tag:blogger.com,1999:blog-21290066532349396332024-03-15T21:10:32.941-04:00Adventures in Literacy LandAndrea Crawfordhttp://www.blogger.com/profile/10863194664150925886noreply@blogger.comBlogger426125tag:blogger.com,1999:blog-2129006653234939633.post-82200499904648395762018-08-08T16:36:00.003-04:002021-01-23T16:36:42.948-05:00From Striving to Thriving: Synopsis and Supplemental Materials<div class="MsoNormal">
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Reading the book, F<u>rom Striving to Thriving,</u> is full
of thoughtfull ideas and tips that are grounded in research. My
highlighter was smoking and my pen marked up the margins like crazy. Was
this just me? I think the most common
notation I made was, “YASSS!” Maybe not the most grammatically correct, but I
sure did enjoy the reaffirmations I had page after page while reading this
book.<br />
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I recorded several Facebook Lives as I read this book. Check
out the below videos as I share some of my thoughts.<br />
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<b><span style="font-family: "times new roman" , serif; font-size: 13.5pt;">Chapters One and Two</span></b><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 13.5pt;">Want to see the freebies
I shared? Check them out <span style="color: blue;"><a href="http://bit.ly/2JCAIYq">here</a></span>! </span><span style="background: white; color: #1c1e21; font-family: "helvetica" , sans-serif; font-size: 9.0pt;"> </span><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></div>
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<b>Chapters Three Through Six</b></div>
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Looking for the freebies mentioned i<span style="font-family: inherit;">n this video? <span style="background-color: white; color: #1c1e21;">Grab your FREE high/ low reading passage<a href="http://bit.ly/2zb2dDO"> here</a>.</span></span></div>
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<span style="font-family: inherit;"><br style="background-color: white; color: #1c1e21;" /><span style="background-color: white; color: #1c1e21;">Grab the FREE Reading partnerships pack in this <a href="http://bit.ly/readingpartnershipsBLOG">blog post</a>. </span></span></div>
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<span style="background: white; color: #1c1e21; font-family: "helvetica" , sans-serif; font-size: 9.0pt;"><b>Ch</b></span><b style="color: #1c1e21; font-family: Helvetica, sans-serif; font-size: 9pt;">apters Seven and Eight</b></div>
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Practice and Lessons</h2>
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Did you see all of the Practice and Lessons at the back of
the book? These are fantastic. Many of
these more in depth ways to implement suggestions from the book. There are also
several assessment forms that are featured in the back of the book. The full
size version of these forms are included FREE on<a href="https://www.scholastic.com/pro/FromStrivingToThriving.html"> Scholastic’s website</a>. The site
is password protected, but the password is embedded in your book!</div>
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All the Practices and Lessons are ALSO available. If you are
able to, you can just print these off as your reading lesson plan for the day
;). I mean, what administrator is going to argue with Stephanie Harvey!?!?!<o:p></o:p></div>
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The Big Takeaways</h2>
What are some big ideas that I took away from the text?<o:p></o:p></div>
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<li><span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span><span style="text-indent: -0.25in;">Children need time to READ. Period.</span><span style="text-indent: -0.25in;"> </span><span style="text-indent: -0.25in;">I already knew this, but some of this
statistics and research about how we are serving (or maybe it would be a
disservice?) striving readers was shocking and disappointing.</span></li>
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<li><span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span><span style="text-indent: -0.25in;">The power of a good book is invaluable.</span><span style="text-indent: -0.25in;"> </span><span style="text-indent: -0.25in;">I know personally, my “watershed” books were
The Babysitter’s Club. While I had always enjoyed reading, this series made me
a Reader with a capital R.</span></li>
</ul>
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<li><span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span><span style="text-indent: -0.25in;">This take away was somewhat embedded in the
section on teaching thinking-intensive reading, but really spoke to me.</span><span style="text-indent: -0.25in;"> </span><span style="text-indent: -0.25in;">We MUST teach students that comprehension strategies
are to be used seamless and interchangeable, depending on our thinking of the
text.</span><span style="text-indent: -0.25in;"> </span><span style="text-indent: -0.25in;">In the past, I have been guilty of
spending so much time on one strategy that students have asked, “Do you want me
to ask questions with this or make a connection?”</span><span style="text-indent: -0.25in;"> </span><span style="text-indent: -0.25in;">I felt like I had been hit by a 2 by 4.</span></li>
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<span style="background-color: white; color: #080808; font-family: "josefin sans"; font-size: 20px;">Did you miss any of the chapters of this book study? You can check them out here:</span><br />
