to be played on morning announcements or accesible on a share site for teachers to show at a good time and maybe even capture video footage of teachers in the school that are willing to share their life and habits as a reader. Especially those teachers that are familiar to all students, so watch out resource teachers and administrative staff...I'm coming your way with a camera! What ideas can you share to build a reading community?<br />
<br />
<br />
Cross posted at <a href="http://onceuponateacher.blogspot.com/2013/08/building-reading-community.html" target="_blank">Once Upon a Teacher </a>Melanie Holtsmanhttp://www.blogger.com/profile/18146971294514579713noreply@blogger.com4tag:blogger.com,1999:blog-2019179112929314257.post-9555667599742716742013-08-13T00:24:00.000-04:002013-08-13T06:33:32.796-04:00Teachers College Reading Institute Begins<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr align="center"><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvKHrpDw5uBbIOjHsFn5GLzQSUV8nNGVnjf5v-cIUgeE9ekS6ImDvkcGafMdqh6lt19XoDTvDle9i6_2D1etVZV304SW1txCNO58h5Vz5-xhLFGL0T3ilGvmLRKYkvuyNWXnHfvMUeirs/s1600/_DSC6584.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvKHrpDw5uBbIOjHsFn5GLzQSUV8nNGVnjf5v-cIUgeE9ekS6ImDvkcGafMdqh6lt19XoDTvDle9i6_2D1etVZV304SW1txCNO58h5Vz5-xhLFGL0T3ilGvmLRKYkvuyNWXnHfvMUeirs/s1600/_DSC6584.jpg" height="212" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Inside Riverside Church</td></tr>
</tbody></table>
Our day started bright and early at the beautiful Riverside Church I spoke about <a href="http://onceuponateacher.blogspot.com/2013/08/arriving-in-new-york-to-attend-teachers.html">yesterday</a> . Where <a href="http://www.tc.columbia.edu/academics/index.htm?facid=lmc71">Lucy Calkins</a> gave the keynote entitled: Leading by Influence<br />
<br />
If you have ever heard Lucy Calkins speak even once, you know her words are powerful, she tells a story like nobody's business and she talks fast! So I came prepared and took seven pages of notes but recorded her audio as well to go back and fill in some important parts I missed. So, much of what I am sharing is direct quotes from her or her words paraphrased. I want you to know that this huge church was filled to the back and you could have heard a pin drop. The thoughts and ideas resonated with us all as I could see nods of heads around me and even tears at times. I hope that what I share here will even have a small impact on you as it had a big impact on me. <br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0NglPbCqHSsSXXC1wZ4p3w3aFbBA8b2hs-0DWePcxYp9ln9DlbvtInaeEWLrAD4SOFBzAKVovgkFLIBF5vsVkcof6VFiyOGNpscsmz2jw6wMTtNABc0z9njmBxY1GyWt1UCgiuMpGbi0/s1600/_DSC6600.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0NglPbCqHSsSXXC1wZ4p3w3aFbBA8b2hs-0DWePcxYp9ln9DlbvtInaeEWLrAD4SOFBzAKVovgkFLIBF5vsVkcof6VFiyOGNpscsmz2jw6wMTtNABc0z9njmBxY1GyWt1UCgiuMpGbi0/s1600/_DSC6600.jpg" height="211" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Lucy Calkins</td></tr>
</tbody></table>
<br />
<br />
<i>We are at a juncture in education where pressures and expectations are skyrocketing. The Common Core Standards which have been adopted in 46 states point out that there is a gap that exists from high school graduation to college entrance where students enter a year behind the reading level they should. Even though it has been made clear that if there is any dumbing down of the texts it has been done at the high school level, maybe the middle school level but definitely not the elementary level. (The level of text complexity in the K-5 level has not increased over the last 30 years). Yet the common core has put the responsibility of raising text complexity squarely on the shoulders of K-4 teachers. Between the grades of K -5 kids are expected to grow a level of 150 lexile points a year and between the grades of 6-12 the kids are expected to grow a level of 60 points a year. What used to be expected at the end of fourth grade now is expected at the middle of second grade. We have to escalate the quality and volume of reading that kids do. The expectations come with punitive results if students don’t meet the them. Instead of 1/3 of third graders not meeting expectations in the U.S. we will now have 2/3 not meeting expectations. (This just happened in NY ) It is the level of reading, comprehending and writing.