Hello and Welcome to our Blog!
We will be using this blog to engage in conversations about our pre-institute reading of Regie Routman's Teaching Essentials. As you read each chapter, please post your thoughts and reflections here. Thanks! Becky and Christy
Monday, June 14, 2010
Watching and Listening to Children Read
Let's do the same with this article so all the thinking and responses are centrally located! :) See you in the morning for more brain food in Balanced Literacy.
I have always been a teacher that preferred "kidwatching" rather than formal testing. A long time ago it use to be that we could do that and we were not as data driven as we are today. I do see the importance in data and realize that keeping what I know about children "in my head" is no longer feasible or an acceptable practice. Still, nothing beats watching and learning beside a child to understand where the child is and what that child needs to grow as a writer and reader. I loved reading about the nametag activity. It took me back to my first day of school every year as a kindergarten teacher when I did the exact same thing and learned so much about my children just by doing this one quick activity. This was a great, easy to read article with a fundamental message that we are "kidwatchers" first and foremost. I was glad for the reminder.
I like Sandy am a big fan of kidwatching! At the beginning of the school year I feel it is the best way to get to know my students needs and interests. I think kidwatching is a huge part in getting to know our students but Dominie and reading one on one with students doing a miscue analysis is also a good way of knowing where your students are, what they can do well and what they need help with.
I loved that name tag activity as well, Sandy...especially the letter writing part...what a great way to get a sense of their confidence as readers and writers in a short time and so soon! I do believe "walking the room" is one of the best pieces of advice I would give a new teacher. This simple gesture of working my way around the room during any activity speaks volumes for me when it comes to kid watching. I learn so much that way! In addition, my exit slip today mentioned miscue as something I want to improve. I am also looking forward to this, Sarah. The more I practice this...to the point of it becoming second nature is key. The Watching Readers: What to Look For section is a keeper. Although we do these things when we kid-watch...it was great to see it all in one place, and it reminded me a few more things to focus my attention on.
OOPS...I already posted too. My bad. I really enjoyed the kidwatching part of this article too. I think kidwatching is so valuable. I also agree with Sandy that we do need formal assessment because of the accountability factor that goes along with it. But... there is nothing like using good old kidwatching to gather information, to keep you on track instructionally, and to later use as a way to empower the child you were watching.
I too enjoyed the name tag activity. I personally have not used the Burke Reading Interview- something similar, but not nearly as powerful. I may try it at home... I agree with Liz- this did help to re-focus my attention too. Miscue analysis was something I also noted on my exit slip as well. What I need to improve is how well I use the data from the miscue analysis. Data is powerful when used correctly!
I think the quote in the summary is very empowering: "Standardized measurements for non-standardized kids fall short of helping teachers watch, enjoy, and describe. Scores don't sharpen our vision or insight. They don't bring a smile or knowing nod." Our curriculum must be based on the strengths of children and what they need help on. I wish kid watching data was taken as seriously as Dominie Scores and Map Scores are in our district. As I said in class, a child is more than a number, and Watson quotes that "a score...doesn't begin to describe a child's ability to use language." It's quite obvious that a test that a child takes for one isolated hour is not as reliable and realistic as a whole year's worth of careful observation. I love the invitational way to observe students' reading behavior where the teacher can invite the children to write a letter to her. This lovely language becomes the language our students use. I also like how miscue analysis is an investigative tool that gives insight into a reader's mind and how the ERRQ gave students the opportunity to ask the teacher a question at the end.
I agree with the kidwatching. I think kidwatching will surely tell you more about a kid than a number or score will. I liked the lists of things to be "watching" or observing for in your students. This is a GREAT guide and will be very helpful when kidwatching my students.
Again like Regie, I liked how we are reminded to focus on what students know to grow them and not solely focus on what they don't know. Also the idea that teachers need to build their reading program on what students are doing right not what they are doing wrong.
The suggestions on page 122-123 of ideas teachers can use to get to know students as readers the first few days will helpful in getting to know my students and I think more meaningful than some of things I have done in the past.