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<ul style="background-color: white; color: #080808; font-family: "Josefin Sans"; font-size: 20px; line-height: 1.4; list-style: initial; margin: 0.5em 0px; padding: 0px 2.5em;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwK5I8geOl-kCSbOaMbG4ssNd2JqGNlZPjDke5dxEbllxqkG9_pPjNj3yZ_2JGs_t5gtzZDSyMwwOYRs42HGtcKwcAhYyb6mn2BwNkinsjFvp2HiXkV-X3qFQdljxBs9-RsPKM9C0XKcvB/s1600/striving+to+thriving.jpg" imageanchor="1" style="clear: right; color: #ba1e53; float: right; margin-bottom: 1em; margin-left: 1em; max-width: calc(770px); outline: none; text-decoration-line: none; transition: all 0.2s ease 0s;"><img border="0" data-original-height="1152" data-original-width="768" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwK5I8geOl-kCSbOaMbG4ssNd2JqGNlZPjDke5dxEbllxqkG9_pPjNj3yZ_2JGs_t5gtzZDSyMwwOYRs42HGtcKwcAhYyb6mn2BwNkinsjFvp2HiXkV-X3qFQdljxBs9-RsPKM9C0XKcvB/s320/striving+to+thriving.jpg" style="border: none; height: auto; max-width: 100%; position: relative;" width="212" /></a><div class="pinit-wrapper" style="cursor: pointer; left: 453px; margin: 0px; opacity: 1; padding: 0px; position: absolute; top: 4623.23px; visibility: visible; z-index: 9999;">
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<li style="list-style: disc !important; margin: 0px 0px 0.25em; padding: 0px;"><b><a href="http://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-introduction.html" style="color: #ba1e53; max-width: calc(770px); outline: none; text-decoration-line: none; transition: all 0.2s ease 0s;">Introduction</a></b></li>
<li style="list-style: disc !important; margin: 0px 0px 0.25em; padding: 0px;"><b><a href="http://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-table-labels.html" style="color: #ba1e53; max-width: calc(770px); outline: none; text-decoration-line: none; transition: all 0.2s ease 0s;">Chapter 1-Table the Labels</a></b></li>
<li style="list-style: disc !important; margin: 0px 0px 0.25em; padding: 0px;"><b><a href="https://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-cultivate.html" style="color: #ba1e53; max-width: calc(770px); outline: none; text-decoration-line: none; transition: all 0.2s ease 0s;">Chapter 2-Cultivate Curiosity</a></b></li>
<li style="list-style: disc !important; margin: 0px 0px 0.25em; padding: 0px;"><b><a href="https://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-choice.html" style="color: #ba1e53; max-width: calc(770px); outline: none; text-decoration-line: none; transition: all 0.2s ease 0s;">Chapter 3-Ensure Access to and Choice of Books</a></b></li>
<li style="list-style: disc !important; margin: 0px 0px 0.25em; padding: 0px;"><b><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-chapter-4.html" style="color: #ba1e53; max-width: calc(770px); outline: none; text-decoration-line: none; transition: all 0.2s ease 0s;">Chapter 4-Pump Up the Reading Volume</a></b></li>
<li style="list-style: disc !important; margin: 0px 0px 0.25em; padding: 0px;"><b><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-book-match.html" style="color: #ba1e53; max-width: calc(770px); outline: none; text-decoration-line: none; transition: all 0.2s ease 0s;" target="_blank">Chapter 5-Book-Match Relentlessly</a></b></li>
<li style="list-style: disc !important; margin: 0px 0px 0.25em; padding: 0px;"><b><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-chapter-6.html" style="color: #ba1e53; max-width: calc(770px); outline: none; text-decoration-line: none; transition: all 0.2s ease 0s;">Chapter 6-Teach Thinking-Intensive Reading</a></b></li>
<li style="list-style: disc !important; margin: 0px 0px 0.25em; padding: 0px;"><b><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-ch-7.html">Chapter 7-Assess Readers in the Round</a></b></li>
<li style="list-style: disc !important; margin: 0px 0px 0.25em; padding: 0px;"><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-advocate.html" style="color: #ba1e53; max-width: calc(770px); outline: none; text-decoration-line: none; transition: all 0.2s ease 0s;" target="_blank"><b>Chapter 8-Advocate Tirelessly</b></a></li>
<li style="list-style: disc !important; margin: 0px 0px 0.25em; padding: 0px;"><b>Synopsis and Supplemental Materials</b></li>
</ul>
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<br />Anonymoushttp://www.blogger.com/profile/05923623161357566954noreply@blogger.com0tag:blogger.com,1999:blog-2129006653234939633.post-79313691844537311062018-08-05T11:11:00.001-04:002018-08-05T14:50:28.698-04:00Teaching Reading in Small Groups: Organizing and Managing Small-Group ConferringAfter reading the first seven chapters of <u>Teaching Reading in Small Groups</u>, by Jennifer Serravallo, I found myself thinking, "This all sounds fantastic, but how will I ever keep track of all these different groups!?" Luckily, Chapter 8 answered all my questions about organizing and managing small groups.<br />
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<a name='more'></a>Serravallo splits Chapter 8 into four sections full of helpful tips for how to keep all of the great strategies we learned in this book organized. She explains reading workshop basics, what's going on in the room when you're conferring, keeping track of your conferring notes, and how to schedule all the great groups/conferences you'll be having!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijXSHZDQMIvn2Ls4d1JgI2pGimOLwVLJgwS412nsZLkjod0oupncnv3xvt87GqUhydmmTiRQrDnZVp-cz7QYEBaQzAuWON-a63KviQR1xjVjsndr-sfZOcztp5pSWx5FJDES4x9PmCgzM/s1600/Slide1.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="reading workshop is instructional time" border="0" data-original-height="873" data-original-width="1600" height="217" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijXSHZDQMIvn2Ls4d1JgI2pGimOLwVLJgwS412nsZLkjod0oupncnv3xvt87GqUhydmmTiRQrDnZVp-cz7QYEBaQzAuWON-a63KviQR1xjVjsndr-sfZOcztp5pSWx5FJDES4x9PmCgzM/s400/Slide1.JPG" title="Reading Workshop" width="400" /></a></div>
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Serravallo refers to Reading Workshop throughout the book, and in this chapter provides a refresher on the basic structure of Reading Workshop. (It's not essential to have a Reading Workshop up and running in your room, though!) Reading Workshop gives you a great opportunity to continue instruction during independent reading time, and I know that I, for one, can always use any extra instructional minutes I can squeeze in. </div>
