Read both chapters and respond to the following questions. Please respond to at least one other participant as well. All responses are due by 10/9. Enjoy!!
Chapter 1 - Reaching All Learners with Best Practice
On Pages 17, 18 and 19 Laura Robb discusses "Ten Practices to Differentiate Reading Instruction". Please review them and share 2 practices that are a strong part of your current reading instruction. Also discuss 2 practices you would like to use more often in your reading program.
On Pages 22 and 23 Robb explains Vygotsky's research which supports three fundamental elements considered essential for differentiated reading. Explain how each of these elements is (or could be) incorporated into your reading instruction.
What is your opinion about "Discussion" on P. 26? In your class are students discussing the "book" or the "issues"?
Chapter 2 Routines, Assessments & Planning -- Building the Foundation for Differentiating Reading Instruction
Robb suggests using a combination of information to determine the student's instructional reading level (Pages 38 - 41). How do you assess your student's instructional reading level? Discuss both formal and informal methods you use. Which methods have worked best for you in your experience? Does this information drive your instruction? How?
Which of the "Interventions/Solutions" do you find most helpful on Pages 43 - 47? Explain how you would incorporate 3 of these interventions into your reading instruction.
Review the Small Group Plan on P. 55 and the Whole Class Unit Plan on P. 56. Which one would you prefer to use and why?
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ReplyDeleteHi everyone. I guess I'll go first......
ReplyDeleteChapter 1 -
* "Ten practices to differentiate reading instruction"
In my AIS reading program for 2nd grade, I definitely use #4 and #6. #4 - "Value independent practice reading" - I love that she uses the word "practice". My students need to practice reading to improve word recognition, fluency, etc. I have a basket of books "Books we have read" or I may begin a lesson with a "Re-read" where the kids re-read a book that they read the prior class. What I try to do on a re-read day is ask the children to read for a different purpose. Ex., if on Monday they read to find the spot where the character changed his feelings from mad to happy, on Tues I may ask them to read to make a connection (text:text, text:self, text:world).
#6 "Show students how to construct meaning while reading" - I model with a read aloud a thought process (wondering, connecting, figure out, guessing, noticing or picturing). Currently I am focusing on one strategy as I model and choose a book that lends itself to highlight the strategy.
In my class I would like to include #2 Teach with diverse materials - even though I work with small groups that are supposed to be differentiated already, I may have a reader on a level E and a level I in the same group. To meet the needs of both, I should teach a skill (pblm/solution) and then have them read a book on their level that has that skill. I have done this a bit in the past, but the management was very difficult.
#8 - writing to improve comprehension - I go back and forth with this. For a time, I had the kids respond through writing after we read, the kids really liked it but I did not get through as many books as I had hoped. It's hard to do it all.
Chapter 1 -
ReplyDelete**Vygotsky - Meaningful discussion - The kids love to talk when they come to reading. In a small group, they love to have a chance to be heard. The problem comes when they need to listen to others....I find that listening skills in 2nd grade are not intact. So, I try and use "Turn and Talk" or "Share Pairs" so that they are listening to one person. When we come back together to share with the group, I ask that partner A reports what partner B said. That way, s/he had to LISTEN to what his/her partner said in order to share with the class.
Instructional learning levels - I use leveled books to try and stretch some and not teach to the middle. If I choose a book that is "easy" for them, I may stretch them with comprehension by asking for insightful interpretation, finding theme/author's message, etc.
Scaffolds and gradual release of responsibility - I call this, "I do, we do, you do." An example from my program is a fluency lesson. I model how the poem should sound, then we do together, finally the student reads independently.
*Discussion - My students in general discuss the book and do not move beyond the text. They try to make connections but often they are superficial and not insightful. Ex. This reminds me of when I fell and hurt myself on the playground.... versus.... This makes me think about how important a friend can be and when I was hurt and a friend helped me. I model and help them move beyond the text to more higher level thinking. I then may ask which is a stronger connection or answer, and for the most part they can appreciate it. Modeling is very important for them.
Chapter 2 - I use Running Records on the Palmto formally assess my students' oral reading skills. This includes a fluency measure (words read per minute), an analysis of miscues (meaning/syntax/visual) and comprehension (via retell and questions). Informally, I assess student reading during class time if we are reading round robin or I have the students read silently and I tap a child on the shoulder and s/he reads aloud to me. Formal RR are by far a better method in my program (although they are time consuming). In my old age, I need written reminders of what the students do while reading. What's great about the Palm is that after I sync the Palm the information is stored digitally and accessible to the classroom teacher and myself via a computer with internet access. I use the information to drive instruction by looking at the results and conferencing with each child. I show the student the RR that I printed out and then we come up with a goal that s/he should try to do while reading.
ReplyDelete" 3 Interventions/Scaffolds" - 1)pg 43 -Student does not volunteer ideas and writes little so you jot down what the student says to create a visual link.....I like this idea. I use the phrase "from your lips to your finger tips!" Often kids can talk about what they read but do not write all that they say.
2)pg. 45 - I really like the phrase "Literal interpretation -What does it say? to inferring with What does it mean?" It's funny how children may look for an answer in the text that just isn't there, you need to infer. I will try this in my class. The phrase "reading in between the lines" is too hard for my 2nd graders to get.
3) pg.47 - Wait time. I have a lot of children that need wait time. I give it to them, but there are some kids that just can't wait, so they shout out the answer! Explaining this to the whole group is something I do, but maybe I can come up with a sign for them to say they know the answer. I hate when kids raise their hands wildly and say, "I know!! I know!" Maybe I'll ask kids to give a silent "thumbs up on the table" if they know the answer.
