"I have seen master teachers who always maintain a positive attitude toward teaching and learning- and they always get results."
I couldn't agree more about what a difference attitude and disposition makes! Now on to the reading...
Read to Someone
- Is Read to Someone the favorite part of Daily 5 for your students?
- Have you felt frustrated by the noise or accountability issues? If so, how have you handled it?
Introducing Read to Someone
- What matters the most is presenting a series of lessons for a period of days with step-by-step modeling and practice.
- Do we have a TJ posted set of the RTS definitions for:
- EEKK
- I Read, You Read
- Choral Read
- Reading One Book
- Reading Different Books
- Check for Understanding
- Voice level
- Does everyone have the voice level poster/anchor chart?
- Check for Understanding
- Do any of you use an object for the non-reader to hold during Check for Understanding?
- I-Chart, Modeling, Practice, and Check-in
- I loved that the kids made the connection between Read to Self and Read to Someone. Go kids!
- I loved the direct aspect of teach, model, practice, review, repeat.......
- Self-selected Work Areas
- Do you let the pairs choose? Do you choose for them?
- Have you noticed one "way" that works better?
- Check for understanding with one book
- I Read, You Read with one book with parrot reading for fluency practice
- Read Two Different Books with two books
- Are the kids able to choose books for RTS or do you choose?
- How do the strategies of "Let's Make a Deal" and "Rock, Paper, Scissors" work in your classroom?
- I like how they weave the psychology in to this step. They have controlled this variable up to now and now that the procedures for behaviors and book choice are in place they can release responsibility to the students to choose their own "spot". How did your students do when you let them choose their spot?
- Have you made an anchor chart for this "How to Choose a Partner"
- I LOVE how they include the lifeskills part of this process. "The only acceptable answer is "Sure, thank you!" when someone asks you to be his or her partner.
- Model, model, model, monitor, monitor, monitor :)
- This part was hard for me to visualize. Our little people are somewhat egocentric so having to wait until 3 or give a coaching strategy versus the answer seems like a very grown up skill.
- Do you have a Reading Coach Anchor chart? How did it go?
- What about a Reading Coach cheat sheet? Do we have decoding and comprehension strategies? Are they district generated? How do our beginning readers navigate through this process?
- I love the goal of having kids "catch up" on lap time if needed by listening to reading and then transitioning to Read to Self or Read to Others when they have "caught up".
- What do you think of the idea of putting headphones on a school supply list????
- The idea of a consistent, explicit, instructional pattern for each of the "5" is such a good investment and is so pedagogically sound.
- How do kids listen to reading in your reading? Tapes, CDs, computer?
- Is this a "job" for students to be the Techie so that the teacher can continue working with a student or group? Career preparation :) The sisters call it "Listen to Reading Helpers".
- I am still not sure about modeling procedures incorrectly, but I will abstain as I am not in the trenches trying it :)
Kindergarten students work on "Listen to Reading" with our Breakthrough to Literacy computers. We have practiced "Read to Self" on our alphabet rug with self selected books and just this week with our new book boxes."Read to Someone" is still very new as we use the three ways to read, read the pictures, read the words and/or retell the story, to our adult volunteers and fourth grade friends.
ReplyDeleteChapter 5: I really liked the strategy of having one student hold a checkmark to keep them accountable while the other person reads. I also like the I read, you read. I'm not sure if my students would do well with the read two different books. I'm anxious to give them all a try!
ReplyDeleteI have my students read to someone at different times of the week. Right now we are doing shared reading so they are reading with a buddy quite often. I find that my better readers prefer to read to themselves and my reluctant readers rather read with someone. I do use a voice scale chart that Nikki shared with us. The chart is kid friendly. I need to do more with check for understanding when I am letting them select the books. I sometimes select partners for them but most of the time I let them choose their own buddy. Interesting to see who they pick to read with. I have not done to much with listening to books. Now that my computers are up and running hope to add tumble books to the mix. One thng that I find that is neat is the students are sharing books with each other. They are encouraging each other to try different authors because through reading to someone they are learning about each others' interests.
ReplyDeleteWord Work- My students work with a parent volunteer at this center 3-4 times a week in the morning. They work on word families, spelling words, and sight words. They mostly use magnetic letters, but also have letter blocks available. I have tried the letter stamps and stamp pads. They are fun for the students, but I feel like time is wasted trying to find the letter and just "playing" with the materials. We still use the stamps and pads, but it is more limited now. Students also get to practice word work in the afternoons about 2-3 times a week.
ReplyDeleteWriting Center- I have developed a new writing center. I have tried to put items in it that the students could do by themselves. They have a check sheet so they can mark off the various writing activities (so they don't choose the same activity every time.) Each student has a folder to keep their work in. They have blank books, picture starters, story starters, stickers, word banks, and a letter writing page. I plan on trying to keep adding to this center. Students use this center both in the morning and in the afternoon. I'm in the process of organizing a rotation for students use the center once a day (either morning or afternoon.)
Chapter 6 is about work on writing and word work. The text states "creating and maintaining a time during each literacy block to focus on words is critical to developing readers, writers, and communicators". I find that linking the text directly to word work (often with magnetic letters) is very beneficial in Title I lessons. First graders in Reading Recovery work a lot on writing the word, creating the word, and locating the word in text.
ReplyDeleteRenee- Your new writing center sounds and looks wonderful!