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There are four basic components of Reading Workshop:</h3>
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<li style="text-align: left;">The <b>Minilesson</b> is a quick ten minutes at the beginning of reading time. The basic structure of the minilesson is <i>connect</i>, <i>teach</i>, <i>active involvement</i>, and <i>link</i>. Serravallo goes further into depth on each of these sections in the chapter. </li>
<li style="text-align: left;">Next is <b>Independent Work Time</b> when students get a chance to practice what they learned during the minilesson. They take their book bins/bags (with books, a notebook, sticky notes, and a pencil) and read in their designated reading spot. Some days students will meet with a reading partner or club, or meet with the teacher at this time. </li>
<li style="text-align: left;">The third component of Reading Workshop is <b>Partnerships, Reading Clubs, and Book Clubs</b>. This part was new(ish) to me, and definitely something I want to incorporate with my 5th graders more often. These are valuable opportunities for students to talk about what they are reading, and practice their thinking, comprehension, and conversation skills. This will look different depending on what grade you teach, with partnerships being a stepping stone for working with groups/clubs. Again, there's further description of each of these in the chapter. </li>
<li style="text-align: left;">The last part is the <b>Teaching Share</b>. I feel that Serravallo sums this up best when she says, "The best teaching shares aren't simply opportunities for children to share something, but instead are opportunities to teach something, using a student as an example." I like this way of thinking, because in the past, I've had students share, but haven't used it as a teaching opportunity. </li>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhW91o1V2QnCM_zQ2m8jOUWlH1l289UC8YnIT_M0zOjATaawUY_7xK6riOF4oWcQWBsSH1A_vA_OgFeGe3jZdaO6xd8hF_RlmSdtfZbinISSpK1VUZa-b_Z3MpqRWT3i17nxvembblQ8_I/s1600/Slide2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="student engagement during reading" border="0" data-original-height="873" data-original-width="1600" height="217" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhW91o1V2QnCM_zQ2m8jOUWlH1l289UC8YnIT_M0zOjATaawUY_7xK6riOF4oWcQWBsSH1A_vA_OgFeGe3jZdaO6xd8hF_RlmSdtfZbinISSpK1VUZa-b_Z3MpqRWT3i17nxvembblQ8_I/s400/Slide2.JPG" title="Student engagement during reading" width="400" /></a></div>
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Now Serravallo digs into the part I was most curious about...how do I make this all work? Earlier in the book, she suggests way to monitor and support students' engagement during independent reading. Having students deeply engaged with their books is key for allowing you to have productive meetings with small groups. If they are absorbed in their book, your attention can be focused on the students you're meeting with. If you haven't read it yet, the post from <a href="https://www.adventuresinliteracyland.com/2018/07/teaching-reading-in-small-groups-ch-3.html" target="_blank">Chapter 3</a> has lots of ideas related to student engagement. </div>
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Your students also need to know what to do if they run into a problem during independent reading, and how to solve it without your help. For years I've joked with my students that they could only interrupt me if their hair was on fire or there was a wild animal in the classroom. You may have also seen various teacher posters on social media with several humorous examples for when students may interrupt a group. (Ryan Reynolds walks into the classroom? Let me know immediately! :) ) Serravallo provides a fantastic three-page chart (Figure 8.2) for almost every scenario that might come up when students are reading and you're meeting with groups. It would be incredibly valuable to go over these scenarios when you're introducing independent reading norms at the beginning of the year. </div>
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It's also important to think about where your groups are going to happen. I've always met with groups at my kidney table (or giant horseshoe table in my new classroom!) and I've had colleagues who prefer to meet with students on the floor in their group meeting area. Serravallo mentions both of these as possibilities, along with the idea of impromptu group conferences where you may end up meeting with students at their own seats. </div>
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For the past few years, I've had a binder where I keep track of which students I've met with and when, but I filled this section of the chapter with sticky notes to mark all the new forms Serravallo has inspired me to make! There are so many chart/form examples in this section and I'm not going to try to describe them all, so I'll be referring to the figure/page numbers so you can refer back to your copy of the book to look at them. </div>
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Serravallo highlights the importance of making sure that your notes allow you to keep track of individual students even when they are part of a small group. You also need to be able to take notes quickly. </div>
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<ul>
<li>Figure 8.3 on page 212 shows a sheet where the whole class is on one page. That way you can jot a note for one student in a group, and then write "See Student ___" for the rest of the students in that group. The benefit to this type of chart is that all your students are in one place, but it's harder to see growth over time. </li>
<li>Another option is to have a sheet for every time a new group is started. (Figure 8.4, p.213) The group goal is at the top of the page, and you can jot down notes about each student every time the group meets, all on one page. </li>
