I think I can easily include portions of Ch. 4 about the "Importance of Read-Alouds". It goes right along with what we have been saying in the "Culture of Thinking and Language". There were also portions in this chapter that I plan to share with a teacher or two that I thought about as I read it. (Even wrote their name in the margins) There were also portions in ch. 5 like the "Teacher Hot Reads" and the relationships developed in "My Dream School" along with the MODELING throughout the concepts in Chapters 5 & 6. Modeling wasn't rushed and it became significant.
I think the information in Chapter 4 concerning the read aloud was very helpful. I feel the genre charts could be a useful tool for teachers. I like the final sentence in Chapter 4. "Of all the strategies discussed in this book, a good book read well is the number-one method." We have begun to incorporate the "Hot Pick" book selection idea. We currently have a teacher picks board for K-3 students. I hope to make a principal's pick display for older students. Finally, I have seen the status of the class incorporated in the independent reading time in a class. The teacher feels it is easy and consumes very little time. She finds it helpful to keep track of independent reading progress.
I find that the teachers here that really get it conduct status of the cklass every week with their students. Others never, and I mean never seem to have the time. Pushing for all non teaching staff to share their personal reading with students.
I will share with my colleagues the importance and benefits of using read alouds daily. I will emphasize that it is "a practice that should continue throught the grades." I also plan to share with teachers the most effective way to shop for books. In the past I have shared with students how to choose the "Just Right Book" but I really liked the shopping idea. I also plan to share this idea with our new librarian.
jasmith I like the teacher and principal's pick boards. That gave me a great idea. I would like to incorporate the support staff in book picks as well. Thanks for the great idea.
I love the anchor charts on page56 and 57 that teaches about Genres. I am all about anchor charts and anchoring our reading. Also, in the Metacognition teaching we must alway model what behavior we expect.In chapter 5 it talks all about modeling to students and this generates a love for reading.
tclemons, I also love the genre anchor charts. We seem to have difficulty determining genre on assessments. I am looking forward to sharing this section of the book with our teachers.
"We teachers must not underestimate our role in the great reading puzzle." (I love this quote from chapter 4!) I am posting in the teacher workrooms along with "The conscious choice not only to read a good book well but also to choose our read alouds WITH INTENTION so that we are covering a wide range of genres may make ALL the difference for some of our students." I loved chapter 6 and the Buzz about Books! I called this Book Share in my classroom. My students were assigned a day of the week to share but I love how she has groups. This to me is more intimate.
I agree with Wendy's quote, but my favorite quote which also comes from chapter four is the one about "seducing" disengaged readers by having a great book being read aloud by a passionate reader. I can remememberin the fourth grade barely making it through lunch so that I could find myself in the Secret Garden through my teacher's voice or anxiously awaiting to find out what would be written on a very smart spider's web. Sadly, I am afraid so much other things have been thrown at teachers that this is something that they have thought has had to be let go.And yipeee, no assignment to go with it. Just pure enjoymentQ I also want to share Mr. and Mrs. So and So's hot read's for that grade level! How awesome! Not to Mention the genre anchor charts. So much wonderful, practical help!
I agree that teachers feel they have no time to read aloud to their students. When I was in second grade I remember my teacher reading Stuart Little. Do you think that is why I read it every year to my second graders?
I read to my fourth graders too, Janice. I always had a "trade book" going. I really hate that the teachers feel like all they do now is SF Tier I, Tier II. Reading should be fun too.
I really like the genre anchor charts like many of you. I also like the Reader Continuum on page 63. I would like for teachers to plot their students on the continuum. I think we have lost the art of read alouds especially in the upper grades. This is something that I would really like to see especially in the upper grades.
I agree with Diana. I will share portions of Chapter 4 emphasizing the importance of read alouds. I also like the "From the Trenches" story on p. 67. It is important to be reminded that we should never underestimate the power of a great book in the hands of a teacher who knows how to use it.
Bonnie has a great idea to have teachers plot students on the continuum. The teacher should keep her copy private and then have the students rate themselves. It would be neat to compare the two and see if we see their interest/willingness the same or differently.
I think that we are at a good place now with our SF implementaton that we can really start to expand and grow more with refining the "how" now that we understand the "what." All of the recent training (LAJFA & Strategic Comprehension/Metacognition)and this book really help with that. It all fits :)I think now that it's a matter of "convincing" teachers of that. One way of doing that is first through modeling...LOVE the "Teacher Hot Reads" idea from chap. 5 and would really like to incorporate this INCLUDING the suport staff and as others have suggested. From there to the parents and into the classroom...with our ultimate goal of re-IGNITING a PASSION for reading! Starting with the "adults" as models :)
Linda, I have started a "Hot Reads" for the administrators. I am looking for other ways to branch this idea out among our school. I am looking forward to hearing about your ideas.
One of my 5th grade classes and two of the third are doing "student hot reads" or something similar. It is exciting to see the excitement about reading.
I have begun to really stress the importance of read alouds to all teachers. The thing that I have really had to stress is that read alouds are sometimes the only times some children hear a good book. Not only are read alouds a great way to teach but just taking the time to talk about the book and share the book could really help some children become readers. I really liked the hot read idea so I plan on talking that up to a few teachers. I have learned that sometimes it is better to share with a couple of teachers and then let it spread throughout the grade level.
