Like Sarah, I noticed that I put a lot of "I already do this" or "I need to always do this" in the margins of this article. I loved the reminder to all of us that reading and writing workshop needs to happen in a large block of protected time. It is not always possible for this to happen, but it is crucial. Children have to have time to practice what we have modeled in class, and this needs to happen in the same block, not hours later. I appreciate that our principal feels very strongly about this matter. Another component of the article that really spoke to me was the part about sharing. I have made this a must in my classroom. I feel this is easily accomplished during writing instruction. There is no better way to make a child feel worthwhile. I love to walk around the room with my "I LOVE YOUR WRITING" clipboard and catch students in the act of awesome writing. Sometimes I take a picture to put on the Smartboard, sometimes I let the student share their thinking on the document camera, and sometimes I just let them chart a great idea, hook, or strategy they used during writing. I also like the point made about having routines in reading and writing worksop. This is so powerful. Routines are so improtant. I have a special signal in my classroom to let students know that reading or writing workshop has begun. When the lighted Palmetto tree comes on,it's time to read. When the light goes off...it's time to come to the floor to share. To signal writing workshop the Flamingo light comes on and all students come to the floor for a mini- lesson. I also think it is valuable to have a special signal, sign, or reminder that I am having individual conferences with students. I have found it helpful to keep a visible reminder sign that states that conferences are being conducted.
I feel these routines in my classroom have given my students predictable structures to learn in.
Monday, June 14, 2010
My Think-Writing; 6-14-10 Homework
I truly enjoyed reading both Reading and Writing Workshop and Watching and Listening to Children Read.
Because I have always been a firm believer in writing and reading workshops (thanks to USC’s master’s program and Nancy Atwell!!) a lot of School Talk’s Reading and Writing Workshop reaffirmed the way I already structure much of my 90 minute class. I actually take “status of the class” each day after my 20 ELA minutes (in which students can read or write independently while I conference with other students). Sometimes, we need to adjust due dates or I need to review material—such as research logistics like MLA format. Some days I learn that my students are procrastinating on a project I have assigned, and I need to listen to them in order to evaluate whether students are avoiding work or whether they don’t have the necessary skill set to get started or move on. In many places I wrote, “I do this” in sections of this article. And in many places I wrote, “I need to remember to do this.” The article was a nice refresher for me.
In Watching and Listening to Children Read I was fascinated by the many ways to judge what students know about treading. I particularly loved the philosophy behind kidwatching. Watson writes, “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” (121). I like this because it allows the teacher and student to focus on the positive. I also like this technique because it is something I can do informally, every day, to get a view of how many students are conducting themselves as readers. It also gives a name to something I do instinctively—and it is yet another researched-based reason why I do not need to give several “pretests” to determine student’s reading ability. In fact, this article actually demonstrated exactly how such pretests can be faulty, and therefore detrimental to planning student instruction. Watson writes, “…when proficient readers are presented with interesting, well-written text they look like what they are—good readers reading good discourse. If these same readers are presented text that is unpredictable, lacks cohesion, is conceptually inappropriate, and holds no interest, the students will appear to be poor readers—their potential diminished by poor text” (116). Now, I can just say I am looking at a “transactional view” of reading to defend my methods of kidwatching and textwatching as I help students with reading instruction. It’s simply a matter of giving a researched-based name to what I am already doing in my classroom.
Finally, WOW to all of you who have always known about and conducted formal miscue analysis and ERRQ!!!! I was absolutely riveted by the section—I’ll admit to reading it twice. And I’m hoping to gain a better understanding of both tomorrow, but as of right now (if what I’m understanding is correct) the possibilities are endless for how I can utilize these methods in my classroom. I don’t want to write more on this subject because I don’t think I have a full grasp of how to fully analyze the results of miscue analysis, but I’m thinking along the lines of using these methods as a way to make students aware of their own reading processes—an activity in metacognition for my middle schoolers as readers. So, until I learn more, I’ll just say I’m pretty excited!
