Sunday, January 25, 2009
Not answers as much as thinking....
Wow! There are so many questions lingering out there! This is good news. It means we are all in a place where we are trying to figure out what works best for ourselves and our students. This week I am going to ask you to go through the wonderings (from last week's post) of your classmates and choose one of their questions to do a quick write in thinking about the quesiton that you choose!! Be sure to post the question you will be writing to and who that question came from!!
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16 comments:
I read many wonderings about using a Reader's Workshop framework. As I am in a role which supports discussions like these, my first response to teachers is to look at your schedule. Do you have big blocks of uninterrupted time for reading? Can you find a 60-90 minute block of time that you can put aside for your "reader's workshop?"
A workshop time is nothing more than a period of time that you can provide explicit teaching (lesson no more than 12-20 minutes) opportunity for guided practice (whole group, small group, or one-on-one), and time for independent practice of strategies/skills previously taught. If you are thinking about "how do I transition there?" think about just looking at your schedule and moving teaching around for big blocks of time. Start there and once that feels comfortable then start looking at the next steps of different teaching contexts that can help you teach using the gradual release of responsibility model such as Interactive read alouds, shared readings, guided reading, and independent reading (not the same as DEAR). Remember teaching/learning is a journey not a race. Start small, be comfortable, and take your time shifting if that is what you want. AND don't be afraid to try something new with your kids...they are more resilient than we are! They usually love everything you try with them that is new. Isn't that the best thing about kids?!?
I'm responding to Nancy M's question "What's really important in elementary school" and will we be faced with a new initiative next year before we become proficient with this one.
I have the same fear. I'm so excited about reading and what I'm doing in my classroom to help my students become better readers and enjoy reading. However I need more time and more practice to become comfortable with this new approach before I take on something "new". I don't want to become overwhelmed with something new before I had the chance to truely "own" and implement this initiative. I believe in this approach and feel with time and practice my students will benefit from it but not if I'm asked to take on something new next fall. We need to give this initiative the time it deserves. I believe "reading" is important in elementary school and what we're teaching students can and will be applied across the curriculum in science and social studies if we're given the time to become proficient at it.
I saw a couple of wonderings about where the district is headed with this... I have to say that I'm concerned in a similar way. I'd like to think that the successes that we're seeing in our classrooms right now would be enough, but I have the feeling that if this success doesn't translate into better reading test scores, we'll move onto the "next new thing". I hate that so much of what we do is driven by test scores. On the other hand, hearing the other day that if our students aren't 100% proficient we may not meet AYP...that's a grim reality. Are we trying to help our students to be better thinkers or test-takers. Where do we draw the line? I guess we all sit and hold our collective breath to see what the new presidential administration will do, what changes will be made, etc. It may be a wait and see situation.
How can we get to where we want to be? I have given much thought to this question for quite some time. I equate it to golf. Although I am an outstanding mini golfer in my own mind, I do not play on "the greens". Some "real" golfers have stated, "you should play. You would like it, you love to be outside, you like exercise." True, but I want to be able to play right from the start and play well. I don't want to spend days looking in the woods for my ball and causing the people behind me to say bad things because I am taking too long or my swing is off. I know the process includes taking lessons(working with a pro) and lots of practice time.
It would be fantastic to look at best practices, decide what works best and what would be most beneficial to the students in my class also keeping in mind schedules and materials available and do it in a weeks time so as not to spend endless hours researching and trying to figure it all out. Because I have to give my students my best all the time. No time for wandering around lost in the woods. I want to walk out on the course and hit a hole in one with my first swing today, right now, yes even in the snow. But...I know it takes time, patience, careful planning and a vision of where I want to go and the SMALL steps necessary to get me there. It takes time,practice and working with pros.
I am responding to Erina's wonderings about mini-lessons & resources. I, too, feel the same way in that I wonder if my mini-lessons are effective & I feel as though I spend so much time looking for ideas & activities that will be engaging and thought provoking enough without being too overwhelming for first graders. I worry about my pacing but have found a hand-out (given to us by our wonderful reading specialist Dinette) that gives a timeline for teaching the strategies throughout the year. I'd be glad to make copies of this to bring to our next class(it gives pacing for grades 1-5). Debbie Miller's book 'Reading with Meaning' is geared to the primary level & she is so inspiring. I refer to her book so much! I also found a website that I like www.learningpad.net with lots of lessons for each trait. I 'infer' that the teacher who has posted her lessons on this site has definitely been teaching the RW framework with first grade for many years. It is taking me so long to do my lesson plans each week b/c I'm trying so hard to fit all the pieces in. I was thinking about how learning something new and wanting to do it "right"--is so challenging & overwhelming at times...I guess we know how our students feel now when we introduce something new & they struggle and ask "am I doing this right?" When I listened to my students share their reading journal entries today & heard them getting excited about recommending a book to a friend....I thought, "Hey, I'm doing something right"!
