Classrooms
That Work Conversations about chapter two
<< What are the
ways you are implementing real writing and reading in your
classrooms? >>
Real Writing - We
write letters to authors, pen pals, parents, friends - anyone who will
read our letters. We write thank you cards anytime someone comes in
to visit our class. We make cards for our families on special occasions,
or just because we care
to. We tried our hands at poetry, just because we loved Shel Silverstein's
work
so much. We wrote a how to book and most of the children decided to
write about how to take care of someone, or something near and dear
to them.
Real writing to
me is writing that is authentic, has a purpose and an audience. For
the very young author it should be related to their lives. They should
be encouraged to write about what they know and care about. All efforts
should be applauded and accepted. As Mem Fox states in her book, Radical
Reflections, most people don't just sit down and write a story. This
is a very hard thing to do. Start with a simple task, like having them
make a list of things to do. Let the writing come from the children,
and not some contrived prompt. Base your lessons on these writing samples.
What do my
children need to know, what do I notice about their writing, etc.?
Real Reading to
me is also reading that is authentic and has a purpose. Why do most
people read? Enjoyment, pleasure, to gain knowledge, the answer varies
depending on the individual. A book/story should be read and discussed
in as natural an environment as possible. Children should not make a
diorama, and I know I'll ruffle some feathers here, after reading a
book. Rather, they should be in a literature group, discussing, analyzing
and synthesizing the book. A nice source of information for this topic
is Mosaic of Thought, by Ellin Keene. Laura http://www.readinglady.com
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deb wrote: In the very beginning of chapter two, the author encourages
us to ask
ourselves, "How much time will the teacher and the children spend reading
and writing real things?" Now focus on the children. Observe the real
things that they read and write. As I plan for the Fall, I am beginning
to make a list of all the types of writing and reading I want to do
with the kids. That way I can check it off as I do it and jog my memory.
Read and enjoy.
++++++++++++++++++++++++++++++++++++++++++++
It looks like the chapters align pretty well, except for chapter 7
in the new edition. If you're reading the old edition, just change your
numbering after chapter 6 (old 7 = new 8, old 8 = new 9, etc.) and take
lots of notes when we discuss chapter 7 (lots of good ideas - in the
words
of PC and RA, "describes some "above and beyond" strategies that have
proved successful for children for whom learing to read is unusually
difficult"). In the preface to the new edition the authors state that
they
attempted to preserve the best of the first edition and added what they
had
learned since writing it. Lucie 1st/CA
**************************************************
Literate Homes...p. 22...I tell parents, show them articles I've saved,
etc., but I have a really hard time convincing them that reading aloud
to 9 year olds before they go to bed, having books and newspapers at
home, letting the kids see the parents read, etc., is so very, very
important. When they ask about homework (they really mean worksheet
or
math book page), they don't really believe me when I say the most
important thing their child can do each night is READ! Any suggestions?
Two personal thoughts...
1) When my own kids
were in elementary school I realized (after a comment that my son made)
that they thought I only read their books. I was saving my own reading
for after they were in bed. I started setting the alarm half an hour
earlier and beginning my day with a book (and a cup of coffee!) in bed.
I still have this habit. Bonus: I don't fall asleep after two pages.
2) My own three children were all in French Immersion (Canada) and received
all instruction in French until the beginning of Grade 3 when they started
one hour a day of English reading and writing. I never "taught" them
to read English, but I did provide what would be described as a literature-rich
home. When they started Grade 3 all three children were reading well
above grade level. This experience changed my attitude as a teacher...I
no longer see myself as an instructor. Instead, I see my prime responsibility
is to create a rich environment...the learning will automatically follow.
Jennifer 4th/Alberta
++++++++++++++++++++++++++++++
Questions raised at the chatroom about chapter 2: There is not a right
or wrong answer.... just what do you think? How do you do it? What grades?
Are we writing morning message in front of kids or before they arrive?
Are we making errors, or writing correctly? How is morning message different
from writing workshop?
