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Source 5: This blog is a great one to follow. I referenced this multiple times throughout my time in my internship classroom which was second grade. She provides such fun and creative activities for her students. Everything that she does is easy and accessible. She offers great resources of her own that teachers are able to purchase. This blog also has links to other blogs that are great for teachers. I really enjoy seeing what other teachers are doing in their classrooms.
Source 4: This is a great online resource for kids, teachers, and parents. This site has awesome games for kids to use that helps them practice their skills in math, reading, science, and social studies. I love having my students play interactive games to practice and apply what they have learned rather then just having them do a worksheet. This site also has a section that offers resources for both teachers and parents. I think that it is very important for the parents to also be involved and the fact that it is free makes it even better! Very easy to access and use.
Source 3: I love using brain pop jr. in the classroom! They have great videos about a variety of different subjects. The kids also love watching the movies and taking the quizzes. Very fun and interactive resource! There is also brain pop.com which can be used for older grades. I believe that the information that we teach our kids should be presented to them in fun and enjoyable ways and that is what this site does.
Source 2: This online teaching resource offers a variety of lesson plans, rubrics, and worksheets that work wonderfully in the classroom!
Source 1: Teachers pay teachers is a great resource that I have used many times! They have great activities that work well in the classroom! This resource is a great way for teachers to share what they have done in the classroom that has worked. It is a great resource to use and try out in your own classroom. Sometimes the lessons will work and sometimes they won't but this site has tons of lessons that you can choose from. Teaching is a collaborative effort and this site definitely reflects that.
Goal setting is so important! Love this for creating both reading and writing goals!
Classroom Reading Assessment pg 114-121
"Let’s begin by recognizing there is a big difference between reporting and report cards. Reporting is a more extensive process, and report cards are simply one way of reporting." pg 115
"Just because we are required to fill in grades on a report card does not mean we have to focus all our attention on the process of grading and the awarding grades." pg. 115
I feel like there is too much emphasis on grades and report cards. Students are able to feel this pressure and they can become discouraged when they do not receive the grade that they want. I do not think that this is where all of our attention needs to be focused. I understand that this is something that we have to do as teachers but there are also other ways of assessment that we can use for our kids that could be more positive.
"Reflection logs encourage weekly communication between myself, my students, and their parents"
Conferring with Readers Chapter 3
"Students learn best by actually doing, with support and instruction along the way." (pg 18).
"I never want my readers to visit the classroom library during independent reading time. Every minute is precious, so book-shopping time, as we call it, happens at another time of the day." (pg. 21)
I agree so much with this idea. I have seen the kids in my internship class constantly in the classroom during independent reading time. They lose so much time that could be spent on reading. I feel like this is one of the problems of why they are not engaged. There is too much constant moving going on that it is hard for them to focus.
"Volume, stamina, and reading rate matter tremendously, but they should never take the place of comprehension."
You do not want your students to be rushing through a book just so that they can read it in the shortest amount of time. It will just be a waste of time if they do not take away meaning from what they read.
"The reading notebook serves as a place to hold students' thinking about their reading across time." pg. 26
I really like the idea of using a reading notebook. Right now in my internship classroom the kids are not writing about what they are reading during IR and I think that they really need to. I would love to see them writing down their thoughts, ideas, and questions about their books and have them keep track of their thinking. My students love to draw and some of the kids are reading chapter books that do not have many pictures these notebooks could also be a great place for them to draw what they are picturing in their heads. I also think that these would hold them accountable for their reading because right now I know there are many students who are not really reading when they are supposed to.
Authentic Question and Reflection
Question: As teachers how can we get our students to be fully engaged in their reading? What is the best way to show them that reading can be enjoyable?
Reflection: This is a question that I have been wondering about throughout my time in my internship classroom. I am currently in a second grade classroom and everyday there is at least 30-45 minutes set aside for independent reading. Day after day I notice the same things happening, The kids are not engaged in their reading. They are either out of their seat and moving around, or talking to their neighbor, or they do not take the time to finish a book completely. This behavior is quite the distraction and it makes it harder to conduct small reading groups with all the noise and constant moving around. I learned a lot from reading chapter three in "Conferring with Readers". Goldberg and Seravallo provided me with many solutions to the problems that I am seeing in my classroom. I know that my coaching teacher went over her expectations for independent reading time but I feel as if they need to be addressed again. I think that it could be beneficial if the expectations are posted somewhere in the classroom that the students can refer back to like the chart that is on page 28 of Conferring with Readers. There have been countless times that I have heard a student say to me that they do not have a book at their desk. I really liked the point that was made in Conferring with Readers where they said they do not allow the students to go into the classroom library during independent reading. I could not agree with this point more. So much time is wasted when the students are picking out a book. Reading time is very precious. There needs to be other designated times where the students can go to the classroom library and shop for books. I do have to keep reminding myself that I am working with young learners and they do not have the same stamina that we do as adults and they tend to lose focus more quickly. Seravallo and Goldberg also offered good strategies to teach the students to use when they are losing their stamina. They suggested that the students reread to get back into the book, jott post-it notes at the end of each chapter to retell what happened, or to move to a quieter spot in the classroom. I really feel that the children in my internship classroom could benefit from these strategies. I want them all to enjoy reading as much as I do because there is so much good that can come from reading a book that you're interested in. I want these students to want to read and not feel like it is just something that they are required to do.