I think I can easily include portions of Ch. 4 about the "Importance of Read-Alouds". It goes right along with what we have been saying in the "Culture of Thinking and Language". There were also portions in this chapter that I plan to share with a teacher or two that I thought about as I read it. (Even wrote their name in the margins) There were also portions in ch. 5 like the "Teacher Hot Reads" and the relationships developed in "My Dream School" along with the MODELING throughout the concepts in Chapters 5 & 6. Modeling wasn't rushed and it became significant.
ReplyDeleteI also found much of this same informaion helpful.
ReplyDeleteI think the information in Chapter 4 concerning the read aloud was very helpful. I feel the genre charts could be a useful tool for teachers. I like the final sentence in Chapter 4. "Of all the strategies discussed in this book, a good book read well is the number-one method." We have begun to incorporate the "Hot Pick" book selection idea. We currently have a teacher picks board for K-3 students. I hope to make a principal's pick display for older students. Finally, I have seen the status of the class incorporated in the independent reading time in a class. The teacher feels it is easy and consumes very little time. She finds it helpful to keep track of independent reading progress.
ReplyDeleteI find that the teachers here that really get it conduct status of the cklass every week with their students. Others never, and I mean never seem to have the time. Pushing for all non teaching staff to share their personal reading with students.
ReplyDeleteI will share with my colleagues the importance and benefits of using read alouds daily. I will emphasize that it is "a practice that should continue throught the grades." I also plan to share with teachers the most effective way to shop for books. In the past I have shared with students how to choose the "Just Right Book" but I really liked the shopping idea. I also plan to share this idea with our new librarian.
ReplyDeletejasmith I like the teacher and principal's pick boards. That gave me a great idea. I would like to incorporate the support staff in book picks as well. Thanks for the great idea.
ReplyDeleteI love the anchor charts on page56 and 57 that teaches about Genres. I am all about anchor charts and anchoring our reading. Also, in the Metacognition teaching we must alway model what behavior we expect.In chapter 5 it talks all about modeling to students and this generates a love for reading.
ReplyDeletetclemons, I also love the genre anchor charts. We seem to have difficulty determining genre on assessments. I am looking forward to sharing this section of the book with our teachers.
ReplyDelete"We teachers must not underestimate our role in the great reading puzzle." (I love this quote from chapter 4!) I am posting in the teacher workrooms along with "The conscious choice not only to read a good book well but also to choose our read alouds WITH INTENTION so that we are covering a wide range of genres may make ALL the difference for some of our students."
ReplyDeleteI loved chapter 6 and the Buzz about Books! I called this Book Share in my classroom. My students were assigned a day of the week to share but I love how she has groups. This to me is more intimate.
I agree with Wendy's quote, but my favorite quote which also comes from chapter four is the one about
ReplyDelete"seducing" disengaged readers by having a great book being read aloud by a passionate reader. I can remememberin the fourth grade barely making it through lunch so that I could find myself in the Secret Garden through my teacher's voice or anxiously awaiting to find out what would be written on a very smart spider's web. Sadly, I am afraid so much other things have been thrown at teachers that this is something that they have thought has had to be let go.And yipeee, no assignment to go with it. Just pure enjoymentQ I also want to share Mr. and Mrs. So and So's hot read's for that grade level! How awesome! Not to Mention the genre anchor charts. So much wonderful, practical help!
I agree that teachers feel they have no time to read aloud to their students. When I was in second grade I remember my teacher reading Stuart Little. Do you think that is why I read it every year to my second graders?
ReplyDeleteI read to my fourth graders too, Janice. I always had a "trade book" going. I really hate that the teachers feel like all they do now is SF Tier I, Tier II. Reading should be fun too.
ReplyDeleteI really like the genre anchor charts like many of you. I also like the Reader Continuum on page 63. I would like for teachers to plot their students on the continuum.
ReplyDeleteI think we have lost the art of read alouds especially in the upper grades. This is something that I would really like to see especially in the upper grades.
I agree with Diana. I will share portions of Chapter 4 emphasizing the importance of read alouds. I also like the "From the Trenches" story on p. 67. It is important to be reminded that we should never underestimate the power of a great book in the hands of a teacher who knows how to use it.
ReplyDeleteBonnie has a great idea to have teachers plot students on the continuum. The teacher should keep her copy private and then have the students rate themselves. It would be neat to compare the two and see if we see their interest/willingness the same or differently.
ReplyDeleteI think that we are at a good place now with our SF implementaton that we can really start to expand and grow more with refining the "how" now that we understand the "what." All of the recent training (LAJFA & Strategic Comprehension/Metacognition)and this book really help with that. It all fits :)I think now that it's a matter of "convincing" teachers of that. One way of doing that is first through modeling...LOVE the "Teacher Hot Reads" idea from chap. 5 and would really like to incorporate this INCLUDING the suport staff and as others have suggested. From there to the parents and into the classroom...with our ultimate goal of re-IGNITING a PASSION for reading! Starting with the "adults" as models :)
ReplyDeleteLinda, I have started a "Hot Reads" for the administrators. I am looking for other ways to branch this idea out among our school. I am looking forward to hearing about your ideas.
ReplyDeleteOne of my 5th grade classes and two of the third are doing "student hot reads" or something similar. It is exciting to see the excitement about reading.
ReplyDeleteI have begun to really stress the importance of read alouds to all teachers. The thing that I have really had to stress is that read alouds are sometimes the only times some children hear a good book. Not only are read alouds a great way to teach but just taking the time to talk about the book and share the book could really help some children become readers. I really liked the hot read idea so I plan on talking that up to a few teachers. I have learned that sometimes it is better to share with a couple of teachers and then let it spread throughout the grade level.
ReplyDelete