<li>You could also use a different sheet of paper for each student (Figure 8.5, p.214) This is what I've always had, where I have a tab in my binder for each student, with all their conferencing forms behind their tab. But now Serravallo has given me the idea to put individual conferences and group conferences on the same page. I think this would be a great way to see student progress over time. </li>
<li>The last note-taking option she mentions is for if you have students who are grouped with a partner for club for a long period of time. Figure 8.6 on p 215 shows how one teacher had preprinted pages with the group/partner names already filled in and a spot to jot "Research" and "Teach" notes about each group. </li>
</ul>
<div>
So when do you fill out all these great forms? Serravallo says that taking notes as you confer can help you remember everything you want to write down instead of trying to recall what you wanted to write later. You can also take a moment in between groups to record your notes. Some types of groups will be easier for taking notes in the moment than others. Serravallo suggests experimenting to see what works best for you. </div>
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What should you be writing down? Whatever you find to be helpful. Usually this should include what you taught and next steps for each of the students. You can also write down the amount of support you had to provide for each student. </div>
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Last but not least, Serravallo gives us all sorts of suggestions for how to organize and schedule the different group options suggested throughout the book in a way that's balanced for the needs of your students. She mentions that if you have a big class, you'll end up doing more group conferring, and man, do I wish I'd had that idea when I had 34 5th graders last year! This year with 26 students, it may be manageable for me to do more individual conferring. Either way, Serravallo says you need to find the balance that works for you and your students. </div>
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She says to attempt to have one individual conference with every student each week, which feels a little daunting to me, but would definitely be most beneficial for students. It's also important to keep in mind the extra support your students may be receiving - special ed, ELL, etc. You don't want to overload these students with too many teaching points to work on. Figure 8.7 on p.218 is a great example of how you might arrange your conferring time. Her chart is based on 40 minutes of conferring time a day, but you could easily use the example to come up with a schedule that works with the amount of time you have in your schedule. </div>
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Flexibility is a big part of making these conferences successful. First of all, Serravallo mentions the importance of allowing yourself some unscheduled conferring time each day so you can be responsive and have impromptu conferences. It's also crucial to make sure your groups are flexible. Some students may be able to be phased out of a group sooner than others, and you can also add students to groups as you see necessary. Figure 4.6 from Chapter 4 shows how this can work. </div>
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I loved reading this book over my summer break, and I feel like I'm headed into the new school year with some great ideas for how to revamp my reading groups to make them more beneficial for students. I hope you've gotten some great ideas, too! Leave a comment to share what from the book you're most excited to try! </div>
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Kristin from <a href="http://holmquisthomeroom.blogspot.com/" target="_blank">Holmquist's Homeroom</a><br />
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<br />Kristinhttp://www.blogger.com/profile/08128432551891540417noreply@blogger.com0tag:blogger.com,1999:blog-2129006653234939633.post-53060486662510288292018-08-01T06:00:00.001-04:002021-01-23T16:36:59.418-05:00From Striving to Thriving: Advocate TirelesslyLiteracy instruction can take on many different forms. Some of these may be rooted in sound practices and some...well...not so much. As educators, we know that all students deserve teachers that are working to use best practice. We also know (with the help of these authors) that striving readers deserve more than mandated, unsound programs and a lack of high interest books. But how do we support change in our classrooms, schools, or districts?<br />
Advocate.<br />
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By definition, advocate means to publicly recommend or support a cause. This can be very scary if you feel isolated or lonely. Stephanie and Annie recommend that we be literacy upstanders, that we collect, analyze, and share data, and that we keep going and growing. Let's dive just a bit deeper into each of these suggestions.<br />
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Be Literacy Upstanders</h2>
The first way that we can advocate for our students is to be the "guardian of kids' reading lives" (p240). Ask for money, send out emails to request donations or to borrow high interest books that will appeal to the readers. Find out the interests of your students prior to them even walking into the door. Welcome them with books! Personally, I have found that used book stores, consignment shops, and garage sales are great places to search for inexpensive books. Another choice that is available to lower income schools is <a href="http://firstbook.org/">firstbook.org</a>. They offer thousands of brand-new, high interest books at a low cost.<br />
<b>Advocate for Striving Readers: </b>Support readers by providing book talks, explicitly teaching comprehension strategies, building off the readers' strengths, and getting books into the hands of every reader.<br />