Choice Words Chapter 8
"Children make sense of language, and themselves in the context of it all." pg. 77
"If we are angry with a child or disappointed, or think he or she is learning disabled or gifted, we might not directly say it, but traces of it will be in our speech." pg. 77
"The way we interact with children and arrange for them to interact shows them what kinds of people we think they are and gives them opportunities to practice being those kinds of people." pg. 79
Classroom Reading Assessment
pp. 86-95 and 101-105
"The choice to use a blend of methods is based on constant assessments of how the reader is responding to the current method and whether I think I need to adjust how I'm teaching." pg. 86
"We need to give each student the same knowledge and means to succeed, but adapt the support we give in any areas which they may struggle." pg. 89
"Our evaluations need to be practical and purposeful, meaning we should use the information generated every day to inform our decisions concerning our lessons and units to study." pg. 90
"Too often when I teach something new, both the student and I grow overwhelmed by the amount of new learning that is required." pg. 101
Choice Words Chapter 7
"Children, just like adults, learn better in a supportive environment in which they can risk trying out new strategies and concepts and stretching themselves intellectually." (pg. 65)
Children should not restrained in the classroom. The classroom should be a space where children feel safe to try new things with their learning. There is not always just one way to do something and every child learns differently. They should not feel restricted but yet encouraged to try new strategies and if they make mistakes in the process they need to know that it is ok. Making mistakes is another way to learn.
"Children must have the experience of such communities if they are to know what to aim for in constructing their own learning environments." (pg. 65)
"...teachers use language to build caring and respectful learning communities, communities that are playful, but in which participants take each other's ideas seriously." (pg.65)
I think that it is very important for classrooms to have that balance of play and work. Children need to be social in the classroom and engage in fun activities because that is what they will connect most with.
“Disagreement, more than agreement, moves children’s thinking forward.” (pg. 70)
"Different perspectives help us flesh out and articulate our own position more fully." (pg. 70)
I think that having children discuss their different perspectives truly helps them broaden their thinking. They need to know that there is more than one way that people can view a situation and they all have valid points. Discussing these different views will also have them think more critically and carefully about their own position.
"In addition, the more they get have such personal conversations with their classmates, the more they know them and the less they are able to view them through stereotypes or to put them down." (pg. 71)
We need discussions in our classrooms. The children need to get to know one another on a personal basis and be able to hear each other's thoughts and feelings. I want my students to realize that they too can have similar opinions as their classmates who they may have thought were totally different from them.
Choice Words Chapter 6
"...positioning the teacher in the role of authority and knowledge giver and the student as the knowledge receiver without authority." (pg. 54)
There should be a balance of authority between certain interactions between students and teachers. When conferring with students, they should also have control of the conversation. There should not be so much control from the teacher because then we will not get a full understanding of what that child may be thinking. You want to be able to see where a child's mind takes them and when teachers take control they are limiting children to specific responses (right/wrong).
"students are experienced thinkers who have something to say that is worth listening to." (pg. 54)
A lot of the time children will come up with an idea about why something happened in the story that a teacher may not have thought of. I know that I have experienced this where a student has thought of something that had not crossed my mind but they were completely on track with their thinking. We can learn a lot more than we think from kids.
Silence (pg. 56)
I think that it is important to give the children a period of time to just think about the question and to form what they want to say. It is not effective when a teacher just picks on the first person who raises their hand. Every child should have the opportunity to think about the question on their own, not every child is as fast as others.
Conferring with Readers Chapter 11
"Even though every student in the case was a unique individual, there were patterns across students." (pg 155)
It is important to look for and notice these patterns because those patterns can influence a lesson that you may teach since you are noticing a group of children who are having the same difficulties.
"Readers that come together in a small group conference need not be reading the same book or even be on the same level." ([g.155)
I feel like teachers think that in a small group all the students have to be on the same level but that is not the case. All of them can benefit from a similar strategy that will work in any level of text.
"What I notice was that some readers needed the strategy, whereas others needed a similar strategy, but not the one that just had been taught." (pg. 156)
I think that this is something that can commonly happen when grouping students together and it is all about adjusting. Once you notice this then you may realize that these children should be in another group. It is all about what would benefit the children more and frankly, what makes the most sense.