Chapter 2 - I like the Small Group Unit Plan on page 55. I like the way it is laid out and outlines ways to re-teach weaknesses. Looking at the Assessment section made me think that I should include other assessment pieces. I used to do a lot more writing in my program and I miss it. I used rubrics with the kids and had them evaluate themselves. I made one up for independent reading time that I need to take out and revisit.
ReplyDeleteGigi, great responses -- thank you. I think that #8 is so important for comprehension. Nancy Boyles also had a chapter devoted to this -- with great prompts to use.
ReplyDeleteI love the idea of having students tell what their partner shared. It really forces them to listen.
I do find in 5th grade that students are more capable of discussing the issues and not just the book. They start to "get it" -- it leads to great discussions.
I truly miss the Palm -- I think it is a powerful tool for assessment.
I find that whole section of Interventions/Scaffolds so helpful. I like the three you picked. Wait time is especially important. In the upper grades I teach it to them as showing "respect" for each other.
I agree the small group plan is very detailed.
I like the forms on Pages 51-53 -- it's nice to make individual notations about students. I've started doing that with their writing this year. I think it will be helpful with PT conferences as well. Thanks for your great ideas.
Previous to teaching in Manhasset, I was a teacher in Queens where I was trained in Teacher's College Reading and Writing Workshop and so far, from what I have read, Laura Robb's book has the same ideals and teaching practices as Teacher's College (Lucy Calkins). Two practices I use regularly are “make your read alouds a common teaching text” and “teaching with diverse materials.”
ReplyDeleteI model all the strategies I have taught in Reading Workshop during my read aloud. I do several think alouds during my read aloud and I also have students "stop and jot" and "turn and talk." It helps students who are not able to comprehend the novel on their own understand the text through the modeling and partnership work. It also creates an opportunity for higher level students to think outside the box and help their peers.
I also have a leveled library. I have baskets labeled by color and in the first two weeks of school I assess students reading levels through a DRA and then advise them on the color baskets they should be choosing their books from. This helps students to read in their "Zone of Actual Development."
Two practices I would like to use more often are “tier my assessments” and “write to explore, think, learn, and improve comprehension.”
ReplyDeleteVygotsky’s research shows three different instructional learning levels: the Zone of Actual Development, the Zone of Proximal Development and the Frustration Zone. In Reading Workshop, students should be independently reading in their Zone of Actual Development. This is where students can comprehend and think about a text on their own. Teachers should use their Zone of Proximal Development in guided reading. Teachers provide scaffolding at a level higher than their Actual Development and then gradually release the scaffolding as their understanding grows.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteThis was a lot of reading, but I found it very reassuring and informative, reassuring because I find that I do much of what Laura Robb discussed and informative because I did gain a lot of new knowledge and some refinements and labels for what I am already doing, Mike, I also took some of Lucy Calkins training, the Writing Workshop in particular, and Laura Robb's whole approach reminded me so much of Lucy Calkins and Teachers College - just good, sound teaching practices!
ReplyDeleteIn Robb's Ten Practices to Differentiate Reading Instruction, I also base my mini-lessons and modeling on read alouds. They allow me to model my thinking - I just never called them "think alouds" so now I have a new label and confirmation for what I am already doing. Feels good!In sixth grade I always organized around an issue or topic and I look forward to doing the same in fourth grade once I get a solid hold on the literature. I was also so glad to see that Robb encourages independent practice reading at the students' comfort levels. I currently have been using this approach to reading. I do a mini-lesson based on a read aloud and then the students apply it to their own independent text. Wonderful discussions have come from these lessons and students have been sharing books and thoughts with one another in very lively and interesting discussions. I plan to work on tiering my assignments. I feel that I can do more of that. I also plan to begin using journals to explore, think, learn and improve comprehension. I always did but this year I have found that there are not enough notebooks so I have been confined by that limitation. I plan to give the students journals.
Vygotsky's three elements, meaningful discussion, learning at instructional levels, and scaffolding instruction, make perfect sense to me. I have always believed in the value of meaningful discussions and have watched many of my inclusion students and struggling readers flourish through hearing and participating in discussions based on the literature we read in class. They can make connections when permitted to do so verbally and expand their thinking after hearing their peers connect to and analyze what they have read. I also agree with him in terms of instructional learning levels, and the need to support students in the zone of Proximal Development providing scaffolding for students so that they can move forward. This is, I believe, the most difficult for the teacher to attain. Scaffolding via modeling and then providing support to students as they attempt tasks is, I believe, the most challenging aspect of a regular, multi-ability classroom. However, I do believe it can be attained. Children gain self-confidence and inner strength from this type of teaching and learning.
In my Reading workshop, I use a variety of information to ascertain each students' instructional reading level. This year so far I have administered several CARS lessons which I have used to get information about their ability to use certain strategies and skills independently with reading material on the fourth grade level. In addition, the Informal Reading Inventory has allowed me to work individually with students and see firsthand their strengths and weaknesses as well as the strategies they are using to deal with text and unravel new words. I also talk to my students about the books they are reading both individually and in class discussions. I like the idea of using Robb's different inventories and I plan to use them in the next couple of weeks. I also ask students to respond to their reading and gain a great deal of information from listening to their oral responses and reading their written responses. All of this does drive my instruction. I need to attend to the varying levels of expertise and ability in my class and teach the skills needed by the students, regardless of how varied they may be. I use mini-lessons for this and try to scaffold my assignments as much as possible. This is where I plan to concentrate my efforts more.