<b>Advocate for Families:</b> Support families by explaining the importance of oral storytelling and talking in the home, providing information about independent reading, and by demonstrating how to get a public library card.<br />
<b>Help Administrators Advocate for Students:</b> Support administrators by inviting them into the classroom to see independent reading in action, sharing current literacy research, and by ensuring that they know the success stories of your striving readers.<br />
<b>Help Students Advocate for Themselves: </b>Support students by helping them to find their reading identity, honoring their voice, and by creating a safe environment.<br />
<h2>
Collect, Analyze, and Share Data</h2>
Obviously, sharing the research that is out there from our literacy experts is important. But to advocate for our students means that we must also share what is actually happening around us and how it is impacting the kids within our classrooms, schools, or districts. Here are some suggestions of what to share but don't feel limited to these!<br />
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<a href="https://www.teacherspayteachers.com/Product/Reading-Interest-Inventory-Survey-3325230" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" target="_blank"><img alt="reading survey to find out interests of even our youngest students" border="0" data-original-height="839" data-original-width="708" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjL3thdDiZDLRrDgcuYC7mGrWI7u149Skm0s-bBdeB6oP3MWpGmkkg_kBD1fPk-XWrLwSqRJcK3vsPELE3suFzpFRG5F9S2KTYR-lEeuLjuZ4cXEIwHSpL9w9qhY9FPA4fwu3-mReCL509i/s400/Picture1.png" title="from striving to thriving: advocate tirelessly" width="337" /></a></div>
<ul>
<li>Conduct your own case studies</li>
<li>Observations/conference records</li>
<li>Reading logs</li>
<li>Students' self reflections</li>
<li>Library history </li>
<li>Independent reading progress</li>
</ul>
Even our youngest students can share their interests. By gluing an interest survey into their reading or conferencing notebook, you (or your student) can add/delete/change their interests as they discover their reading identity.<br />
<h2>
Keep Growing and Changing</h2>
In order to be the best that we can be for our students, we must feed and nourish ourselves too. If we don't, we may begin to feel unmotivated, stuck, and uninspired. These are not good feelings for an educator because future minds are at stake. We need to make sure we take the time to learn and grow. We can do this in several ways.<br />
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<b>Engage with a supportive professional community</b><br />
We all know that the team of teachers around us impacts our own feelings about the school environment. Finding your own professional community that can help to build you up, support you, show empathy, and share positive experiences is absolutely imperative to your health as a teacher. This supportive team can take on many different forms. Here are a few ways that I have found my professional community: book club (we meet once a month), Facebook groups, online teacher friendships, and like-minded teachers within my school.<br />
<b>Attend your own professional development</b><br />
This one is huge!! For many of us, our schools do not have a large (or any) budget for professional development. But that does not mean we should not have any!! We must seek it out ourselves and be our own advocates. We are lucky to be in the age of technology because there is so much out there!<br />
<ul>
<li> Read, read, read: professional book studies are a great way to develop new skills. Following <div class="separator" style="clear: both; text-align: center;">
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along with book studies such as this one or even starting one with the teachers in your building! The past few summers my teammate and I facilitated a book study that met once a week throughout the month of June. It was a great way to talk about a professional book, get to know each other outside of school, and eat good food!</li>
<li>Read reliable blogs: we all have our favorites. You can check out all of our blogs in the "about us" tab but here are a few of my favorite blogs. Please share yours in comments.</li>
<ul>
<li>Two Writing Teachers</li>
<li>Nerdy Book Club</li>
<li>Forever in First</li>
</ul>
<li>Check out social media: Twitter, Instagram, and YouTube are also places where you can find a teaching community. Find people that share similar views and that will push you to grow. I enjoy following educators that are in tune to new and upcoming books. This helps me to stay on top of what is out there.</li>
<li>Professional development events: I know this sounds expensive. But there are things out there that are free or sometimes super inexpensive. These places sometimes have free PD:</li>
<ul>
<li>local zoo</li>
<li>library</li>
<li>local university or college</li>
<li>county resource centers</li>
<li>Nerd Camp </li>
</ul>
</ul>
Please remember that as an advocate, you are not alone. Being an advocate can be exhausting but those children need us to be their voice, while they find their own. As I was reading this chapter, I found this quote by Lily Tomlin and I think it is the perfect thing to leave you with today. You are that somebody. <br />
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Did you miss any of the chapters of this book study? You can check them out here:<br />
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<li><b><a href="http://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-introduction.html">Introduction</a></b></li>