"Based on their retelling, print work, fluency, intonation, and inference and interpretation...." (pg. 160)
There is so much that can go into grouping students that you may not realize at first.
"I want to get all of the students actively working right away." (pg. 165)
Students should not just be sitting there in a group conference. If the teacher is helping one student then the rest of the kids need to be reading/practicing on their own.
"I recommend trying to maintain a balance of individual and group conferences." (pg. 166)
Students still need that one on one time with the teacher and in a small group even when the teacher is just working with one it can be distracting. Also they mention how students need time on their own to practice the strategies that they are taught and if you just stick to group conferences then you may be seeing this child too often.
Choice Words Chapter 5
"Some children keep home and school spaces rigidly separate, believing they are unrelated." pg. 43
This is why it is important to make connections to their home lives while teaching so that students know they are related to one another.
"Reminding children to begin a new activity by taking stock of what they already know has several functions." pg. 45
I have noticed that in my internship classroom when my students are faced with a problem to solve they forget to use strategies and information that they already know. They think the problem is a lot harder than what it is because they do not make the connections they need to.
"Else is a very powerful word." pg. 45
Using this word opens up so many different possibilities. it allows children to share their different ideas and strategies they used to solve a problem. Other students can see what their classmates used and compare it to what they did.
"Thinking flexibly and metaphorically involves expanding the imagination, and what if questions insist on an imaginative act." pg. 47
I think that it is important to let students use their imagination in class rather than always just following along in a book or to a set of questions. This opens their minds to abstract thinking.
"These hypotheticals can be used to explore worlds, behaviors, and choices without real consequences." pg. 48
Children should have the opportunity to answer questions in the classroom without fearing that they will be wrong.
"The more we help children build a sense of themselves as inquirers and problem-solvers, and the less they see boundaries between domains of inquiry, the more they are likely to transfer their learning into the world beyond school." pg. 52
Students should not have a barrier between school and the rest of the world.
Conferring with Readers Chapter 9
"Conferring during partner talk and clubs allows me to glimpse inside a reader's brain, to see the invisible brainwork she is attempting. When a reader talks about her books, she is giving me a sense of how she is constructing the meaning of a text." pg. 117
I love to listen in on students talking about books to each other. I think this really gives you a great raw look into what a child is thinking. I love hearing how their ideas bounce off of one another or when they challenge each other's thinking. I think it is very important to have children partner read and have discussions with one another. This can allow them to be each other's teachers.
"Talking about books not only gives the readers a nudge into deepening and clarifying their thinking about the text, but it also gives me insights into the ways they construct meaning from texts." pg. 118
Everyone needs to talk about books.
I really like the method of ghost-partner teaching where the teacher tries to be as invisible as possible and just provide the students with prompts but let them lead the conversations.
It is important that during these partner reading conferences that the students push one another to deepen their thinking, otherwise they will not get much out of it.
Conferring with Readers Chapter 8
"I have found that rushing through many new skills is rarely what is best for the student. In many cases it is helpful to stick with one skill for a while before moving on to a new skill in order to keep the student engages in the learning process and to help her perform some skills well." pg. 102
Naturally we think that once we introduce a student to a new skill/strategy that the next week we should start on a new one. However it takes time for anyone to master just one skill. When working with a student I need to ask myself whether or not I think they are ready to move on or if we should take some more time practicing a certain skill. I believe that we should not overwhelm students and instead get them focused on one thing at a time and once they feel confident in themselves with using what they have been taught then it is appropriate to introduce something new. I think it is more beneficial if a student has mastered only a few strategies then knowing a whole bunch but not able to use them effortlessly.
"By sticking with one skill for a few conferences I am holding the reader accountable to implement what I taught her. It can be tempting for young readers to only practice what I teach them on the day I teach it, never to think about it again." pg. 102
This is so true. A majority of the time kids only use that skill on the day it is taught and then they think that they don't need to practice it anymore. Especially in this class when we only meet with our small teachers I think it is important to focus in on one skill and go over it each week to make sure that they fully understand how to use it while they read. Then once they master it you can build off that strategy onto a new one.
"While I always have one eye toward looking for evidence of a particular skill that I recently taught, I want to also always make sure that the student is also integrating that one skill with others. I never want to send the message that a reader only uses one skill at a time." pg. 107
We should be using integration throughout our teaching and the students should also understand that the strategies and skills that they learn are not limited and that one strategy can work really well with another.
"There is no "wrong" method of instruction in a reading conference, but it helps to decide how much support you think the reader will need with the strategy." pg. 114
I think students really benefit from a demonstration on how to use a particular strategy.