The interventions I found interesting involve conferring with students to ascertain their intersts and concerns to encourage students to read those that speak to them. I also like the idea of having real conversations with kids about why they have not read or done the assignment, helping students work at the level at which they can meet success. I also often model and think aloud during my read alouds and mini-lessons to model how to use story details to support ideas. Just last week we were working on character traits and I taught the students to use a double-entry journal to list character traits of the main character of their independent reading book and cite evidence from the text to prove that the character demonstrated that trait. The students "got it" after the lesson and were quite successful completing the task. We later shared our thoughts with one another.
ReplyDeleteAs for the Big Picture Plans on p. 54 and 55, I like both. I don't believe that I prefer one more than the other. It is critical that both be used in a classroom because they serve different purposes and offer variety to the teaching strategies and organization of the classroom. I will use both. I have always used elements of both in my teaching and I like some of the elements of Robb's plans and I plan to incorporate these into my Reading Workshop.
Hi, Margaret, thanks for your great posts. Teacher training in the city schools was the BEST. I was in Bayside where we were trained through Teacher's College as well. Sounds like you have a solid handle on your reading workshop. I like the idea of stop and jot to support their thinking. A leveled library requires so much effort -- good for you -- I'm sure it's a lot of work on your own. I hope you take the 2nd part of this course in January. I will be giving you plenty of support materials to implement the theory of this program. Laura Robb has great suggestions and ideas for using writing to develop and assess comprehension. Thanks for posting.
ReplyDeleteHi, Joyce, -- thank you for your wonderful responses. It is a lot of reading -- but she has so much to offer. You touched upon the core of her program -- the modeling, sharing and practice. It's true that so many of us are already doing much of what Robb says. It's helpful to learn ways to refine it. I, too, see the power in discussions. It seems to cross the learning gaps we find in our students. I am planning on using the interest inventories for the first time this year. Those along with the IRIs, CARS and reading with the students should paint a clear picture of where the student is with their reading. Thanks for your great posts.
ReplyDeleteHi Joyce. I like the idea of a double entry journal - I've heard people talk about it before but I have never used it or seen it. How do you set it up? Like a T-chart?
ReplyDelete~Gigi
During the first two weeks of school I assess each student’s reading level using a DRA. I try to assess students using DRA’s every 6-8 weeks, however time is always an issue. I also give fluency assessments every month. This is a much quicker test but it doesn’t address comprehension in depth. I also conference with students weekly and listen in on their reading.
ReplyDeleteThe interventions/scaffolds listen on pages 43-47 are a great resource. I could see myself incorporating several strategies into my classroom. One category I have difficulty with is first draft writing. The interventions listed were excellent tools for me to help my students grow as writers. I also love the inferential thinking category. Many of my students have trouble making inferences and the scaffolds will help support them. Lastly, the interventions listed under small group discussions will help me maintain equal participation within the group.
ReplyDeleteI would prefer to use the Big Picture Plan for Small-Group Instruction. I loved the layout of the plan and I think it would work well in my classroom. I prefer to work in small groups because it helps me get to know my students better as readers.
ReplyDeleteChapter 1 -
ReplyDelete"Ten practices to differentiate reading instruction"
In regard to the strategies, I definitely use numbers 5 (tier you assignments) and 7 (encourage discussion). I find the children enjoy discussing issues that come up in the text and love to listen to each other. This can springboard some very interesting topics and questions. I also like to tier the assignments and assessments. I have my groups read books with a packet that targets reading strategies and literary elements, inferential thinking… but the assignments will be geared to the individual levels/needs of the group. Their assessments will be different in that one group may read a book and then do an essay for an assessment where another group may draw a picture and write about an important scene in the book, and then we will put them all together to show it to the other group. Two practices that I would like to use more are “independent reading time” and “planning units of study”. I always feel rushed to get through books that we are reading in groups and leave little time for independent reading. I want to go through all of the instructional materials and be sure that they are getting the strategies/ elements… so I tend to have less time for independent reading. I would like to think about planning my instruction around themes more and less about teaching ELA style questions.
In regard to Vygotsky’s research, he point s out that there are three zones of learning, the Zone of Actual Development, the Zone of Proximal Development, and the Frustration zone. Obviously we do not want to have kids in the frustration zone because they are not learning so they need scaffolding and modeling and appropriate reading materials. This can be achieved by giving kids different books and activities, but you can also model activities first and then slowly let the students work in groups or individually when you feel they are ready. I give a mini lesson on a topic, and then show the class how to look for the subject in the text and then finally allow them to work in groups to complete the activity. It is more fun to work in groups and it sparks discussion. I really believe in Vygotsky’s zones!
The Discussion on page 26 lets us know how important it is to get the kids talking to each other. They need to discuss topics and they are more likely to do that in a smaller group, although some discussions are not always about the topics they are supposed to be talking about. That is the frustrating part with young fourth graders who do not stay on task! I find that we often start out talking about the book but that it leads to though-provoking discussions about wider topics.