Because I have always been a firm believer in writing and reading workshops (thanks to USC’s master’s program and Nancy Atwell!!) a lot of School Talk’s Reading and Writing Workshop reaffirmed the way I already structure much of my 90 minute class. I actually take “status of the class” each day after my 20 ELA minutes (in which students can read or write independently while I conference with other students). Sometimes, we need to adjust due dates or I need to review material—such as research logistics like MLA format. Some days I learn that my students are procrastinating on a project I have assigned, and I need to listen to them in order to evaluate whether students are avoiding work or whether they don’t have the necessary skill set to get started or move on. In many places I wrote, “I do this” in sections of this article. And in many places I wrote, “I need to remember to do this.” The article was a nice refresher for me.
In Watching and Listening to Children Read I was fascinated by the many ways to judge what students know about treading. I particularly loved the philosophy behind kidwatching. Watson writes, “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” (121). I like this because it allows the teacher and student to focus on the positive. I also like this technique because it is something I can do informally, every day, to get a view of how many students are conducting themselves as readers. It also gives a name to something I do instinctively—and it is yet another researched-based reason why I do not need to give several “pretests” to determine student’s reading ability. In fact, this article actually demonstrated exactly how such pretests can be faulty, and therefore detrimental to planning student instruction. Watson writes, “…when proficient readers are presented with interesting, well-written text they look like what they are—good readers reading good discourse. If these same readers are presented text that is unpredictable, lacks cohesion, is conceptually inappropriate, and holds no interest, the students will appear to be poor readers—their potential diminished by poor text” (116). Now, I can just say I am looking at a “transactional view” of reading to defend my methods of kidwatching and textwatching as I help students with reading instruction. It’s simply a matter of giving a researched-based name to what I am already doing in my classroom.
Finally, WOW to all of you who have always known about and conducted formal miscue analysis and ERRQ!!!! I was absolutely riveted by the section—I’ll admit to reading it twice. And I’m hoping to gain a better understanding of both tomorrow, but as of right now (if what I’m understanding is correct) the possibilities are endless for how I can utilize these methods in my classroom. I don’t want to write more on this subject because I don’t think I have a full grasp of how to fully analyze the results of miscue analysis, but I’m thinking along the lines of using these methods as a way to make students aware of their own reading processes—an activity in metacognition for my middle schoolers as readers. So, until I learn more, I’ll just say I’m pretty excited!
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.
School Talk Article
In order to make responding to the article easier, I thought it would be nice to make one post where we could all respond with comments and aha's from the reading. Hopefully you will all agree that this works well and respond here.
Sunday, June 13, 2010
Chapters 7 & 8--My thinking on this book
Promise: This will have a positive ending! J
First of all, a confession: up until these chapters, I have not liked the tone of this book. And that confused me a bit, because I inherently agreed with the philosophy and content behind Routman’s research. Granted, I have not read anything else by Routman, but in the first couple of chapters of this book she appeared to me to have a negative attitude towards teachers. “What I didn’t see then was how their teacher’s narrow vision would permanently impact each child’s life,” (3). “I have never been in a classroom or school where the expectations are too high. In fact, I continue to be stunned at how little is expected from students” (10). “Everywhere I teach, I find that students’ voices have been silenced” (20). This list could go on.
In addition, I have a hard time recognizing an expert in education when that expert is really no longer in the teaching capacity; yes, Routman is a coach, and yes, she is a teacher-researcher, but all of her case scenarios seem to be focused on a sample lesson (Norman comes up quite a bit) which runs for the same amount of time. One week. And while the research does have the consistency of approach, The Optimal Learning Model, and therefore does validate the practice, I had a hard time reading about Routman coming in and saving the day for well-meaning, but sub-standard, teachers, especially when so much of her advice directly contradicts what we are told to do by our superiors. “Stop while the kids’ energy is still high” she says—but our evaluators are looking for “bell to bell” instruction (41). It is easy to take one idea and one lesson and “wow” students and teachers for a week, especially when you stop when the energy and enthusiasm is high. It is much harder to be in the classroom, day in and day out, live with successes and failures, and still press on to find a way to reach each student.
This is what I believe about teaching: most teachers go into teaching with a passion and love for the profession. We are well-meaning, but we are also well-educated and dedicated to continuing education for ourselves and our students. We grasp at good ideas, we change direction on a dime if what we were doing isn’t working, we ask for help when we need it. And what is that called? We say that we “beg, borrow, and steal.” Again our own “professional jargon” makes us sound little more than magpies…desperate for someone to come in and save the day.
