The one I chose to try for next year is expand your practice of assessing and observing students with reading process in mind. In Chapter 10 it mentions Clay's Observation Survey. I am going to find out more about this and work on implementing it in my room. I like the charts and organizational tools that are in the appendix of this book. I am also going to get clip boards together with cards to quickly write notes on how each student is progressing and change with that child as they need me to.
I think some teachers today just follow the basal instead of really finding out what their students know and base the instruction on what they need. I am looking forward to utilizing what I have learned from this book next year.
I also want to find out more about Clay's Observation Survey Tasks. I have been searching since chapter 7 the first time I read the book. Maybe we can have some information on it at in service in August?????? The strategy I am going to try next year is to give the kids time to discuss and use the "turn-and -talk" model. I know id don't do enough of this because I was afraid of loosing instruction time to idle conversation. I think now it would be worth it to take the chance and let the kids talk. I have often repeated the phrase, "The best way to learn something is to teach it." I should be letting the kids teach each other some of these ideas through discussion. I also want to work on assessment ideas from chapter 10. The pairing as well as organizing information.
I have the Observation Survey. Are you wanting the testing? It has letter ID, Ohio word test, concepts of print, written vocabulary, dictation, and leveled reading. Is that the one? If so I will find it and bring it to the AUgust inservice for you. But you will need a few books you can purchase. I will try and get those sites too. I looked over the list and you know we have a great building: a literacy coach, collaboration meetings, guided reading. The collaboration meetings has included book studies, interventions, scheduling, testing assessment, etc. So I really feel that I have access to the suggestions. The strategy I want to use is refocus to students. A bit more reading outloud. I love it but often don't do it. I will also work on the student books for non readers. Boy! This has been a great book. I loved it!!! Thanks for the blogs. I have another teacher wanting to read it. And I want to let the literacy coach see it as an idea. I loved this book. Time well spent!!! Thanks Gail for choosing it. Thanks Marcy for setting it up.
Lawless - The turn and talk model is awesome! I use it and have had great results. Sometimes you do have to try different partners out because at time their are students who may not get along. It is also important to make sure that one partner doesn't try and do all the talking. Sometimes you have to number partners and then say their number when it is their turn to talk. I have seen great discussion come from use of this model!
Next year I would really like to find the time to get together with other teachers that teach struggling beginning readers. I was able to do this a few times this year, but not enough. It would help if we could meet at least one time per nine weeks. I would also like to spend more time observing teachers that teach struggling students. We can all learn so much from each other.
I think I would like to use the interactive read aloud. I used to do a read aloud but I quit last year because I didn't think I had time. Chapter 6 helped me remember that they really are worthwhile, especially if I make them interactive and have the kids talk about what I read. I am kind of excited about putting this back in my schedule and I think the kids will love it too.
There are two suggestion that I would like to try for next year the first on is keeping track of how much time I work with my students on reading and writing. Are my students benefitting from it. And does the regular ed get more time working on reading and writing. the second strategy is assessing and observing students in the reading process. I have a student in mind that I haven't quit figured him out in the whole reading process and I think after reading chapters 8 and 9 it might have helped me. Only observing him next year will tell.
The one I chose to try for next year is expand your practice of assessing and observing students with reading process in mind. In Chapter 10 it mentions Clay's Observation Survey. I am going to find out more about this and work on implementing it in my room. I like the charts and organizational tools that are in the appendix of this book. I am also going to get clip boards together with cards to quickly write notes on how each student is progressing and change with that child as they need me to.
ReplyDeleteI think some teachers today just follow the basal instead of really finding out what their students know and base the instruction on what they need. I am looking forward to utilizing what I have learned from this book next year.
I also want to find out more about Clay's Observation Survey Tasks. I have been searching since chapter 7 the first time I read the book. Maybe we can have some information on it at in service in August??????
ReplyDeleteThe strategy I am going to try next year is to give the kids time to discuss and use the "turn-and -talk" model. I know id don't do enough of this because I was afraid of loosing instruction time to idle conversation. I think now it would be worth it to take the chance and let the kids talk. I have often repeated the phrase, "The best way to learn something is to teach it." I should be letting the kids teach each other some of these ideas through discussion.
I also want to work on assessment ideas from chapter 10. The pairing as well as organizing information.
I have the Observation Survey. Are you wanting the testing? It has letter ID, Ohio word test, concepts of print, written vocabulary, dictation, and leveled reading. Is that the one? If so I will find it and bring it to the AUgust inservice for you. But you will need a few books you can purchase. I will try and get those sites too.
ReplyDeleteI looked over the list and you know we have a great building: a literacy coach, collaboration meetings, guided reading. The collaboration meetings has included book studies, interventions, scheduling, testing assessment, etc. So I really feel that I have access to the suggestions.
The strategy I want to use is refocus to students. A bit more reading outloud. I love it but often don't do it. I will also work on the student books for non readers.
Boy! This has been a great book. I loved it!!!
Thanks for the blogs.
I have another teacher wanting to read it. And I want to let the literacy coach see it as an idea. I loved this book. Time well spent!!!
Thanks Gail for choosing it. Thanks Marcy for setting it up.
Lawless - The turn and talk model is awesome! I use it and have had great results. Sometimes you do have to try different partners out because at time their are students who may not get along. It is also important to make sure that one partner doesn't try and do all the talking. Sometimes you have to number partners and then say their number when it is their turn to talk. I have seen great discussion come from use of this model!
ReplyDeleteNext year I would really like to find the time to get together with other teachers that teach struggling beginning readers. I was able to do this a few times this year, but not enough. It would help if we could meet at least one time per nine weeks. I would also like to spend more time observing teachers that teach struggling students. We can all learn so much from each other.
ReplyDeleteI think I would like to use the interactive read aloud. I used to do a read aloud but I quit last year because I didn't think I had time. Chapter 6 helped me remember that they really are worthwhile, especially if I make them interactive and have the kids talk about what I read. I am kind of excited about putting this back in my schedule and I think the kids will love it too.
ReplyDeleteThere are two suggestion that I would like to try for next year the first on is keeping track of how much time I work with my students on reading and writing. Are my students benefitting from it. And does the regular ed get more time working on reading and writing. the second strategy is assessing and observing students in the reading process. I have a student in mind that I haven't quit figured him out in the whole reading process and I think after reading chapters 8 and 9 it might have helped me. Only observing him next year will tell.
ReplyDelete