Chapter 2 Routines, Assessments & Planning
ReplyDeleteAs far as assessments go, first I listen to each child read aloud informally. This tells me valuable information about the student’s fluency and reading experience. Then I give out a silent reading comprehension activity so that I can assess their silent reading abilities. I then do the word lists from the IRI and reading aloud comprehension sections. I feel that I am able to assess their levels accurately at that point but prior to finishing the testing, I find that simply doing a silent reading assessment and word lists tells me enough to get started. This then drives my lesson planning and group work as well as areas of concentration in language arts.
In regard to the interventions, I like meeting one-to-one with a student to model think aloud strategies. I find that a student who is not comfortable with the assignment will avoid it so working with him/her individually will help me find out what the problems are and how to build the student’s confidence. Another intervention I like is having the students work in pairs when planning their writing. I model how I want the response with the whole class and then have kids work together to come up with a response that follows my model. Then we share and evaluate each other. After this, the students will try one on their own. Lastly, I like building background knowledge by reading aloud picture books, showing photographs, and looking at video clips. I use this strategy all day long in all areas of the curriculum. I try to present the information in a variety of formats to build background knowledge. This also sparks interesting conversations.
I like the whole-class instruction for an introduction of a new skill or with something like the study of an ocean. It really lends itself to this kind of instruction. I also like the small group lesson and find that I model a skill first and then break into groups to practice it. I don’t prefer one over the other. I think they have specific uses and benefits in my mind.
Week One: Chapter One and Two:
ReplyDeleteHello to all! Upon reading the responses already posted, it seems like we are on similar playing fields. It is apparent that we all would love our reading programs to run like a charm. But, then this thing called “reality” steps in… Prior to working here in Manhasset, I too had exposure to Lucy Calkins and her reading practices. To be honest, I was a PILOT classroom and saw the true benefits of how to take ordinary literature and apply the different strategies to meet the needs of diversified children. However, with children constantly attending pull-out programs and music lessons, reading instruction can be a difficult feat! Laura Robb’s book seems to follow along with similar ideals. The practices I use most often, at the beginning of the year, are “read alouds as a common teaching text,” “value of independent reading,” and “showing students how to construct meaning while reading.” I feel that using read alouds enables me to model for the children how to apply the different reading strategies properly. My goal is for them to get comfortable with the common language used within my classroom (language of Nancy Boyle’s such as figuring it out; noticing; connecting). I feel it is crucial for me to model how to decipher the reading with a variety of texts. Presently, we have read a few picture books, a short biography, poems, a legend and a fable. I want the children to notice settings, plot development, how a character changes with specific evidence, hidden messages, and much more. I am witnessing the need for a lot of modeling and discussion. In order for the children to use these techniques properly, it is crucial for them to be able to apply the skills independently. This strategy leads me into Laura Robb’s eighth principle of differentiated reading…”write to explore, think, learn and improve comprehension.” I feel the children need the opportunity to listen to the views of their peers; which is extremely beneficial for the struggling reader to hear new ways of interpretation of a text that is too hard for them to read independently. However, while trying to teach these strategies, I am trying to administer IRI to get a better understanding of their reading levels.
One practice that I want to use a lot more is the last principle mentioned above. I feel that the children might understand the reading strategy perfectly, but when they need to convey this message and/or thought on paper, this can lead into a whole new discovery. I tend to rely on a double-entry as stated in Joyce’s response. For instance, if the children locate a character trait at the beginning of a story, they need to provide proof and specific details to support this trait. Once this trait is properly identified, I hope for my students to be able to make strong inferences to show the connection amongst this trait and his/her example. Once the children are showing me this ability, I want to be able to provide independent reading for the children to locate these skills within their own appropriate reading books. Thus, I will tier the assignments even if we are all within the same chapter book. I tend to like using the same chapter book at the start of the year with modified assignments according to the needs of the children.
Gigi, 5th grade used the double entry journal last year. I will email you a copy of some of the ones we used. It is set up as a T chart -- very simple.
ReplyDeleteMargaret, what grade do you teach? How do you manage to do DRIs every 6 to 8 weeks? That is quite a task. I'm glad you found the interventions helpful. I, too, find them to be a great resource. Thanks again.
ReplyDeletePatty, those differentiated packets sound great. Are your students responding to the same text -- but different tasks? Sounds like a lot of work and planning. I agree with you about independent reading time -- I never have time. Some days I try and give them even 10 or 15 minutes. Planning units of study is such an important task. What a great idea for a grade level to collaborate on. Maybe with the ELA being later this year, you can try some of units of study 4th grade normally doesn't have time for. I agree that testing can really get in the way of "teaching".
ReplyDeleteI have found when the students are in the "proximal zone" their discussions are richer. The conversations students have can really enhance their comprehension.
You seem to have a solid grasp on your reading instruction. I really like the two ideas you shared -- conferencing one-on-one to discuss strategies and having students work in pairs on their writing. Thanks for sharing and posting your great ideas.
Kim, I could not agree with you more about the importance of modeling. I feel as if the students are sponges just soaking up whatever we show them. They love sitting for a read aloud and learning to "think about what they're thinking about." You make an interesting point about discussion helping the struggling reader. Exposing them to a variety of responses hopefully ignites a spark for them. I agree that starting with one book for the class is a good way to get an overview of the students as readers. I think the students really like the double entry journals. They do not require too much writing, and when done correctly they clarify the meaning of the story for them. Thanks for sharing your great ideas.