+++++++++++++++++++++++++++++++++
It says to read real things at least 4 different times in the day. When
do we? Also what are the real things that we are reading? How are you
implementing this in your class?
newspapers
comics
food menu
what's up with lunch
recipes
eyewitness readers
www.timeforkids.com 1800 777 8600
#####################################
Tammy wrote: I think "morning meeting" for those of us who have them
would be a good time. Many times I would address news of national interest
or tidbits from the news that I thought the students would be interested
in right before the Pledge of Allegiance. I should have been bringing
in newspaper articles instead. I think this can be done in 5 minutes
or so a day. Of course, the non fiction science books and things can
be used when we are focusing on those some days also. I have the Highlights
magazine but don't really think that is the best magazine (though i
do "bless them" when we get a new one). I would like to hear from those
that have used the different magazines and maybe hear a description
and likes and dislikes of each. Such as "Backyard", "Times for Kids",
Ranger Rick" ,"Sports Illustrated for Kids", etc. I know some of you
mentioned in the chat Scholastic news also. I would like to subscribe
to a couple but, of course, funds are limited.
+++++++++++++++++++++
Think about the summary in chapter 2. How do you implement it in your
room? What
changes have you made because of this chapter, or 4 blocks?
*********************************************
I am starting new threads so we can track the comments better. But jump
in at anytime. I was kicked off the chatroom 3 times tonight. I tried
to jot down
notes so that we could discuss what was said, but also add on and
comment on the chapter. Go into the book... list your main points ---
+++++++++++++++++++++++++
<< What are we reading on easy days in grade three? I mean how many
years of poems can they take ______ REALLY!--------
>>
How about just easier
books like Bill Cosby's Little Bill books or Arthur
picture books.(The Arthur picture books make great readers' theaters)
My
third grader loved those last year. Also try some of the traditional
fairy
tales in readers' theater form like the Three Little Pigs, etc
Just a thought, Dollie
+++++++++++++++++++++++++++
Pg 21 "The first and most basic component of classroom instruction is
offering children a variety of real reading and writing encounters."
This struck me as
one of the most important points of the chapter. I do have a variety
of fictional reading in my classroom, but I am lacking in the nonfiction
area- I have gathered a number of world, and Ranger Rick magazines over
the summer, but I would love other suggestions. I use Weekly readers,
but I teach using a lot of novel studies. I have decided to do some
non fiction studies, and any ideas out there appropriate for 5th grade
would be appreciated. Dollie/5th/GA
########################
Page 26 Refers to
using "big kids" as buddy readers. I just had to share my success with
this last year. I taught Title I reading and had my 5th graders read
with 2nd graders and my 4th graders read with a K class. This was one
of the strategies I tried that was a huge success!!!! Everyone benefitted,
but especially my Title I readers. Not only did it give them a real
reason to read and practice reading, but it boosted their confidence
and self esteem tremendously. If you have the opportunity to try this,
Please do. The only draw back was finding the time-- for me every other
week worked best. It was worth giving up the class time. Just my opinion.
Dollie/5th/GA
****************************
Hi to All!
Well, for me it was a great discussion last night!!!!!!!! :):) I thought
of a couple of ideas to implement in the class for "other" choices for
reading. I teach first grade, but maybe someone can use these in upper
grades....... I remember reading about the "junk" mail we receive, coupons,
grocery mailers, etc. I remember the thrill I received as a kid going
through those mailers and still do..... :) :) :) What about making a
box/bag (whatever) to collect from the kids these things and they can
take them and read them.
Whether during some "free" time that they might have or during SSR.
Also I may try this later in first grade...... take a grocery mailer
and then give the kids (of course imaginary) $20.00 for shopping and
have them make a list and "buy" things with their money..... Just a
thought! Tracy/1
+++++++++++++++++++++++++
I've not seen much discussion about interactive writing for the morning
message. Does anyone do this? Have you found it successful? Thanks Deb
for your ideas! I have a folder full of stuff waiting to be added to
my planning/resource stuff.
Actually thanks
to all of you for sharing your ideas! This is an exciting place to be
and learn from one another! Andrea/1/OH
***************************************
In a message dated 7/13/99 12:15:50 AM Eastern Daylight Time,
jsissons@telusplanet.net writes:
<< . When they ask
about homework (they really mean worksheet or
math book page), they don't really believe me when I say the most
important thing their child can do each night is READ! Any suggestions?
>>
Also, when we assign
"just reading" how do we hold the children accountable.
How do we really know that they did read, especially those that don't
like to. Some parents view "just reading" as no homework and don't bother
to ensure that it is done. I have done running records when they bring
the book back, but it is impossible to read to each and every child
each and every day. Suggestions...... Laura
++++++++++++++++++++++++++++
<< I teach first grade, but maybe someone can use these in upper grades.......