Yet in later chapters, Routman talked about empowering teachers. She says we must be advocates for our students. So, Routman understands that teachers are the only hope for educational success, and yet she considers very few teachers competent? By her own admission, she comes back to the schools she visited and notices that nothing has changed. She writes, “I have rarely seen coaching in a school or district that, after a few years, impacts student achievement” (115). So…what does this mean? In the last chapter, I finally understood where Routman’s beliefs (and attitude/tone!) coincide exactly with mine. She writes, “I have been teaching long enough to know I don’t have the power or the right to change anyone. Second, lasting change happens from within. My work, at best, is a catalyst” (127).
I think Routman put into writing something very brave, and very, very powerful. The only people capable of initiating a school-wide pedagogy change are teachers. The rest—the principals, literacy coaches, curriculum coordinators—they need to be the catalysts and then resources to help teachers change. They need to empower teachers to research, to observe, to change, to grow. In fifteen years we may have a new educational model we are encouraged to follow, and inevitably it will be up to teachers to determine whether or not that new model works. And so Routman concludes that attaining and maintaining high student achievement depends, not on an “expert” coming in and doing a residency for a week, but “on all teachers being knowledgeable and effective…there must be a core group who keep things going” (123). I think Routman pursued a venue of education that allowed her to see many schools, many teachers, and many students. I believe that she is knowledgeable in her craft. But in the end, I think that she understands that her research is meant to give teachers the voice they need to stand firm in advocating for students and for the teaching profession. She acknowledges that teachers need to “simplify” instruction, “have more fun” in the classroom, and work smarter, not harder. All these things I believe teachers know inherently, but we get bogged down with all the rest. We need someone to remind us. Routman quoted Arthur Miller when he said, “the longer I worked the more certain I felt that as improbable as it might seem, there were moments when an individual conscience was all that could keep a world from falling.” I believe that she referenced this specific quote because Routman knows that all meaningful, quality instruction begins and ends with the teachers who have the endurance and the passion to stay in the classroom to plan, assess, and work for all students, all the time. And so I believe Routman when she encourages us, as teachers, to “rise above the distractions and regulations and naysyers. Focus on the children in front of you, and create genuine hope for their futures. They deserve the best of what you have to offer. They are counting on you" (131.)
We can do it.
First of all, a confession: up until these chapters, I have not liked the tone of this book. And that confused me a bit, because I inherently agreed with the philosophy and content behind Routman’s research. Granted, I have not read anything else by Routman, but in the first couple of chapters of this book she appeared to me to have a negative attitude towards teachers. “What I didn’t see then was how their teacher’s narrow vision would permanently impact each child’s life,” (3). “I have never been in a classroom or school where the expectations are too high. In fact, I continue to be stunned at how little is expected from students” (10). “Everywhere I teach, I find that students’ voices have been silenced” (20). This list could go on.
In addition, I have a hard time recognizing an expert in education when that expert is really no longer in the teaching capacity; yes, Routman is a coach, and yes, she is a teacher-researcher, but all of her case scenarios seem to be focused on a sample lesson (Norman comes up quite a bit) which runs for the same amount of time. One week. And while the research does have the consistency of approach, The Optimal Learning Model, and therefore does validate the practice, I had a hard time reading about Routman coming in and saving the day for well-meaning, but sub-standard, teachers, especially when so much of her advice directly contradicts what we are told to do by our superiors. “Stop while the kids’ energy is still high” she says—but our evaluators are looking for “bell to bell” instruction (41). It is easy to take one idea and one lesson and “wow” students and teachers for a week, especially when you stop when the energy and enthusiasm is high. It is much harder to be in the classroom, day in and day out, live with successes and failures, and still press on to find a way to reach each student.
This is what I believe about teaching: most teachers go into teaching with a passion and love for the profession. We are well-meaning, but we are also well-educated and dedicated to continuing education for ourselves and our students. We grasp at good ideas, we change direction on a dime if what we were doing isn’t working, we ask for help when we need it. And what is that called? We say that we “beg, borrow, and steal.” Again our own “professional jargon” makes us sound little more than magpies…desperate for someone to come in and save the day.