ReplyDeleteI found Chapters 1 and 2 very interesting. I appreciate the concept in differentiating instruction because it seems that I have to do it daily. Now I'd like to think that applying the methods described by Laura Robb's book will help me refine my efforts and be more effective. I use the guided reading approach probably all too often. This year, I plan to incorporate the multiple text concept as I continue to tier the assignmnets based on the IEP need of my students. This year, I have severasl students who have difficulties with response time. It's almost as if I have to constantly give them multiple choice answers. My tiering is usually in the form of Gardner's intelligences. However, I seem to limit the responses to writing sentences/paragraph, or drawing a picture with a caption related to a question I may have posed related to the theme of a book or details related to the main idea. My efforts have been mainly to teach my students how to "visualize" so they can costruct meanings related to a character's behavior, a reading strategy I may be working on such as cause and effect or inferring information (or a character trait). There nver seemms to be enough time in the 60 minute intervals I have daily to accomplish whart I'd like. I believe I am sensitive to Vygotsky's zones of learning. So I tend to try to stretch those reluctant learners by modeling for them the kind of responses I want them to develop. I generally read aloud, stopping often to have various students make connections to the text or a character--plus I can be very animarted. By the time we get to the middle odf a piece of literature at least one within the group has shown some level of growrh that allows me to challenge him or her in the next assignment. The only statement that I disagree with in the chapter 1 is the one on the bottom of page 27 that states, "having every student read the same book... means that many students won't have an opportunity to improve their reading skills" Maybe because I'm old and stuck in my ways, I feel you can always help a child improve his/her reading skills depending on what you ask them to do with that text; in addition to utilizing other texts and curriculum. I start slow then ask for more content or complexity as we move along throughout the school year.
ReplyDeleteIn reading Robbs "Ten Practices to Differentiate Reading Instruction," I can identify with several of her practices in my current reading instruction. I often use read-alouds as a common teaching text. I use this time to introduce or reinforce a new strategy or concept. When we share a common read-aloud, I teach my students for basic understanding and to build background comprehension. I also demonstrate and model for my students how to interact with the text through active reading strategies. Using picture books, I can model how we should be engaged in reading. I often tell my students that reading a like a sport. We need to flex and stretch our muscles to grow. I would love to have more time for my students’ practice of their independent reading. Every day I feel so rushed to accomplish all that was planned that independent reading doesn’t receive the priority that it should have in the classroom. I would also love to review my fifth grade curriculum and plan my units of study more carefully. Every once in awhile I think it is a good idea to reevaluate what I want my students to learn from a particular unit.
ReplyDeleteVygotsky's research can be incorporated into reading instruction. In small groups, paired students or as a whole class, meaningful instruction is essential to reinforcing concepts. Students learn from discussion among peers and the teacher. Kid friendly comments help student “hear” and therefore understand ideas more clearly. I have often used these small group discussions with mixed level students so the expert gains comprehension while the struggling student can gain new understanding when material is presented in a different way. By using the IRI, I can better understand the various levels of my students as readers as group them according to their needs. By having my students grouped to their instructional level, students can have their needs addressed and move them towards better understanding.
In my class, students both discuss the book and sometimes the issues. It really depends on what is happening in the novel we are reading at the time. My students have made some really interesting observations and connections to the world around them. Other times, we find our discussion becoming a little debate where students side with a particular character or situation as others take the other point of view. Just the other day, my class formed a small debate over a decision the protagonist made and whether it was right or wrong. The students had a blast and deepened their understanding of why the author may have wrote the story that way.
Patty,
ReplyDeleteI totally agree with you about wanting more time to plan and review materials to ensure that our students are getting everything we want them to from the reading. I wish there was more time in the day...
Ally :)
Formally, I assess my students through the IRI, but informally I use many techniques to assess my students’ instructional reading level. In my class students’ use a reader’s journal to record their responses to comprehension questions. Reading their responses helps to see what they understand. I also meet with students to conference about their reading and through discussion have a fair indication what happening while they read. I like the Interest Inventory and will try to incorporate that into my reader’s workshop. Later in the year, I also use CARS to see what areas and strategies my students may be struggling with in their reading.
ReplyDeleteVygotsky's three elements (meaningful discussion, learning at instructional levels and scaffolding instruction) are valuable and beneficial with regard to teaching a solid foundation of reading instruction. I definitely understand the importance of grouping children according to their reading levels, but the struggling reader tends to get more motivated by listening to others. I feel it is important for all learners to be able to convey their thoughts and the struggling readers tend to be limited with verbal expression skills. As I mentioned earlier with the use of read alouds to model the strategies, I believe the same theory holds true with meaningful discussions as a whole group. I agree with Ally’s comment, “Students learn from discussion among peers and the teacher. Kid friendly comments help student “hear” and therefore understand ideas more clearly.” She stated that so nicely. As mentioned by Joyce, scaffolding is a challenge! In order to do this most efficiently, it is imperative to be able to assess the children frequently, which is often another challenge. I am not sure who mentioned it earlier, but being able to administer Diagnostic test every 6-8 weeks!!!!!! OH MY! I am still struggling with my first go around with the IRI in my fourth grade classroom. I think there is a great value in assessing the children. However, I feel the make-up of a classroom can greatly attribute to be able to assess in a timely fashion. Presently, I am having a challenge with the children working independently and/or in a low speaking tone for longer than 15 minute intervals. Actually, I welcome a 15 minute time-frame! Therefore, in my reading workshop, I use an array of tools to assess their levels at the start of the year. The use of CARS (Comprehensive Reading Assessments Strategies) helps me establish a baseline of the different strategies with strengths and weaknesses within my room. It is an independent reading with multiple choices; whereas, the IRI is a specific tool. It provides me with each student’s strength and/or weakness in phonetic awareness, sight recognition and rate of fluency. With regard to identifying their comprehension levels, I feel the use of oral reading followed by oral questions can be greatly different then a child’s silent comprehension level. When reading silently, if a child has strategies, then he/she can search for the answer. On the other hand, the IRI relies on a child’s memory recall. Yet, the IRI can give me a starting point to level each student according to his/her needs. As I continue with instruction, I plan on switching around the children where appropriate.
