Chapter 4- the deep thoughts continue....

READ TO SELF

So I love the notion of gradual release of responsibility and the way they explain it.  The key, it seems, is to recognize that you never ever fully "release" the whole responsibility to the children.  There has to be a constant, timed correctly, way of monitoring their independence with the strategy.

I know it is hard at times to see connections in PS, K, and 1st with reading ideas in books like this one.  I did, however, have an a-ha moment when they spelled out:
Read and talk about the pictures
Read the words
Retell a previously read book
That sounds exactly like what is done in early childhood classes as the goal is to acclimate the children to print, develop an interest in books, and deepen concepts of print.

Read to Self I-Chart
As I read this part I made lots of text to self connections.  This lesson sounds so much like a SIOP (Sheltered Instruction Observation Protocol) lesson.  SIOP is a research-based strategy for designing lessons to make content comprehensible for ELLs and other learners with limited vocabulary.  She set the objective.  She provided a visual.  She used the LEA (Language Experience Approach) which is another ELL strategy to post the thoughts verbatim on the chart paper next to the child's name.  Also, focusing on what it LOOKS like AND SOUNDS like is crucial for addressing brain-based learning. 

3-minute start.....have you tried it?  Want to share??  Checking back in is a great way to "celebrate" what went well and quickly "fix" what didn't.

The goal is to read for 30-45 minutes in Read to Self.  That is a goal that takes lots of stamina-building practice sessions for sure!

Chapter 3 deep thoughts :)

Do we have a gathering place/space in our 2nd-5th grade classrooms where all the children can sit comfortably?  It sounds like that is something to work on.....

I really agree with the idea of 99% accuracy vs. 95% accuracy for Good Fit books.  As a Spanish speaker, I always think about how important getting as close to 100% accuracy really is.  Would you want to miss even 1% if that was the final direction/step/warning/exit???

More thoughts...
Did any of you try the shoe analogy lesson?
How are you organizing "book boxes"?  Do we have enough books at each level and do you have storage systems?

I love the idea of Anchor Charts.  It makes me think of my days as an ELL teacher.  ELL kids LOVE anchor charts as I am guessing IEP kids do, too.  It is a quick visual way to fill in the gaps and connect learning to prior experiences.

Short intervals of repeated practice/Building Muscle Memory
This one was hard for me.  I can't imagine stopping everyone from reading if only one child was "done".  That would take some time for me to get used to in the classroom.

Signals and Check in
I love the idea of the chime.  What are you all currently using to bring the class to your attention?
Would it be cool or useful to have a building wide sound that we all use?  Maybe we could get some support to buy something??  I also loved the no thumbs down idea.  Stay positive...

OK, I am not sure if I buy in to the Correct Model/Incorrect Model idea.  Behavioral psychology has taught me that you don't leave a negative/non-example as their last memory.  It would make more sense to me to do Correct/Incorrect/Correct.  What do you think?