Yet in later chapters, Routman talked about empowering teachers. She says we must be advocates for our students. So, Routman understands that teachers are the only hope for educational success, and yet she considers very few teachers competent? By her own admission, she comes back to the schools she visited and notices that nothing has changed. She writes, “I have rarely seen coaching in a school or district that, after a few years, impacts student achievement” (115). So…what does this mean? In the last chapter, I finally understood where Routman’s beliefs (and attitude/tone!) coincide exactly with mine. She writes, “I have been teaching long enough to know I don’t have the power or the right to change anyone. Second, lasting change happens from within. My work, at best, is a catalyst” (127).
I think Routman put into writing something very brave, and very, very powerful. The only people capable of initiating a school-wide pedagogy change are teachers. The rest—the principals, literacy coaches, curriculum coordinators—they need to be the catalysts and then resources to help teachers change. They need to empower teachers to research, to observe, to change, to grow. In fifteen years we may have a new educational model we are encouraged to follow, and inevitably it will be up to teachers to determine whether or not that new model works. And so Routman concludes that attaining and maintaining high student achievement depends, not on an “expert” coming in and doing a residency for a week, but “on all teachers being knowledgeable and effective…there must be a core group who keep things going” (123). I think Routman pursued a venue of education that allowed her to see many schools, many teachers, and many students. I believe that she is knowledgeable in her craft. But in the end, I think that she understands that her research is meant to give teachers the voice they need to stand firm in advocating for students and for the teaching profession. She acknowledges that teachers need to “simplify” instruction, “have more fun” in the classroom, and work smarter, not harder. All these things I believe teachers know inherently, but we get bogged down with all the rest. We need someone to remind us. Routman quoted Arthur Miller when he said, “the longer I worked the more certain I felt that as improbable as it might seem, there were moments when an individual conscience was all that could keep a world from falling.” I believe that she referenced this specific quote because Routman knows that all meaningful, quality instruction begins and ends with the teachers who have the endurance and the passion to stay in the classroom to plan, assess, and work for all students, all the time. And so I believe Routman when she encourages us, as teachers, to “rise above the distractions and regulations and naysyers. Focus on the children in front of you, and create genuine hope for their futures. They deserve the best of what you have to offer. They are counting on you" (131.)
We can do it.
What to bring tomorrow!
We are looking forward to our time together tomorrow!
Things to bring:
Oh, and don't forget your brains...we may have left ours behind in Holden Beach (Christy) and Texas (Becky)! haha!
Becky and Christy
Things to bring:
- Your calendar
- Your syllabus
- Your "Teaching Essentials" book
Oh, and don't forget your brains...we may have left ours behind in Holden Beach (Christy) and Texas (Becky)! haha!
Becky and Christy
Understanding Vocabulary
Understanding Vocabulary
Gotta quickie concerning vocabulary….When it comes to direct teaching of vocabulary and strategies to figure out vocabulary what do you do when:
You’re reading a story that will become an old friend and revisited numerous times to focus on different skills/strategies/standards but that story has gobs of rich colorful language and unfamiliar vocabulary??
One story that comes immediately to mind is Once There Was A Tree (can’t remember the name of the author). Fabulous story for a variety of reasons. However, it was an extremely difficult story to read the first few times because of the amazing vocabulary and language. I almost abandoned reading the story because of the high level vocabulary usage. I am still not sure how to read a story that has so much vocabulary that needs explaining. It becomes a chore as a reader and certainly as a readee. What I’ve done is to end up simplifying the language the first couple of times I read the story so as to be able ensure that the children understand the meaning of the text. Then, I add the new vocabulary a little at a time.
Any suggestions??? Help!
Gotta quickie concerning vocabulary….When it comes to direct teaching of vocabulary and strategies to figure out vocabulary what do you do when:
You’re reading a story that will become an old friend and revisited numerous times to focus on different skills/strategies/standards but that story has gobs of rich colorful language and unfamiliar vocabulary??
One story that comes immediately to mind is Once There Was A Tree (can’t remember the name of the author). Fabulous story for a variety of reasons. However, it was an extremely difficult story to read the first few times because of the amazing vocabulary and language. I almost abandoned reading the story because of the high level vocabulary usage. I am still not sure how to read a story that has so much vocabulary that needs explaining. It becomes a chore as a reader and certainly as a readee. What I’ve done is to end up simplifying the language the first couple of times I read the story so as to be able ensure that the children understand the meaning of the text. Then, I add the new vocabulary a little at a time.
Any suggestions??? Help!
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