<li><b><a href="http://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-table-labels.html">Chapter 1-Table the Labels</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-cultivate.html">Chapter 2-Cultivate Curiosity</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-choice.html">Chapter 3-Ensure Access to and Choice of Books</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-chapter-4.html">Chapter 4-Pump Up the Reading Volume</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-book-match.html" target="_blank">Chapter 5-Book-Match Relentlessly</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-chapter-6.html">Chapter 6-Teach Thinking-Intensive Reading</a></b></li>
<li><b>Chapter 7-Assess Readers in the Round</b></li>
<li><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-advocate.html" target="_blank"><b>Chapter 8-Advocate Tirelessly</b></a></li>
<li><b>Synopsis and Supplemental Materials</b></li>
</ul>
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<br />Em Hutchisonhttp://www.blogger.com/profile/02714399463592010921noreply@blogger.com0tag:blogger.com,1999:blog-2129006653234939633.post-3068001127731979562018-07-29T10:00:00.001-04:002021-06-26T07:37:52.081-04:00Teaching Reading in Small Groups: Moving Readers to the Next Level<i>I leveled up!</i><br />
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This is a phrase that my pre-teen son used to exclaim with glee when he had successfully completed a level in his favorite video game.<br />
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<i>I am stuck, Mom! Can you come help me!</i><br />
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This was also a phrase my pre-teen son used to utter with impatience when he just could not get past a difficult stage of his game.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjM4q_2x5g86xYQaSGny-ha8ZivK8pyqGDC6CT42DmmDAJJv89QOj2VZYlnRG7GUuUSUioxun1It7ATC55AdyCnvdJi449xSJWKAI5A_yofxhZE8JywJMbqv63ITfRAW-NJbAPrUyuA4Gc/s1600/Small+Group+Reading+FB+Image.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Learn how to use Text-Level Introduction Groups to improve student reading skills and knowledge of strategies with tips from Teaching Reading in Small Groups by Jennifer Serravallo." border="0" data-original-height="918" data-original-width="1536" height="379" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjM4q_2x5g86xYQaSGny-ha8ZivK8pyqGDC6CT42DmmDAJJv89QOj2VZYlnRG7GUuUSUioxun1It7ATC55AdyCnvdJi449xSJWKAI5A_yofxhZE8JywJMbqv63ITfRAW-NJbAPrUyuA4Gc/s640/Small+Group+Reading+FB+Image.png" title="Teaching Reading in Small Groups: Moving Readers to the Next Level" width="640" /></a></div>
<a name='more'></a>In Chapter 7 of <i>Teaching Reading in Small Groups, </i>Jennifer Serravallo compares both the excitement and frustration of advancing through video game stages to how our students feel when progressing through leveled reading books. She likens the experience of readers returning to the same basket of books they have been assigned to because of their independent reading level to the disheartening and disengaging feelings of a child stuck on the same level of Super Mario Brothers.<br />
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Serravallo reminds us that we must support student movement through the different book levels by teaching them strategies that will make them successful independent readers. This chapter outlines four steps to achieving just that, and emphasizes two points that are important to the process.<div><br /></div><div><h2 style="text-align: center;">Match Student Skills and Strategies</h2>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidFXEOS4uIPZKU4NHLafjNjd6oqfi8q2qcoCAUuHT3qVBa2KGfb7xzibN9wbEKaLrvPUCqggd53oi8RtcU09E1H0E8mbbQ_-vCFQcv1n5mSLiTXAuKwoNEfh4Ep_bxYn63R8wulT1SIkw/s1600/Slide1.PNG" style="margin-left: 1em; margin-right: 1em;"><img alt="Learn how to use Text-Level Introduction Groups to improve student reading skills and knowledge of strategies with tips from Teaching Reading in Small Groups by Jennifer Serravallo." border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidFXEOS4uIPZKU4NHLafjNjd6oqfi8q2qcoCAUuHT3qVBa2KGfb7xzibN9wbEKaLrvPUCqggd53oi8RtcU09E1H0E8mbbQ_-vCFQcv1n5mSLiTXAuKwoNEfh4Ep_bxYn63R8wulT1SIkw/s400/Slide1.PNG" title="Teaching Reading in Small Groups: Moving Readers to the Next Level" width="400" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivluwEMSvGFPXObd7jGn_5FzUyiSx9FQNPR1NSb0iLdp40F-xLcaK4Y431POIONhXJBf3zt6p0zyfW7616PaCHVLk6T7Ithm8MFKErnBw08OmjSLzaxhgLAJl74vOQS7HvpTawRZ0n_Mo/s1600/Slide2.PNG" style="margin-left: 1em; margin-right: 1em;"><img alt="Learn how to use Text-Level Introduction Groups to improve student reading skills and knowledge of strategies with tips from Teaching Reading in Small Groups by Jennifer Serravallo." border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivluwEMSvGFPXObd7jGn_5FzUyiSx9FQNPR1NSb0iLdp40F-xLcaK4Y431POIONhXJBf3zt6p0zyfW7616PaCHVLk6T7Ithm8MFKErnBw08OmjSLzaxhgLAJl74vOQS7HvpTawRZ0n_Mo/s400/Slide2.PNG" title="Teaching Reading in Small Groups: Moving Readers to the Next Level" width="400" /></a></div><div><br /></div><h2 style="text-align: center;">Do Not Focus on Levels</h2><div style="text-align: center;"><br /></div>
While levels are a tool that we as teachers use to help children find books they will be able to read and within their Zone of Proximinal Development (ZPD), Seravallo insists that we should not create an over-awareness of reading levels in our students. She believes this will have negative effects on reading culture and the level of student reading engagement.<div><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEig0hTbiuz1ZBen1MTeWc42pCDEeMVCIR2PT_0mkCQaleHaLF8lxfHROZW1tna5WcA14HKS1vCB2lXsP5lB2VJQZjSL0HSYOa-PdLGdbS6lqvFr6gaw7NfRaHHq3C-A6_tv6UwZtU0LvsU/s1600/Slide3.PNG" style="margin-left: 1em; margin-right: 1em;"><img alt="Learn how to use Text-Level Introduction Groups to improve student reading skills and knowledge of strategies with tips from Teaching Reading in Small Groups by Jennifer Serravallo." border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEig0hTbiuz1ZBen1MTeWc42pCDEeMVCIR2PT_0mkCQaleHaLF8lxfHROZW1tna5WcA14HKS1vCB2lXsP5lB2VJQZjSL0HSYOa-PdLGdbS6lqvFr6gaw7NfRaHHq3C-A6_tv6UwZtU0LvsU/s400/Slide3.PNG" title="Teaching Reading in Small Groups: Moving Readers to the Next Level" width="400" /></a></div>
