Please read Chapters 5 and 6 and respond to the questions below. All responses should be posted by 11/6.
Chapter 5 "Small Group Reading Instruction and Differentiation"
In this chapter Robb gives a detailed example of small group reading instruction. She includes making book selections, forming groups, establishing routines and assessments. The chapter is long and filled with great ideas and suggestions. On Page 144 Robb selects her books based on genre and theme.
#1. Please share or suggest a genre/theme selection you have used or would like to use. Include 2 or 3 titles within this genre/theme that you could use with differentiated reading groups.
#2 How do you form your reading groups (or would you form them)? Are they based on reading levels or strategies?
Notice P. 149 where she provides "Key Decisions for Planning a Unit of Study". This is a helpful reference.
Chapter 6 "Indpendent Reading and Differentiation"
Robb stresses the importance of independent reading in this chapter. It is crucial that the student be reading a book on their independent level. She also suggests forms of assessment (P. 180) that can be used for independent reading.
#1 Do you agree with Robb about the importance of independent reading --why or why not? Do you think it is necessary to assess students for independent reading -- why or why not?
Monday, October 26, 2009
Monday, October 12, 2009
Chapter 3 & 4 Assignment
Read Chapters 3 & 4 and respond to the following assignments. All responses are due
by 10/23.
Chapter 3 Read Alouds and Differentiation
In this chapter Robb talks about how powerful the read aloud can be when used as a common teaching text. She feels it is the first step in differentiating instruction. She says the read aloud does the following:
helps all students enlarge their prior knowledge;
ensures that all students learn to apply reading strategies and explore issues and themes;
when the read aloud is used as the teaching text, students can use other texts at their instructional level.
She uses read alouds for the following reasons:
to build background knowlege;
to model the application of reading strategies;
to teach narrative story elements;
to teach informational text features;
to use as a catalyst for teaching unfamiliar themes;
to teach different kinds of journal responses;
to help students explore issues and themes for pinpointing big ideas in texts.
Robb explains each one of these thoroughly. She also provides a sample lesson for each which includes her think aloud, follow up activites and suggested texts to use as models.
After reading each one share one way you would like to use (or have used) the read aloud. Include the name of the text you would use and some follow up activities.
Please note on P. 75 Knowing When Students Have Absorbed a Reading Strategy. She has some suggestions for assessing their progress.
Also note on P. 76 she lists the narrative story elements to teach. In the back of the book she lists elements for non fiction along with definitions.
On P. 95 Robb states that, "Issues move students beyond the facts and encourage them to use facts to infer, connect and conclude." She then provides a chart of issues and related core questions to be introduced during read alouds. Hopefully you find some issues you use or would like to use.
Finally, please share any ideas you may have on using the librarians in our schools to help us find read alouds -- including picture books, poetry and short texts.
Chapter 4 Whole Class Instructional Reading and Differentiation
Robb discusses differentiating through whole group instruction in this chapter. She discusses 10 questions she is most often asked about this approach. Share 1 or 2 questions that you would ask about this approach to teaching reading -- they can be different from the ones she listed or maybe they are the same.
Robb discusses different conferences to use when assessing. They are retellings, book conferences, strategy conferences and peer book conferences. Which one of these would work best in your classroom and why?
Enjoy the rest of this chapter -- it is rich with information, suggestions, examples and guidelines.
by 10/23.
Chapter 3 Read Alouds and Differentiation
In this chapter Robb talks about how powerful the read aloud can be when used as a common teaching text. She feels it is the first step in differentiating instruction. She says the read aloud does the following:
helps all students enlarge their prior knowledge;
ensures that all students learn to apply reading strategies and explore issues and themes;
when the read aloud is used as the teaching text, students can use other texts at their instructional level.
She uses read alouds for the following reasons:
to build background knowlege;
to model the application of reading strategies;
to teach narrative story elements;
to teach informational text features;
to use as a catalyst for teaching unfamiliar themes;
to teach different kinds of journal responses;
to help students explore issues and themes for pinpointing big ideas in texts.
Robb explains each one of these thoroughly. She also provides a sample lesson for each which includes her think aloud, follow up activites and suggested texts to use as models.
After reading each one share one way you would like to use (or have used) the read aloud. Include the name of the text you would use and some follow up activities.
Please note on P. 75 Knowing When Students Have Absorbed a Reading Strategy. She has some suggestions for assessing their progress.
Also note on P. 76 she lists the narrative story elements to teach. In the back of the book she lists elements for non fiction along with definitions.
On P. 95 Robb states that, "Issues move students beyond the facts and encourage them to use facts to infer, connect and conclude." She then provides a chart of issues and related core questions to be introduced during read alouds. Hopefully you find some issues you use or would like to use.
Finally, please share any ideas you may have on using the librarians in our schools to help us find read alouds -- including picture books, poetry and short texts.
Chapter 4 Whole Class Instructional Reading and Differentiation
Robb discusses differentiating through whole group instruction in this chapter. She discusses 10 questions she is most often asked about this approach. Share 1 or 2 questions that you would ask about this approach to teaching reading -- they can be different from the ones she listed or maybe they are the same.
Robb discusses different conferences to use when assessing. They are retellings, book conferences, strategy conferences and peer book conferences. Which one of these would work best in your classroom and why?
Enjoy the rest of this chapter -- it is rich with information, suggestions, examples and guidelines.
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