The review of what miscue analysis is, how to use it and what to take from it was very refreshing, especially the insights that were made from Mike's miscue analysis. I liked how it showed you how he used some of the cueing systems and looked at his mistakes in a positive light- not just he made lots of mistakes but how the mistakes were made and what cueing system they were pointing too. This is GOOD stuff.
I am curious about the ERRQ- this is the first time I believe I have heard of this particuliar assessment. It sounds a lot like a reading conference to me. Is there more to it?
One quote that spoke to me was " Standardized measurments for nonstandard kids fall short of helping teachers watch, enjoy and describe."
Overall, I enojoyed and got a lot more out of this article than the other. I feel like this article appealed more to my needs as a learner.
I have used miscue analysis to assess my students and it really gives great information about what they are/are not doing while reading. I have never heard of ERRQ and, honestly, I didn't really understand how to use it as I was reading this article. I am not sure that would be an appropriate assessment for kindergartners. I enjoy sitting beside my students during independent reading and informally assessing what they are doing as they read. I must be honest, it took me a while (and a lot of guidance from my literacy coach) to understand exactly what it was I was looking/listening for. It takes practice to get comfortable in choosing what to write down during this time if you are keeping notes on each child. In the beginning, I was writing down almost EVERYTHING the child was saying. This was a huge waste of time! I eventually got better at picking out what was important information to gather during this time. I agree with Krysten about using the data you have collected appropriately. I am really good at collecting data, however, I could use more guidance when it comes to using the data to make small groups, plan instruction, and tailor that instruction for each child. I hope this is something we will touch on in class.
I agree with everyone--kidwatching is such a powerful tool. I also appreciated the fact that this article focuses on what students are doing WELL! This quote from page 121 illustrates how kidwatchers should start with what the child CAN do: "Good kidwatchers make it a point to see the student's strengths first. This does not mean that problems are ignored. It simply indicates that teachers need to build their reading programs on what students are doing right, not on what they are doing wrong."
I also noticed this article's emphasis on the importance of having students access their prior knowledge related to a topic or experience. For instance, the fifth grade students were asked to tell their teacher everything they already knew aobut Benjamin Franklin. A lot was revealed about the students from their responses, and this "before the book is opened activity" helped the teacher make decisions about her classroom and her students. Likewise, in the first grade classroom, those students discussed their experiences with receiving letters before they opened their letters from the teacher. Having students face their preconceptions by verbalizing them (a) gets students thinking about the accuracy of what they believe and helps them understand the changes in their thinking as they learn and grow and (b) helps the teacher plan individualized and appropriate instruction for each student, because each child enters the classroom with different amounts of background knowledge, making them ready for different things. Like with the fifth graders studying Franklin, some students might be ready to read independently, whereas others might need to read with a partner or find a friendlier text. I need to remember the importance of tapping into what my students already know through something as simple as conversation and charting.
And last thing...I'm left wondering how I can make my students stronger self-assessers (as discussed in Regie's text--chapter 6) and instruct them to note their own miscues. Any ideas? : )
I agree with Wendi, I like that Regie focuses on what the students know and not on what they do not know. Also in our reading it was emphasized that focusing on what students do right, not what they do wrong is important. This goes back to the idea of celebrating their successes! I too like the kidwatching. I guess being new to teaching Language Arts, I do not yet have the confidence in being able to kidwatch, pinpoint strengths and weaknesses and then know where to go from there. I am counting on you Christy and Becky! I liked the school talk article that reviewed the components of balanced literacy. This was a great help and article to hold onto for me to refer back to when needed. I look forward to our discussions tomorrow!
For the love of humanity!! It took me long enough to figure out how to do this!
I loved this article, but it made me realize all the good information I have been missing by not being as observant as I needed to have been. Kidwatching provides so much useful information. I really liked how it said that good kidwatchers notice the strengths first. The article also gave me some great things to look for this year. I'm not really sure what ERRQ is, but it sounds somewhat useful.