ReplyDeleteKaren,
ReplyDeleteYes, you are old..... but i agree that there is always a learning lesson that can take place even when all of the children are reading the same book. I have read the same chapter books over and over again and i still often notice something different each year. With my higher level children, I require them to make higher level connections to items of foreshadowing, personification and relationships amongst characters from other reading selections. i feel that a good reading teacher can find ways to stretch his/her students to perform at their appropriate level. Another bug-a-boo of mine with reference to reading..... reading instruction and writing instruction go hand in hand. I often find that my strong readers lack in using rich language and tend to write very simplistic. Therefore, i will have these children stretch thier inferential thinking skills into their written expression. So, even if the same book is used, a good teacher can alter the questions. Maybe I am old, too!
Patty,
ReplyDeleteas a fellow co-worker with you... i find that the discussions always go often topic at the start.... i love book talk, but the children need to have a certain level of maturity. I hope to bring up this level in my room to have great chat about books....
"having every student read the same book... means that many students won't have an opportunity to improve their reading skills".....if I may join in the banter......I agree with Karen and Kim that there may be opportunities to improve reading skills when a class uses the same text as a shared reading tool. But, if this is the ONLY opportunity for a child to read with instruction, then I agree with Robb....how is the child going to improve reading skills if s/he is not reading text at his/her level? I think she said this for the class that is not providing different level texts at any time during reading instruction (not independent reading).
ReplyDelete~Gigi
I enjoyed the suggestions that Robb incorporates on the Interpreting Assessments to Differentiate your lesson plans chart. Her “Interventions/Solutions” are practical and seems easy to incorporate. I noticed that some of my students have difficulty with inferential meanings; some students are very literal. I will try to work on the suggestion on page 45 such as find a readable text on the topic you’re studying and build more background knowledge by showing photographs. I also like her suggestions to drawing attention to the author tags in dialog. In paired and small group discussions, I will try to incorporate more jotting down notes to prepare for a discussion. I think this skill can be very helpful for my students’ future studies. I also think it’s very important to set up clear guidelines when students are working in a group. This helps ensure that everyone is involved and the work is divided equality among the group. I model each of the roles for group work and monitor my students closely.
ReplyDeleteI prefer the Small Group plan for a genre study because it is more specific and uses many of the techniques I have used in my class to build understanding. The outline provides for differentiation and gives clear uses of materials.
Mblank,
ReplyDeleteI am so interested in the Teachers College format, it has always received rave reviews. I have always been interested in learning more and in the past attended Sat. crazy workshops but never had the full scope. I am looking forward to taking lots of ideas from this book and incorportating them and stretching my teaching.
Karen, using multiple texts can require a bit more planning, but I think the students get a lot out of reading the "right book" for them. Modeling is so important for all of the students. I like how you use visualizing to generate responses. I find that a very useful strategy to get their thinking going. I agree with you that you can tier assignments using the same book. However, if the text is too difficult for a student, they will not be able to read it. No matter how differentiated the task, if they cannot read the print or understand the language, how can they respond. I worry about the really low readers when it comes to finding the right text. Stronger readers can be stretched even using a text that is too easy. I love how you move students along as they show a level of growth. Thanks for sharing your great ideas.
ReplyDeleteAlly, I love modeling with picture books too. It's amazing how much the kids love listening to picture books. In my classroom independent reading hardly exists. It's something I'd like to put more focus on too. The group discussions are vital to building their understanding and communication skills. I really encourage my students to use the "language" such as connecting, noticing, figuring out...After a while they catch on and are able to make articulate responses to their reading. I love the idea of your class having a debate over an issue related to the main character. They must have gotten a lot out of that. I would also like to try the interest inventory. I have not used it yet but will try this year. The IRI is a great starting point for the beginning of the year. I agree with you that using conference time and reading their responses enables us to really know them as readers. I like the interventions you talked about. Using dialogue is something most of my students are very weak with. They lose track of who is speaking. Thanks for sharing your great ideas.
ReplyDeleteKim, this year I am trying to use a combination of oral reading and silent reading to determine each student's instructional (proximal zone) reading level. I have to agree that my class this year is not as independent as last year's. Therefore, I am still not done with my IRIs. Once I find the instructional level, I administer the silent passage on that level. If, however, any of the students frustrate on a 5th grade level, I will administer the silent on the 5th grade level. Last year I found that students did better on the silent part (in January). I agree with the statements that the IRI is a starting point. However, CARS, conferencing, discussion, reading responses and journal responses are all important pieces in helping us understand our students as readers. Thanks for your great posts.