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Instead of emphasizing reading levels, Seravallo advocates using a small group structure to teach strategies and skills that will help students read independently at their level and be ready to progress to the next one.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWViUG5FCX4XIRZuPkEnZcWUIy62mtXFu4-vdA5YLMchMenx30jCM7oMvYyXgdqRBTJy2AZNdF4OW80jHz-vBuEvWAWkT12U0du244rUKEiegFfclHKwbrQ0Ysu2h-d_F5oVxkG5FPJBk/s1600/Slide4.PNG" style="margin-left: 1em; margin-right: 1em;"><img alt="Learn how to use Text-Level Introduction Groups to improve student reading skills and knowledge of strategies with tips from Teaching Reading in Small Groups by Jennifer Serravallo." border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWViUG5FCX4XIRZuPkEnZcWUIy62mtXFu4-vdA5YLMchMenx30jCM7oMvYyXgdqRBTJy2AZNdF4OW80jHz-vBuEvWAWkT12U0du244rUKEiegFfclHKwbrQ0Ysu2h-d_F5oVxkG5FPJBk/s400/Slide4.PNG" title="Teaching Reading in Small Groups: Moving Readers to the Next Level" width="400" /></a></div><div><br /></div><h2 style="text-align: center;">BUILD READER PORTRAITS</h2><div style="text-align: center;"><br /></div>
In order to begin working in small groups with students, Seravallo insists that we need to build a portrait of how each reader is progressing over time. She suggests that the following questions are important to consider:<br />
<ul>
<li><i>Does the child have access to books at home?</i></li>
<li><i>Is the child able to stay engaged when reading a book?</i></li>
<li><i>Does the child choose books that are on or near his just-right reading level?</i></li>
<li><i>Does the child receive explicit instruction that is helpful and targeted toward strengthening strengths and compensating for challenges?</i></li>
<li><i>Is the child an English language learner?</i></li>
<li><i>Does the child have any learning disabilities that affect decoding, comprehension, or fluency?</i></li>
</ul>
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She then uses the Independent Reading Level Benchmark chart created by Fountas and Pinnell to track student progress and determine who is not progressing at the expected rate. Once this data has been reviewed, she determines who she is worried about and who she has questions about. Those not making adequate progress are then flagged to be included in her Text-Level Introduction Groups.</div><div><br /></div><div><br /></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhL9ssJ7ZB2XSTYDZs1VenCk9Y69xGyXrIjtx2nDI4X78SaTdw0XQAmrFojsWnc5MuaOi_2BwURpKIqyXu8TMGwD_1G7pMvYWakJBa9X8QJiJBchTYExWHO77pKeou6l2B-Ng1zvO9tylI/s1600/Slide6.PNG" style="margin-left: 1em; margin-right: 1em;"><img alt="Learn how to use Text-Level Introduction Groups to improve student reading skills and knowledge of strategies with tips from Teaching Reading in Small Groups by Jennifer Serravallo." border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhL9ssJ7ZB2XSTYDZs1VenCk9Y69xGyXrIjtx2nDI4X78SaTdw0XQAmrFojsWnc5MuaOi_2BwURpKIqyXu8TMGwD_1G7pMvYWakJBa9X8QJiJBchTYExWHO77pKeou6l2B-Ng1zvO9tylI/s400/Slide6.PNG" title="Teaching Reading in Small Groups: Moving Readers to the Next Level" width="400" /></a></div><div><br /></div>
Before we begin working with readers, Seravallo urges us to get to know each of the text levels well. By doing so, we can anticipate the challenges our students will encounter, and create language around the strategies needed to help them with their difficulties. She suggests building a four-part strategy menu or chart for each level with columns labeled as follows:</div><div><br /></div><div><h2 style="text-align: center;">FOUR-PART BOOK ANALYSIS</h2>
<ul>
<li><i>Text Features-Focus on a text feature that is unique to the level studied.</i></li>
<li><i>Skills-Think about skills that might challenge the reader.</i></li>
<li><i>Strategies-Think about what strategies will help the reader be successful with the text.</i></li>
<li><i>Questions-Think about assessment questions to ask to determine how the reader is handling the text difficulty.</i></li>
</ul>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSUIJMcR4Fz521eN8ZMYbzU9CjSVXHGLiY0hE-tGaKelaCa8zQd_WR2rI_oFraYyLeoS6YcEy2xkQJqSopaQZgJq-yxB2UWnBTas3J0aHZMpo7exTWK38qlMN3QYi8LRl5_xf2SR7SVgI/s1600/Slide7.PNG" style="margin-left: 1em; margin-right: 1em;"><img alt="Learn how to use Text-Level Introduction Groups to improve student reading skills and knowledge of strategies with tips from Teaching Reading in Small Groups by Jennifer Serravallo." border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSUIJMcR4Fz521eN8ZMYbzU9CjSVXHGLiY0hE-tGaKelaCa8zQd_WR2rI_oFraYyLeoS6YcEy2xkQJqSopaQZgJq-yxB2UWnBTas3J0aHZMpo7exTWK38qlMN3QYi8LRl5_xf2SR7SVgI/s400/Slide7.PNG" title="Teaching Reading in Small Groups: Moving Readers to the Next Level" width="400" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgssuEi-puXc6W7ViJlR8592OOYmb0wNDHO6wsuLcau-68zzHoJSku24s18CE5DWW9LxwxhtjTw0qE9UUAVbBJcLlHVcdZwANgW7CKc5VZSHKDBLfmuRoF0kAO1O0-ifbFsuxhWTXvg9q4/s1600/Slide8.PNG" style="margin-left: 1em; margin-right: 1em;"><img alt="Learn how to use Text-Level Introduction Groups to improve student reading skills and knowledge of strategies with tips from Teaching Reading in Small Groups by Jennifer Serravallo." border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgssuEi-puXc6W7ViJlR8592OOYmb0wNDHO6wsuLcau-68zzHoJSku24s18CE5DWW9LxwxhtjTw0qE9UUAVbBJcLlHVcdZwANgW7CKc5VZSHKDBLfmuRoF0kAO1O0-ifbFsuxhWTXvg9q4/s400/Slide8.PNG" title="Teaching Reading in Small Groups: Moving Readers to the Next Level" width="400" /></a></div><div><br /></div><h2 style="text-align: center;">USE A VARIETY OF ASSESSMENT TOOLS</h2><div><br /></div>
Understanding trends in student performance is an important piece of the puzzle as well. Using your knowledge of text levels, you can compare what you know about a book to what you already know about your readers. Seravallo suggests a variety of assessment tools to use:</div><div>