Leslie, you bring up a good point about the report cards. We definately need more time as a district to implement all these initiatives and make sure that the end result makes sense all around. It has to flow from grade level to grade level. There has to be some sort of alignment between schools and grade levels. The assessment piece has to be in place. I'm wondering how we started into reader's workshop when we were talking about comprehension strategy instruction? Are the two linked together some how? Can we fully implement one first and then the other, to take away the confusion and chaos that results from trying to start too many things at once? My head is really spinning today trying to figure out my part here as a Title 1 teacher. Comprehension strategies, reader's workshop, gradual release of responsibility, response to intervention, assessment. I love Debbie Miller's book. I want a classroom like hers. Leslie, I'll take a copy of Dinnette's timeline. And...thanks for sharing the website info. Marie, I love your golf analogy. And...yes Leslie, I think we are all doing lots of things right. It is all about balanced literacy, right? You guys are going to let me sing with you, right!?!
I would like to respond to Ellen's question about setting up a Reader's Workshop in her classroom. After our LTT class dedicated to the reader's workshop, I could definately see the value in using that format in my classroom. However, being in first grade, I was unsure of when I would also be able to fit in the instruction and practice of phonics, grammar, sight words and all the other "stuff" (other than the reading strategies) that I do.
I basically attempted baby steps. First, I added the "status of the class" element to our free reading times. I realized that my students responded better to individually telling me their progress so I quickly abandoned that idea and instead decided I needed to find time to conference with them individually on a more consistent basis. Next, I cut out one of the independent activities that my students completed during our "literacy station" times (while I teaching reading groups.) This means they now complete a spelling practice page and usually one other piece before moving to "free reading." I began teaching a mini-lesson before they began their individual work during this time (but I am still working on my comfort with the mini-lesson piece) and instead of meeting with all four of my reading groups during lit stations, I aim to meet with 2 and then spend the rest of our lit stations time conferencing with individual students about their free reading. The comprehension strategies often work their way into our conferences and even when I have not had the chance to meet with a child that week, I have seen them read and discuss their thinking with their small reading groups.
Last week I mentioned to my class that there might be some more changes to our literacy stations time and the first question I was asked was "Are we still going to have free reading?" I asked them if they wanted to "keep" free reading and the answer was a resounding YES! they are very protective of that time and even though I stop do by every so often and talk with them about their reading, they seem to treat that time as one to enjoy their reading. If you are interested in coming in to check us out some time, just let me know...it's not perfect, and I don't know that it ever will be. But, right now it feels like we are moving in the right direction!
Wow! I think Michelle's question..."Am I doing this right?" ...really hit home with me. Whenever I am doing something new in regards to my teaching method or strategy, I am always wondering that. I guess I feel that if it is being done right, it feels comfortable for you. Almost like the way a comfy pair of slippers feel, you can slip right into them. I know that sounds weird, but when I am using some new method of teaching I stumble and make lots of mistakes. A good example was when we started using the Everyday Math Math series. I wasn't comfortable with this book or method and for a while, I felt like a robot, it just didn't come naturally to me. I know the kids could sense it and I thought I was doing them more harm than good. Now, after having used it for a few years, I am very much at ease and the methodology is like second nature to me.
I am not feeling discomfort at all with the content literacy strategies. Maybe because they are making sense and they are working so well with my students. I feel like we have all (my students and I) slipped into these methods quite easily. Yet, I do wonder if I am doing it right. Realizing that there is a learning curve involved here, I am sure that I am not doing everything exactly on the money, but that gives me room to grow. As I had mentioned in the first blog, I am really enjoying this because it is challenging me to look at teaching reading in a different light. That is refreshing. Now where are my slippers!