I definitely agree with everyone about the great value of kidwatching as an informaal assessment tool. I would like to learn more about what exactly I will need to look for in fifth graders as readers. I am worried that by the time students get to fifth grade the achievement gap is really becoming a chasm from the lowest reading abilities to the highest. How will I be able to teach all of these readers? I am worried that I will not be able to keep such a group of diverse learners consistently on task while I conference with individual students, listen in on literary circles, record observations and do all the things we are supposed to do while my sstudents are all engaged in a variety of self-guided activities. HOw do you guys do it?
I fully believe that when a student is reading a high potential text, they will demonstrate good reading, and if they are reading a text with poor potential they will be poor readers. Also, I loved the idea of transactional reading that forces teachers to become textwatchers as well as kidwatchers.
I appreciated the before reading strategy of having the students tell the teacher EVERYTHING they know about a topic and listing those responses on the chart, then grouping them in areas of patterns and labeling each group. My action research project for my grad work at Columbia College focuses on vocabulary awareness and understanding and List-Group-Label is a strategy recommended. I can see the value in using this as a powerful tool to draw students in and help them connect to the text through prior knowledge.
Finally, I liked the possible questions to consider when watching readers in the areas of: concepts about print and print settings, use of background knowledge, unse of strategies, and view of slef as reader. I can see myself having those questions close by during independent reading conferences so that I have a go to when I notice a student having difficulty.
Amy, in response to your concern for knowing how to manage all the components and teacher all levels of readers, you must allow yourself to bite of only as much as you can chew at a time. You are on the right track by taking this class to learn the basics, but through professional conversations with others at our school, you will have plenty of support. Also, as discussed in class today, take any and every opportunity at the beginning of the year to go into classrooms that already have things running and see what they do. I am not an expert at any of this by any means, but you are welcome to come see things in my room anytime. :)
It was nice to see the Burke Reading Interview used and discussed both in this article and in class today! It really can be such an insightful tool, and one that has given me some surprising responses in the past! I too would like to be better at miscue analysis. I think that the positive approach to this was good to hear reinforced. Watson is on the mark when she comments that miscue analysis "helps teachers look at what children are doing 'right,' while becoming aware of their problems in reading." I too would like to know more about ERRQ and see it modeled or to hear how some of you use this tool in the classroom.
Guess who will be using the Name Tag activity on the first day of school? ME, that's who!
For years I have considered my kidwatching notebooks to be gold (I prepare a notebook for each nine weeks)! Reading this article gave me some new ideas as to what I can look for while kidwatching each day. I give a big "AMEN" to the quote that many of you already mentioned from the article about standardized measurements. I think this rings true for many teachers but I feel that some higher-ups forget that "it ain't all about the scores"!
I have a question about the Burke Reading Interview for the primary teachers that may have used this, or something similar, with their students at the beginning of the school year. How do you administer this to your little ones at the beginning of the school year? I'm assuming orally and individually, but one should never assume. ;)
This was a great article. It opened my eyes to so many new possibilities. We talk about kid-watching as a valuable tool, but like Melinda I was not thinking about how many ways this can be done. This article gave me so many ideas. Now I need to come up with a good way of organizing the information I will be gathering on each student. I did have one big question. As I was looking at Mike’s miscue analysis I thought he did pretty good – self-correction, omissions and substitutions not causing a problem during retelling, etc., but what I was not clear (my ignorance) about was what Mike needs to work on. I should create a mini-lesson to work with him on what? This is what I am nervous about. I gather all this great information but am I then going to know what to do with it to guide my instruction?
By using the information from observations we can plan what the children need,know what they have control over, and have kidwatching notes for assessments. I think I need to work on making better use of the information I gather from these notes instead of sometimes just tucking it away for later...and later never comes. Shame on me!!!!
Our team compliled a notebook that we broke down into several mini lessons, games and skills for each level for the student's reading levels.It has come in so handy when frustration sets in as to what can be done to help the student with "meaning". I noted in the article on page 19. Concepts of print, The Show me book is what I depend on to know where to begin with books, how to turn pages, fron back, punctuation. It is so helpful with small grouping.