ReplyDeleteHello All. I apologize for my delayed response. I am rather overwhelmed this year, since I am teaching 6th grade Language Arts for the first time. This book brings back memories of my college years, since it was a definite "must read". I must admit I have limited experience teaching Language Arts to an entire class. I have worked as a Reading Specialist, but working with a few students at a time with similar needs is a whole different ball game than an entire class of varying abilities. We began the year with Poetry and now we are beginning Short Stories. I have never taught a novel before, which is why I am taking this course. I must say that #4 is definitely something we have adopted into the 6th grade schedule this year. The students have DEAR time for 20 minutes each day where they are encouraged to "practice reading at their comfort levels". I too like the idea of calling it "practice" because it allows the students to develop a love for reading. I would also have to say that #10 is a current strategy of mine. I am scaffolding my units to build on literary elements that will be used throughout the year. For example: Our short story unit begins with a story to develop character "All Summer In A Day" and each story after that will have a specific focus. Students will be able to relate back to all of the stories read to identify conflict and so forth. These ideas will be useful again when we begin novels. Two areas that I would like to develop more are #8- I would like to develop some more writing assignments to improve comprehension. I would like to explore the idea of using journals in class. The second area that I would like to continue to incorporate more is #6. Since we are just beginning to read short stories, I think this will be very beneficial to the students.
ReplyDeleteI agree with Joyce that discussion is a meaningful and valuable lesson for all of the students in the class. It is important for students to learn from each other rather than solely relying on the teacher. I also agree with Vygotsky's three zones of learning. Our goal as teachers is to help students become more independent readers, and scaffolding learning through modeling is a great way to achieve this. Although it is difficult to attain, I agree with Joyce that it can be done.
ReplyDeleteAs much as I understand the need for assessments in the classroom, and in the past I have used the IRI and the TeraNova as methods of assessment, the 6th grade schedule does not lend itself to these assessments. We do and test often on terms, vocabulary, comprehension.
Lauren hopefully this course will help with some ideas for teaching reading. I love the idea of scaffolding using short stories to teach literary elements. Laura Robb provides a lot of information for using journals to develop comprehension as well as use it as a mean of assessment. Hopefully you take Part 2 -- where you will receive a lot of handouts that support many of her ideas. Thanks for sharing your great ideas.
ReplyDeleteOne practice discussed by Laura Robb to differentiate reading instruction which I currently employ is “Make your read alouds a common teaching text.” I love to introduce my reading strategies using read alouds. I think my students have more success using reading strategies when they see me modeling them first and then have multiple opportunities to practice using the reading strategies. Read alouds are a great vehicle to talk about what we are thinking as we try to make sense of text.
ReplyDeleteI also incorporate the practice of “Using ongoing assessments to support each student.” My ongoing assessments help me to target specific skills so that all of my students can grow as readers.
I like the idea of “Tiering” assignments as opposed to modifying assignments. Many teachers will shorten the assignments of their weakest students instead of perhaps changing the task to something that may be considered a strength for a particular student instead of striking his/her Achilles heel.
I would also like to try to teach with more diverse reading materials within my reading groups so that all students benefit from the reading lesson; not just the ones in the middle. This would definitely require a lot of time, organization and management.
I assess my students’ instructional reading levels using QRI’s, mClass running records, informal observations, interest inventories and DIBELS. I think it is important to use a variety of measure to determine each student’s strengths and areas of weaknesses. I use all of the data obtained to develop a plan for instruction.
An Intervention/Solution which I found interesting was moving a student from the literal, What does it say? To inferring with, What does it mean? This is such a powerful question and a very important strategy to teach. I also liked the idea of discussing the importance of wait time before answering to reduce impulsive, careless responses and to provide additional think time for the slow processors. Finally, I would also like to incorporate more guided practice into my reading lessons.
In the small group plan, I like how the students would read books at different reading levels yet revolving around the same theme. I also liked how both plans utilized multiple intelligences to assess the students.
Joyce, I like the idea of using journals as well to help students reflect upon what they are reading and to highlight which reading strategies helped them to be successful or perhaps which need more practice.
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ReplyDeleteBeing in a 3/4 self contained class it is hard to group my students together because of their vast difference in abilities. Trying to enable my students to be independent readers is a major goal for this year. The Edmark reading program is a great way to accomplish that being that it helps build them from the ground up. Because of their trouble decoding and comprehending abilities most of the texts available are not on their "social" level. That is why i believe I use the first practice the most, "Make your read alouds a common teaching text". This not only opens up a whole new world of books to, it also models fluency to them. We are all reading the same material and I have the ability to level the assignment/questions to each individual. It also shows them that even though reading is a very hard strenuous task for them, it is rewarding and extremely fun. The next practice that I use most is teaching with diverse materials. Dealing with extremely short attentions spans, the plain presence of a book shoots down whatever motivation we built up. That is why I use whatever I can get. I use the computer (SMARTboard), magazines, newspaper (sports section), I have even gone as far as food packages, cereal boxes etc. However I can grab their attention and keep them on their toes, and make them eager to participate. What I really have been looking in to doing was number 9. Using Edmark and Fundations I do have a record of their progress and how long they have been on each lesson. I really wanted to assess them using like a QRI at the beginning of the year and be able to keep tabs on what may be working and what is not. I would also love to be able to value independent practice reading. Everyone has always been told "practice makes perfect". I would love to be able to set aside 15 minutes a few times a week for them to relax with a book.
T three zones of learning stated by Vygotsky are, the Zone of Actual Development, the Zone of Proximal Development, and the Frustration zone. It is important not to have your students in the Frustration Zone because it will deter them from exerting themselves in the future. Students must have that intrinsic motivation to become successfully readers. This can be achieved by individualizing a students education. Gear each lesson to fit their educational needs. When having students do independent work, they must be in the zone of actual development. Since they cognitively are above the material, it gives the opportunity to read deeper into certain concepts and become critical thinkers. When we are teaching students they should be in the zone of proximal development. This is where they can do it, but no independently. They just need that extra hand, but you can fade yourself out and help the student grow to be able to do this independently.