I remember reading about the "junk" mail we receive, coupons, grocery
mailers, etc. >>
One thing that I
did with my 1st graders at the end of last year is have them
select a travel brochure (the kind you can pick up in motel lobbies
or
restaurants) to read. I allowed them to work in pairs, read the brochure
for
information, and share what they learned with the class. They were reminded
to use all reading strategies (look for the little words in big words,
picture clues, what sounds right, what makes sense, etc.). My class
loved
this activity because it was non-threatening. Even the struggling readers
could "read" the pictures. The children were amazed at the number of
wordwall words they found in the brochures. Finally, they came up with
some
great things to do this summer!
Brenda/1/MI
++++++++++++++++++++++++++++
I have found that
a log/journal gives the parents something concrete. As
they read with or to a child, parents/kids record the title on the log
page.
The attached journal pages can be used for book responses. At the front
of
the journal, is a page of ideas for parents to do writing/driting/,
illustrating or shared writing with their child. For these to be
successful, I found it necessary to model this at a parent meeting or
1:1 at
a conference.
Andrea
++++++++++++++++++++++++
I mentioned this
last night in the chat room, but thought I'd share with
everyone. I purchase a day-by-day calendar each new year to keep in
my room.
I find these in the small all calendar type stores. I usually choose
ones
with real pictures of animals and factual info on each page (careful-
some
calendars repeat animals often). My children are always fascinated with
animals. I incorporate it into morning meeting. I read the information
and
pass it around the circle for everyone to look at the picture. There
is tons
of great factual info of interest to the children. Every day a child
takes
the page home. Sat/Sun is on one page- we do that on Friday- Friday
is a
two for one day! :)
*Upper Grades: What
about a Vocab Calendar. I think there are ones that
introduce a new word a day. I could be fun to hear new STRANGE words
no one
new existed. And better yet who can use it throughout the day?
*I think there may
be one with Genis World Records-- Could be interesting.
I think chapter
two really challenges us to look for read reading in everyday
routines and situations. I always feel pressed for time so I try to
look for
ideas to insert on a daily basis.
Susan
szym1@aol.com
+++++++++++++++++++++++++++
Last year I ran
off "Home Reading slips" on bright pink paper. They simply
included, "My child____________ read the story ___________________ to
me on
_________________ " and a signature line. The kiddos knew they needed
a "hot
slip" whenever they took a book home. I know that parents could lie,
(and
they sometimes do), but they had to fill in all the blanks and return
it to
me the next day. Our report card includes a section on reading at home,
so
all I had to do was pull out the pink slips and tell who was reading
at home.
Patience/IL
++++++++++++++++++++++++++
Szym wrote:
I am glad Laura raised the issue of reading at home. Last year I did
a Read
at Home Program (RAH). Each night each child, daily homework, was to
read x
amount of minutes. They recorded it in there RAH folder. Each Monday
I
collected it.
All they recorded
was the amount of minutes they read each night. The goal
was to read x amount of minutes per week(this included Saturday and
Sunday).
Parents initialed the form. At the end of the month the children who
met the
quota received a certificate and chose a book to keep from the book
box (I
purchased with bonus points) They also stuck a sea creature on the wall
that
was labeled, "A Sea Of Readers"
BUT BUT BUT.......
now as I read the information in Chapter Two I think,
"should I do this" It kind of goes against the read for pleasure notion.
But again, a lot of the children in class would not pick up a book at
home. I
also allow children to take books home from school. I think it tells
the
parent I value reading at home. I am SO CONFUSED on this issue. I love
feedback- and I would love to know how Cheryl feels.
+++++++++++++++++++++++++++++
EVERY night I assign
15-20 minutes of reading for my 2nd graders. At
conferences I explain to parents the various ways this can be accomplished--
you read a page,I read a page, child read to parent, parent read to
child,
etc. We have b/w composition books as homework books and the name of
the
book and author need to be written on the page and initialed by the
parent.
There are always one or two parents who initial anything put before
them or
don't monitor homework, but for the most part my parents support the
assignment. A long time ago I realized that once a child leaves my room
at
the end of the day, I can no longer control what they do or don't do.
For
those students who do not have the support they need at home I have
been
fortunate enough to find adult mentors who will come by school and read
to
and with these kids on a regular basis. I too can provide extra attention
on
a daily basis.