I am responding to what Liz said about being concerned about showing the growth and improvement in the students. Now that I am not really using the workbooks and reading series as much I am very concerned at the lack of papers that go home to the parents. Not that I believe that sending home workbook papers is the best answer, but I sometimes worry that parents will wonder what went on in school that day. I know some of the kids will talk about questioning, or their schema or a visualizing activity we did, but not all of them. I know I am getting a lot done in a day and my kids are making progress but how do we get the parents on board with what we are doing. I want them to know what their kids are accomplishing in a day.
After reading Michelle's response I see how similar I am feeling to her right now. We both don't know if we are doing the "right" thing right now, but we know we are heading in the correct direction. I have enjoyed being given the year to play with all of the strategies and try to become more comfortable with all of this new information.
I think it is great that we are all questioning if we are doing the right thing because it has led to a lot of great conversations with other teachers who are also trying to use the strategies the most effective way. I feel like I am talking much more this year to the other teachers in my school to try to find the best ways to set up my book area, how to schedule everything, and what activities are working and what still needs a lot more work.
I think as long as we continue to try new things, get our students thinking about their reading more, and keep our students excited about reading we must be doing something correct.
I'd like to respond to Ellen, Carol & Cecilia. They all mentioned wondering about the actual set up of readers workshop in their class, or the organization of everything during their reading block. This is something I've continuously been thinking about. Trying to figure out how to revamp my schedule to include all of the parts that I feel are important, while having a smooth flow in the classroom has been tough. I think we all need to just think of our reading time a little differently. I have 3 days a week of solid "reading" time (9-11a) with no interuptions, so I think I need to use those 3 days as my starting off point and get a set schedule with those. The other 2 days have specials that interupt so they'll work a little differently. I have come to realize that I need to keep doing a lot of what I'm already doing and just change up/reorganize some other things.
This process is overwhelming for me. I student taught with a basil and have been using the basil in Salem for 5 years. I'm a
"newer" teacher and feel like I'm usually able to adapt and try new things, but this whole process has stressed me out. I think part of my problem is that there is no manual that says "do this first, then this, next do this, etc.". I am used to at least having a guide...I don't have the experience that others have from "before the basil" and I think that makes it difficult. I know it just takes time and I'm seeing the benefits... it's just draining too.
(sorry for spelling basal wrong every time I write it!!)
I'm responding to what Carol said about her concern for "Putting it all together" in some coherent series of lessons. I also have done many activities for each of the strategies and have had the students practice. But I would also like to put together some kind of scope and sequence for the strategies, and look at the amount of time I spend on each...too much on some? not enough on others? I'd like to have certain materials that are optimum for each strategy, and look at the basal stories closely to wee which fit in well with the teaching of a strategy. Otherwise it feels random to me. I know that I already have not repeated some of last year's lessons with literacy, even though I found them valuable. I don't want to forget about some of the good things that happen each year!
I connected very well with what Erina wrote. I also feel baffled at times with where to go next. One of the reasons I chose to continue with this class is so that I would be able to ask questions of Tomasen and other staff if/when I got stuck. It takes time to learn and become comfortable and confident with anything new. This initiative is so much different though because we don't have a structured program to follow, not that I always follow one, but that would at least act as a guide for me. I would have something to go by. With this process I have to rely and trust my own instincts. Since this blog was posted in January and I am now just getting to it (I didn't realize I had missed it until I started working on the final enrty) I feel more and more confident about my instruction. Some days are really tough, but other days are so promising as I listen to the discussions of my students as they are 'thnking'. I can only hope that I can continue to grow so that I can provide my students with the strategies they need to become independent thinkers.
At this point I am feeling a little concerned as other are as well, "are thing being done right?" I feel that I have had my feet wet with the learning strategies for some time now and I still don't feel completely comfortable about what I am doing on a weekly basis. I do feel fortunate that I have some great teachers around to learn from. It seems that everyone is still feeling the learning curve and hopefully in time we will all get more comfortable about not having such structure, but have wonderful thinking happening in each of our classrooms. Personally for me, my students have started to really think about their reading and are reflecting as no other class I have ever had, has done. They are really interacting with each other thinking and enjoying it. As I am reflecting on how much my students are reflecting, I have been think about the fact that my focus has shifted to comprehension and has not been on fluency. I am wondering if over time, fluency will suffer due to the shift in focus. I would like to think that if they are understanding the reading they are able to read fluently, however, do I need to reconsider the impact at a fourth grade level.
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