Oops--Sorry! You must have been writing that as I was posting!! I'll be on board for this structure tomorrow!!
ReplyDeleteI have always been a teacher that preferred "kidwatching" rather than formal testing. A long time ago it use to be that we could do that and we were not as data driven as we are today. I do see the importance in data and realize that keeping what I know about children "in my head" is no longer feasible or an acceptable practice. Still, nothing beats watching and learning beside a child to understand where the child is and what that child needs to grow as a writer and reader.
ReplyDeleteI loved reading about the nametag activity. It took me back to my first day of school every year as a kindergarten teacher when I did the exact same thing and learned so much about my children just by doing this one quick activity. This was a great, easy to read article with a fundamental message that we are "kidwatchers" first and foremost. I was glad for the reminder.
I like Sandy am a big fan of kidwatching! At the beginning of the school year I feel it is the best way to get to know my students needs and interests. I think kidwatching is a huge part in getting to know our students but Dominie and reading one on one with students doing a miscue analysis is also a good way of knowing where your students are, what they can do well and what they need help with.
ReplyDeleteI loved that name tag activity as well, Sandy...especially the letter writing part...what a great way to get a sense of their confidence as readers and writers in a short time and so soon! I do believe "walking the room" is one of the best pieces of advice I would give a new teacher. This simple gesture of working my way around the room during any activity speaks volumes for me when it comes to kid watching. I learn so much that way! In addition, my exit slip today mentioned miscue as something I want to improve. I am also looking forward to this, Sarah. The more I practice this...to the point of it becoming second nature is key. The Watching Readers: What to Look For section is a keeper. Although we do these things when we kid-watch...it was great to see it all in one place, and it reminded me a few more things to focus my attention on.
ReplyDeleteOOPS...I already posted too. My bad.
ReplyDeleteI really enjoyed the kidwatching part of this article too. I think kidwatching is so valuable. I also agree with Sandy that we do need formal assessment because of the accountability factor that goes along with it. But... there is nothing like using good old kidwatching to gather information, to keep you on track instructionally, and to later use as a way to empower the child you were watching.
I too enjoyed the name tag activity. I personally have not used the Burke Reading Interview- something similar, but not nearly as powerful. I may try it at home...
ReplyDeleteI agree with Liz- this did help to re-focus my attention too. Miscue analysis was something I also noted on my exit slip as well. What I need to improve is how well I use the data from the miscue analysis. Data is powerful when used correctly!
I think the quote in the summary is very empowering: "Standardized measurements for non-standardized kids fall short of helping teachers watch, enjoy, and describe. Scores don't sharpen our vision or insight. They don't bring a smile or knowing nod." Our curriculum must be based on the strengths of children and what they need help on. I wish kid watching data was taken as seriously as Dominie Scores and Map Scores are in our district. As I said in class, a child is more than a number, and Watson quotes that "a score...doesn't begin to describe a child's ability to use language." It's quite obvious that a test that a child takes for one isolated hour is not as reliable and realistic as a whole year's worth of careful observation. I love the invitational way to observe students' reading behavior where the teacher can invite the children to write a letter to her. This lovely language becomes the language our students use. I also like how miscue analysis is an investigative tool that gives insight into a reader's mind and how the ERRQ gave students the opportunity to ask the teacher a question at the end.
ReplyDeleteI agree with the kidwatching. I think kidwatching will surely tell you more about a kid than a number or score will. I liked the lists of things to be "watching" or observing for in your students. This is a GREAT guide and will be very helpful when kidwatching my students.
ReplyDeleteAgain like Regie, I liked how we are reminded to focus on what students know to grow them and not solely focus on what they don't know. Also the idea that teachers need to build their reading program on what students are doing right not what they are doing wrong.
The suggestions on page 122-123 of ideas teachers can use to get to know students as readers the first few days will helpful in getting to know my students and I think more meaningful than some of things I have done in the past.
The review of what miscue analysis is, how to use it and what to take from it was very refreshing, especially the insights that were made from Mike's miscue analysis. I liked how it showed you how he used some of the cueing systems and looked at his mistakes in a positive light- not just he made lots of mistakes but how the mistakes were made and what cueing system they were pointing too. This is GOOD stuff.