+++++++++++++++++++
In a message dated
7/13/99 6:47:06 AM Eastern Daylight Time,
Clemsonbc@aol.com writes:
<< BUT I do the
Fountas/Pinnel type method,
and have been using it for small group for 4 years. Please help me with
my
addictions. Plus can I still use all those multiple copies that I purchased,
and leveled? I am trying and I think I can...I think I can..I think
I
can...HELP! Lori >>
Yes, of course
you can! Use those multiple copies, boy do I wish I
had more of them, in Self Selected Reading to ensure that the children
are
practicing their reading with appropriate level materials - most of
the time.
If you have enough groups on a theme, set up Book Clubs during your
Guided
Reading portion where the children are in small groups, with each group
reading a different book. The books should be related and the comprehension
activity acheived through each book. There is information on Book Clubs
in
Classrooms That Work and The Teachers Guide. In my opinion, you can
always
find a use for books!!
Last year I taught
using the methods outlined in F&P's Guided Reading book.
This was my bible during my Master's Program in Reading. The basic difference
is a philosophical one. F&P believe in grouping children according to
their level during guided reading. The children are reading in a group,
but are not really interacting with each other as they read. They are
reading out loud as you the teacher are conferencing. The other children
are involved in literacy center activities.
4 blocks methods have children in mixed ability groups reading, discussing
and learning together. The block begins with a whole group mini lesson,
in which a comprehension strategy is discussed. The children are then
given a purpose to read, and placed into some type of flexible grouping.
This grouping varies. The conclusion of the block involves the whole
group coming together to share and discuss what they have learned from
their reading. This approach is far more effective in that all children
are actively involved in the learning process. I have also found it
easier to
manage that F&P because they are so involved with each other and the
text. As
far as teaching methods I have to say 4 blocks works for me.
Yes, you can incorporate strategy ideas outlined in F&P into your four
blocks classroom. Just find the appropriate block where that strategy
would apply and fit it in. As a rule of thumb -- guided reading is for
teaching comprehension. SSR is where you can address your fix up strategies
one on one, as well as in your read aloud prior to reading. Word Block
teaches word attack strategies through word patterns and endings. Writing
Block teaches the conventions of writing, print and also develops reading
strategies.
Hope this helps and good luck. Laura
+++++++++++++++++++++++++++++++
tallred@datasync.com writes:
<< I have the Highlights
magazine but don't really think that is the best magazine (though I
do "bless them" when we get a new one). I would like to hear from those
that have used the different magazines and maybe hear a description
and likes and dislikes of each. Such as "Backyard", "Times for Kids",
Ranger Rick" ,"Sports Illustrated for Kids", etc. I know some of you
mentioned in the chat Scholastic news also. I would like to subscribe
to a couple but, of course, funds are limited. >>
My absolute favorite
magazines, and my classes also, are Your Big Backyard - absolutely breathtaking
illustrations of animals and insects. Perfect to supplement your nonfiction
reading.
http://www.nwf.org/nwf/ybby/index.html">NWF: Your Big Backyard
This is good for
K and 1. In most 2nd grades, you move up to Ranger Rick, same web site
for information. Personally, in 2nd I stick with Your Big Backyard because
the illustrations are so great. I just use it for Self Selected Reading
time and it is on the easy level. The other magazine we love is Ladybug.
This has some great easy level
stories that I use. I photocopy the story if I want to use for the whole
class, probably against copyright laws. I really should call and ask
them. Anyway, the magazine has lots of nice poems and each month there
is 1 short story. They do well with this. We get Scholastic News, which
I find very dry. The kids like it though. To get more mileage out of
all of these, I purchased the plastic covers, like the ones the public
library has their magazines in. I even put an extra Scholastic news
in one. These are all in a bucket for easy grabbing during SSR. I purchased
mine from Demco and online library supply store. Laura
*************************************
The first time
I read the summary (during last school year) it let me know that I needed
a LOT more books in my classroom library. As a first year teacher who
walked in to an EMPTY room (they opened a new section) I only had the
books I brought with me. I was pleasantly surprised to find this summer
when I put all my books in a database that I had over 100 already. I
will spend the next year trying to collect still more books. I have
found I can get lucky at the local thrift store sometimes and use a
lot of Scholastic and Troll points too. Having a variety is important
and though I pull from the local library I would love to have more,
more, more books that stay in my room.
Tammy/2/MS
++++++++++++++++++++++++++++
< Do you have the Ladybug phone number or website? Also what specific
kinds
of activities do you do with the articles? Will you give an example?
Than
>>
Ladybug - 1-800-827-0227
This company has the following for different age groups -
Babybug - Preschool
Ladybug - I would say K-2
Then they have Spider - ages 6 -9
Cricket magazine - ages 9-12.