<br /><br />The expectations are higher so the level of support for teachers should be high as well but schools have less money to provide for books and supplies because that money is used on tests and technology to take tests ( 15 billion is being spent in the U.S. to implement Common Core Standards) Schools have less ability to provide professional development and less ability to provision kids with books they need and teachers have larger class sizes than ever and at the same time people, the media and politicians are calling out, “DO MORE, REACH HIGHER!” Teachers are being portrayed as screw ups. <br />That wake up call has been rung, and rung, and rung and it’s not gonna work now. Why would people think that criticism is helping grow master teachers? <br /><br />The story that schools are failing is a carefully manufactured message. It’s not true, for example, that graduation rates are at an all time low as people keep saying. In the beginnning of the 21st century, the graduation rate was 10%. Now the graduation rates are 75-90% depending on how you look at them. The question Lucy asks is, “Why would Arne Duncan, U. S. Education Secretary, NOT count those graduating in August instead of June? Why would he not count GED graduates? <br /><br />Why don’t people point out that levels of child poverty have tripled over the years and the scores have remained flat for 30 years. The single factor that most relates to scores is poverty. They should be saying, “Good for you teachers!” Do they actually think the way to improve teaching and learning is to demoralize teachers? <br /><br />A study recently came out that said in the last 3 years teacher job satisfaction levels have gone from 62% to 39%. It’s worse in elementary schools. Over half are going through their day stressed. Think about a day with your kids where you weren’t stressed at all. How different was that from the day you were totally stressed out. <br /><br />Whether you like it or not those of you who teach reading are entering into a horse race. The move to more universal and rigorous common core assessments will yield data about approaches to reading and writing and the expectation that we will figure out the right answers from these tests. Many of these schools are quickly moving to Readers Workshop. This year they received more applications than ever. <br /><br />Here’s what will matter in your school because there is less professional development. You must lead from within. Build capacity.<br /><br />Our first goal at our school should be to create a counter narrative to this “teachers are failing” narrative. The “teachers are failing” narrative is demoralizing and it will never tap into the energy needed to do this work. It’s not just teachers taking a beating. Kids are taking a beating. Lucy referenced Sandy Hook Elementary where they could be the death of optimism. But authors captured the stories of heroic teachers and love displayed to give that school a counter narrative. At Teachers College they have made the story of NewTown, CT the story of the principal, Dawn who attended many of their Institutes. The principal who put herself in harms way to protect children. THAT is a narrative. These counter narratives need to be told. They are what MATTERS. It shouldn’t take kids dying to tell these stories. Write yours as school leaders. You need to do this to overcome doing more with less. <br /><br />Successful communities have leaders that rally others to fight for causes greater than themselves. Success or failure of an institution is how well it taps into finding talents of individuals. We all need to be contagious learners. It needs to be visable. One way to rally communities is to go on walks through the school building expecting to find beauty. Call it “Glory Walks” - illustrate your counter narrative with the magic that happens when a teacher sits and works with a child. <br /><br />Carrot sticks will never make teachers go the extra mile. Rally them to ideas that tap into their belief system. Tapping into people’s energy to make good work better. As a leader, all of the people who work with you are on your lap or shoulder. Choose to lead by influence. </i><br />
<br />
My favorite thing about her speech was teaching us about writing the counter narrative for our school. I think we do a good job of that within, recognizing greatness, sharing small moments and telling the story of what makes our school special but I think we can do more. I LOVE the idea of Glory Walks. Sometimes when you are going on a "focus" walk looking for specific things you might miss out on something amazing that could be happening that very minute. One of my favorite job assignments my boss ever gave me was to take photos of each teacher interacting with a child or class. Truly I get teary eyed watching the slideshow of the photos teamed together because what we are doing with kids IS magical, and rocket science, and selfless. We need to tell our story more!<br />
<br />
<br />
<br />
<iframe align="middle" frameborder="0" height="400" scrolling="no" src="http://www.flickr.com/slideShow/index.gne?set_id=72157627327362935" width="400"></iframe><br />
<center>
<small>Created with <a href="http://www.flickrslideshow.com/">flickr slideshow</a>.</small></center>
Cross posted on <a href="http://onceuponateacher.blogspot.com/2013/08/teachers-college-reading-institute.html">Once Upon a Teacher</a>Melanie Holtsmanhttp://www.blogger.com/profile/18146971294514579713noreply@blogger.com1