I am curious about the ERRQ- this is the first time I believe I have heard of this particuliar assessment. It sounds a lot like a reading conference to me. Is there more to it?
One quote that spoke to me was " Standardized measurments for nonstandard kids fall short of helping teachers watch, enjoy and describe."
Overall, I enojoyed and got a lot more out of this article than the other. I feel like this article appealed more to my needs as a learner.
I have used miscue analysis to assess my students and it really gives great information about what they are/are not doing while reading. I have never heard of ERRQ and, honestly, I didn't really understand how to use it as I was reading this article. I am not sure that would be an appropriate assessment for kindergartners.
ReplyDeleteI enjoy sitting beside my students during independent reading and informally assessing what they are doing as they read. I must be honest, it took me a while (and a lot of guidance from my literacy coach) to understand exactly what it was I was looking/listening for. It takes practice to get comfortable in choosing what to write down during this time if you are keeping notes on each child. In the beginning, I was writing down almost EVERYTHING the child was saying. This was a huge waste of time! I eventually got better at picking out what was important information to gather during this time.
I agree with Krysten about using the data you have collected appropriately. I am really good at collecting data, however, I could use more guidance when it comes to using the data to make small groups, plan instruction, and tailor that instruction for each child. I hope this is something we will touch on in class.
I agree with everyone--kidwatching is such a powerful tool. I also appreciated the fact that this article focuses on what students are doing WELL! This quote from page 121 illustrates how kidwatchers should start with what the child CAN do: "Good kidwatchers make it a point to see the student's strengths first. This does not mean that problems are ignored. It simply indicates that teachers need to build their reading programs on what students are doing right, not on what they are doing wrong."
ReplyDeleteI also noticed this article's emphasis on the importance of having students access their prior knowledge related to a topic or experience. For instance, the fifth grade students were asked to tell their teacher everything they already knew aobut Benjamin Franklin. A lot was revealed about the students from their responses, and this "before the book is opened activity" helped the teacher make decisions about her classroom and her students. Likewise, in the first grade classroom, those students discussed their experiences with receiving letters before they opened their letters from the teacher. Having students face their preconceptions by verbalizing them (a) gets students thinking about the accuracy of what they believe and helps them understand the changes in their thinking as they learn and grow and (b) helps the teacher plan individualized and appropriate instruction for each student, because each child enters the classroom with different amounts of background knowledge, making them ready for different things. Like with the fifth graders studying Franklin, some students might be ready to read independently, whereas others might need to read with a partner or find a friendlier text. I need to remember the importance of tapping into what my students already know through something as simple as conversation and charting.
And last thing...I'm left wondering how I can make my students stronger self-assessers (as discussed in Regie's text--chapter 6) and instruct them to note their own miscues. Any ideas? : )
I agree with Wendi, I like that Regie focuses on what the students know and not on what they do not know. Also in our reading it was emphasized that focusing on what students do right, not what they do wrong is important. This goes back to the idea of celebrating their successes!
ReplyDeleteI too like the kidwatching. I guess being new to teaching Language Arts, I do not yet have the confidence in being able to kidwatch, pinpoint strengths and weaknesses and then know where to go from there. I am counting on you Christy and Becky!
I liked the school talk article that reviewed the components of balanced literacy. This was a great help and article to hold onto for me to refer back to when needed. I look forward to our discussions tomorrow!
For the love of humanity!! It took me long enough to figure out how to do this!
ReplyDeleteI loved this article, but it made me realize all the good information I have been missing by not being as observant as I needed to have been. Kidwatching provides so much useful information. I really liked how it said that good kidwatchers notice the strengths first. The article also gave me some great things to look for this year. I'm not really sure what ERRQ is, but it sounds somewhat useful.