Ladybug has songs
that you can sing, clap and dance if you like. It also has poems that
you can use for poetry activities. See my web page for poetry ideas
-
http://www.geocities.com/Athens/Atrium/Poetry.html
(If you have trouble opening in Netscape, try using Internet Explorer
instead.)
I like to read the
short story included in each magazine on my easier level days in Guided
Reading. I copy the story, and I really should make sure this is allowed,
and distribute it to the kids. We then read using the same procedures
used for any story in Guided Reading.
They also have rebus
stories in the magazine to give some extra support to struggling readers.
The old magazines
are available in a basket during Self Selected Reading block and the
children do gravitate to the magazine basket. They can rip easily, so
you need to do a mnilesson at some point on reading with magazines and
how to turn pages gently.
Laura
+++++++++++++++++++++++++++++++++++
Dollie - Have you thought about using the "If You Were. . ." books?
They are non-fiction and go with American history (what 5th grade Social
Studies is in Texas. I think the author is Ellen Levine. Some examples
of titles include If Your Name Was Changed at Ellis Island, If You Were
Traveling in a Covered Wagon, etc. I think the kids would respond well
to these. Suzanne
******************************************
>I've not seen much discussion about interactive writing for the morning
message. Does anyone do this?<
I start the year
in second grade writing two messages on one piece of paper, than as
a class we correct them together - I try to incorporate the students
names and concepts from my "required" DOL guidebook.
After about a month,
I switched to writing one sentence and then allowing 2 students each
to write a sentence - at the beginning we had to correct a lot together,
but after a while it got to the point that the two students would help
each other edit before they wrote it down!!
I was first skeptical
about morning message - I call it Daily News - but I really was able
to see a difference. My favorite story is when students would write
a sentence like "Today we are going to the Library." We must have talked
about this at least once a week - because we didn't include the name
Library shouldn't be a capital. Well in April when we took the SAT9
test (language segment) low and behold that same sentence
was on the test just as the students had been writing it - almost of
the class started laughing so hard we had to take a giggle break. Molly/San
Jose
**************************************************
someone wrote: I love this idea! Can someone provide more info on how
it is used? Also, how do you get it started and what activities go along
with it? I've not seen much discussion about interactive writing for
the morning message. Does anyone do this? Have you found it successful?
++++++++++++++++++++++
"L. Rossi" lvmross@cruzers.com
For what it's worth,
I find Morning Message to be one of the most
valuable teaching tools I use. It's hard for me to begin to describe
how I
use it, as it changes with the needs of the class and is such a flexible
activity. Basically, I consider the purpose (for example, model the
thinking/planning process, teach a skill, give information, etc.), consider
the mood/activity level of the students (should we make it interactive
with
them helping with writing, should I have volunteers guide me through
it,
everyone call out, or me talk them through it, how detailed shall our
focus
be?)...
The main benefit is that it is an opportunity to model how
something should be done. This something could be figuring out how to
spell a word, how to use the word wall, using correct grammar and
punctuation, re-reading and editing, etc.
I usually do the message after a writing mini-lesson and before the
students begin their own writing. Sometimes we do it during working
with
words if the skills taught fit in better there. I usually do all the
actual writing with lots of input from the class (their opportunity
to show
what they know).
I don't enjoy interactive writing as much and try to do it with
small groups, letting students take turns "leading" and helping each
other.
The purpose of this is almost always to share information and practice
skills.
+++++++++++++++++++++++++++++++
This was posted on my mailring, however I felt it was relevant to our
discussion on Classrooms That Work. Page 52 - "I think one of the main
problems with basal readers is that in general their texts don't excite
the adult reader, let alone the poor little learners, so there's no
bonding between anyone or anything..."
This is somewhat
dated, but still true. The newer basal anthologies have attempted to
recapture the excitement by including authentic literature. Unfortunately,
in my opinion, the format is still not exciting. I'd rather not have
the books put together into one hardcover basal. I'd much rather have
the individual class sets of real books.
Page 53- "One of
the pleasures of a good book is having people close by to share it with,
to pass it on to, borrow it from. The question that arises is, how do
we get that haphazard, crazy, loving sharing into classrooms and libraries?"
One of the reasons
I started this ring was to have people close by the share with. So far,
I haven't been disappointed. How can we now transfer this over into
our classrooms? How can we get that sharing and discussing into our
classrooms? I think Mosaic was a great place to start. I also think
the guided reading format in the four blocks structure is another. Laura
********************************************