ReplyDeleteDiscussion
ReplyDeleteI believe this to be one of the most important aspects of education. When you talk about a concept and move beyond "just the fact", you begin to relate it to prior knowledge. This connection will stay embedded in your brain. When you can relate something to another, you are showing that you fully understand it. However, the discussion is not only about you reflecting on your own ideas. Listening to other viewpoints helps open your eyes and shows you things that you may not have seen. Even hearing others with your same views gives you a sense of pride that your opinion is correct and others think the same way you do.
This year I only assessed my students using a running record. I spend most of the first few weeks baselining them for Edmark reading program, Reading Street and setting up the Fundations. I am really interested and would love to become a lot more familiar with assessments so I can measure their progress.
ReplyDeleteThe Intervention lists on pages 43-47 is very helpful. I personally like the one on inferential thinking, where the student struggles with personal connections to characters. It is very important to build up that background knowledge by showing pictures and looking at videos. A few of my students have a terrible time using their imagination. If they have never experienced it, they cannot relate to it. ( Write about your dream vacation....cannot express something that could happen or a place they would love to visit, just their favorite). So I believe giving them the experience of photographs and videos will help them express themselves orally and through their writing. I also incorporate observations of group projects work when students does not participate in group discussions. I also like the idea of first draft writing when a student makes many errors. You can have a real conversation with them and have them read their writing to really make them think about their writing and how it looks for someone elses point of view.
ReplyDeleteI do not prefer one over another, I do like the framework of each though. I feel that certain ideas would fit my classroom structure better than others. I would like to set up and give a test run for these sometime throughout the year.
ReplyDeleteLiz, I appreciate your comments regarding the use of multiple texts. I will definitely make it a priority to work on after we finish this first chapter book together. My plan is to work on it as an integrated study also, since the grade 4 is so curriculum heavy--especially as we study explorers, colonization, the road to the American Revolution, and the birth of America. I'm feeling that Robb's book has a lot to offer as I forge on to teach my students while differentiating. I appreciate the suggestions that are "do"able, such as the scaffolding with wait time, a critical part of my work with the classified student in many cases, in addition to focusing on literal data. During the small group lessons, I use questioning techniques basedon what my students are able to share within their literal perspective. I'm able to use their words to ask a question that invites them toinfer. I feel that having the students who are reticient speakers listen to their peers, then repeat what they heard, are often more comfortable when I prepare them to be ready to give me an answer related to a story/book we read. In addition it is a way for me to informally assess what and how much their are listening/paying attention. This drives the plan for our next lesson which may be to move on to another reading strategy or reteach a concept. When it comes to written expression, I beginning to work on student notetaking which I expect will help them when transferring jots to full sentences, then paragraphs, then essay writing based on reading and background knowledge. I feel the Whole Group and the Small Group plan have a place in my Reading Instruction lessons. I like to use the whole group plan so I can model the types of reponses I want the students to learn. Moreover, because I deal with the less secure student and student with issues related to oral expression, word finding, behavior/impulse control, ... it seems that pairing and small group instruction will need more organized planning on my part--which entails training my assistant, as I project the obstacles that may interfere with a smooth lesson experience. I did try and found it helpful when I divided my group into two; then I worked with one group while the other group had clear parameters to complete a task (handout) that involved literal reponses where each child must use seven or more words to answer a question related to what s/he understands about literal and inferred ideas related to a picture book we read (with the help of my TA). In the packet I also incled an opportuity for the students to draw a picture of their favorite part of the story as a way of cluing into Gardner's intelligences. My plan is to follow up/repeat this strategy as we read the chapter book.
ReplyDeleteColleen, you will really enjoy Chapter 3 where Robb discuss the read alound in depth. Your use of assessments to drive your instruction is what assessment is all about. It's so important that we assess to teach -- and do not assess for any other reason. I, too, like the idea of tiering instead of making it less. It's interesting that you mention wait time -- that is so crucial for all students. With the diverse classes we continue to deal with, it's important for all students to employ wait time as a common courtesy. I am finding this year that "modeling" wait time is rubbing off on my students. They are sitting quietly a bit longer as a students "struggles" to formulate a response. Thanks for sharing your great ideas.
ReplyDeleteSean, WOW you have such a diverse group. Thank you for taking this course and sharing all that you do with them. I LOVE the idea of you providing reading material for them based on what they can read -- even a cereal box. We have the IRI or the QRI in the building, so if you need to use one, feel free. I agree that discussion is a great way to assess and develop student's reading ability. It gives great insight to the student's comprehension. Thanks for sharing all your great ideas.
ReplyDeleteKaren, I can only imagine how well your LA instruction is -- you could write the book instead of Robb. You're a true professional in reading and gaining what you can. I love how you work on moving your student from literal to inferential. It's so important to start where they are and move on. Notetaking is such an important skill. Even in 5th grade, I find they need a lot of modeling to truly grasp notetaking. It will serve them well for many years once they master it. I'm glad the grouping model worked for you. I love working with smaller groups and having discussions. It's okay if the other students are working on some literature responses or reading quietly. It's not a long time -- 15 mins. max. Thanks for sharing all your ideas -- especially for trying new ones!!
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