I definitely agree with everyone about the great value of kidwatching as an informaal assessment tool. I would like to learn more about what exactly I will need to look for in fifth graders as readers. I am worried that by the time students get to fifth grade the achievement gap is really becoming a chasm from the lowest reading abilities to the highest. How will I be able to teach all of these readers? I am worried that I will not be able to keep such a group of diverse learners consistently on task while I conference with individual students, listen in on literary circles, record observations and do all the things we are supposed to do while my sstudents are all engaged in a variety of self-guided activities. HOw do you guys do it?
ReplyDeleteI fully believe that when a student is reading a high potential text, they will demonstrate good reading, and if they are reading a text with poor potential they will be poor readers. Also, I loved the idea of transactional reading that forces teachers to become textwatchers as well as kidwatchers.
ReplyDeleteI appreciated the before reading strategy of having the students tell the teacher EVERYTHING they know about a topic and listing those responses on the chart, then grouping them in areas of patterns and labeling each group. My action research project for my grad work at Columbia College focuses on vocabulary awareness and understanding and List-Group-Label is a strategy recommended. I can see the value in using this as a powerful tool to draw students in and help them connect to the text through prior knowledge.
Finally, I liked the possible questions to consider when watching readers in the areas of: concepts about print and print settings, use of background knowledge, unse of strategies, and view of slef as reader. I can see myself having those questions close by during independent reading conferences so that I have a go to when I notice a student having difficulty.
Amy, in response to your concern for knowing how to manage all the components and teacher all levels of readers, you must allow yourself to bite of only as much as you can chew at a time. You are on the right track by taking this class to learn the basics, but through professional conversations with others at our school, you will have plenty of support. Also, as discussed in class today, take any and every opportunity at the beginning of the year to go into classrooms that already have things running and see what they do. I am not an expert at any of this by any means, but you are welcome to come see things in my room anytime. :)
It was nice to see the Burke Reading Interview used and discussed both in this article and in class today! It really can be such an insightful tool, and one that has given me some surprising responses in the past! I too would like to be better at miscue analysis. I think that the positive approach to this was good to hear reinforced. Watson is on the mark when she comments that miscue analysis "helps teachers look at what children are doing 'right,' while becoming aware of their problems in reading." I too would like to know more about ERRQ and see it modeled or to hear how some of you use this tool in the classroom.
ReplyDeleteGuess who will be using the Name Tag activity on the first day of school? ME, that's who!
ReplyDeleteFor years I have considered my kidwatching notebooks to be gold (I prepare a notebook for each nine weeks)! Reading this article gave me some new ideas as to what I can look for while kidwatching each day. I give a big "AMEN" to the quote that many of you already mentioned from the article about standardized measurements. I think this rings true for many teachers but I feel that some higher-ups forget that "it ain't all about the scores"!
I have a question about the Burke Reading Interview for the primary teachers that may have used this, or something similar, with their students at the beginning of the school year. How do you administer this to your little ones at the beginning of the school year? I'm assuming orally and individually, but one should never assume. ;)
This was a great article. It opened my eyes to so many new possibilities. We talk about kid-watching as a valuable tool, but like Melinda I was not thinking about how many ways this can be done. This article gave me so many ideas. Now I need to come up with a good way of organizing the information I will be gathering on each student. I did have one big question. As I was looking at Mike’s miscue analysis I thought he did pretty good – self-correction, omissions and substitutions not causing a problem during retelling, etc., but what I was not clear (my ignorance) about was what Mike needs to work on. I should create a mini-lesson to work with him on what? This is what I am nervous about. I gather all this great information but am I then going to know what to do with it to guide my instruction?
ReplyDeleteBy using the information from observations we can plan what the children need,know what they have control over, and have kidwatching notes for assessments. I think I need to work on making better use of the information I gather from these notes instead of sometimes just tucking it away for later...and later never comes. Shame on me!!!!
ReplyDeleteOur team compliled a notebook that we broke down into several mini lessons, games and skills for each level for the student's reading levels.It has come in so handy when frustration sets in as to what can be done to help the student with "meaning". I noted in the article on page 19. Concepts of print, The Show me book is what I depend on to know where to begin with books, how to turn pages, fron back, punctuation. It is so helpful with small grouping.
ReplyDelete