<ul>
<li><i>Running Records-Complete one both at the just-right level and one above it to help identify what the child does when he or she encounters difficulty.</i></li>
<li><i>One-on-One/Partnership Conferences-Use your anecdotal notes on skills and strategies that students have needed support with. Look for patterns to get a big picture of what the reader can and cannot do.</i></li>
<li><i>Reading Portfolio-Review information about the reader during read alouds, partnership work, and within their reading notebook. Consider how they think, talk, and visualize what they have read.</i></li>
<li><i>Assessment-Only Conferences-Ten-minute opportunity to meet with each student and ask questions from your strategy menu. This will determine strengths and needs, and help identify next steps in fluency, comprehension, and decoding instruction.</i></li>
</ul><h2 style="text-align: center;">GET TO KNOW YOUR READERS</h2><div><i><br /></i></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3SSLyKmyYqe8ev7VNVzRZA1BLGFfCsVv0bmyjUxn2OkkJ_FznkR7aD7mGyCZqu2olDqt4ypOLhnnkGUC19Q-OCHyE7a5NRIXInS9nNKkf7dYpmfb5SuC80PtOm4MC7cyDbik0BmoAVHU/s1600/Slide9.PNG" style="margin-left: 1em; margin-right: 1em;"><img alt="Learn how to use Text-Level Introduction Groups to improve student reading skills and knowledge of strategies with tips from Teaching Reading in Small Groups by Jennifer Serravallo." border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3SSLyKmyYqe8ev7VNVzRZA1BLGFfCsVv0bmyjUxn2OkkJ_FznkR7aD7mGyCZqu2olDqt4ypOLhnnkGUC19Q-OCHyE7a5NRIXInS9nNKkf7dYpmfb5SuC80PtOm4MC7cyDbik0BmoAVHU/s400/Slide9.PNG" title="Teaching Reading in Small Groups: Moving Readers to the Next Level" width="400" /></a></div>
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As an alternative to guided reading, Seravallo promotes the use of Text-Level Introduction Groups. These groups are strategic in nature, meaning they will teach skills the students can transfer to the next text level. The lessons do not focus on specific book characters, vocabulary or plot. Readers with like needs are pulled together. Each one chooses their own book at their next level. Because each child has a different book, the teacher introduces the text characteristics or features, along with strategies or ways to handle those features. Each group lesson is structured in the following way:</div><div><br /></div><div><h2 style="text-align: center;">Organize Structured Group Lessons</h2>
<ul>
<li><i>Connect and Compliment-Explain why students are gathered and reinforce a strength.</i></li>
<li><i>Teach Difficulties and Strategies-Identify challenges they will meet in the book level and demonstrate how to deal with them.</i></li>
<li><i>Engage and Coach the Students in Trying the Strategies-Students read independently and teacher helps each one as needed.</i></li>
<li><i>Link-Reconvene the group to discuss the good work they have done and remind them to continue using what they have practiced. Have them write about what they practiced as well.</i></li>
</ul>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyzRWkrOaRPYVdrO4g489qHYbyq8H4vdfY_Czg8V67hqApSvwRd9s-ehqVjNfOG-Czh6ub4P6r4NR1ju_S5ULFGT8my3V6xiCDaDx0QTYNVYsMkMV8RvcBoRIi69v2QpTSMUiM6AAtyyE/s1600/Slide11.PNG" style="margin-left: 1em; margin-right: 1em;"><img alt="Learn how to use Text-Level Introduction Groups to improve student reading skills and knowledge of strategies with tips from Teaching Reading in Small Groups by Jennifer Serravallo." border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyzRWkrOaRPYVdrO4g489qHYbyq8H4vdfY_Czg8V67hqApSvwRd9s-ehqVjNfOG-Czh6ub4P6r4NR1ju_S5ULFGT8my3V6xiCDaDx0QTYNVYsMkMV8RvcBoRIi69v2QpTSMUiM6AAtyyE/s400/Slide11.PNG" title="Teaching Reading in Small Groups: Moving Readers to the Next Level" width="400" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEin7SRuhyiH1VHsvyjZsJDfiEKmx1ERtzJLG83lGAgDKD6qTF4HF8_a1VwDCzsTcn04PsWAf6Lg8q7nLVaVsql6-rmjGTbUv42qptpjdRgNwxV7jdJumOWFOMX4xNjGoQvm_edJ3VR4XGU/s1600/Slide12.PNG" style="margin-left: 1em; margin-right: 1em;"><img alt="Learn how to use Text-Level Introduction Groups to improve student reading skills and knowledge of strategies with tips from Teaching Reading in Small Groups by Jennifer Serravallo." border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEin7SRuhyiH1VHsvyjZsJDfiEKmx1ERtzJLG83lGAgDKD6qTF4HF8_a1VwDCzsTcn04PsWAf6Lg8q7nLVaVsql6-rmjGTbUv42qptpjdRgNwxV7jdJumOWFOMX4xNjGoQvm_edJ3VR4XGU/s400/Slide12.PNG" title="Teaching Reading in Small Groups: Moving Readers to the Next Level" width="400" /></a></div><div><br /></div>
Text-Introduction Groups as described by Seravallo help children work in books that they have chosen themselves, but also provides targeted support around text features. Children who are all working toward the same level are grouped together, and can support each other. The structure of the group lessons follows a familiar pattern. All of these components provide for instruction that is engaging and successful.<br />
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As always, thank you for sharing my story! All of the teacher-authors from <i>The Reading Crew</i> appreciate your readership and support! Be sure to come back next Sunday for the summary of the final chapter, <i>Organizing and Managing Small Group Conferring: Common Questions </i>by<br />
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Kristin </div>
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Please visit me at <a href="http://www.storiesandsongsinsecond.com/" target="_blank">Stories and Songs in Second</a>!<br />
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I would also love for you to follow me on <a href="http://www.instagram.com/storiesandsongs2" target="_blank">Instagram</a>, <a href="https://www.facebook.com/storiesandsongs2" target="_blank">Facebook</a>, <a href="http://www.twitter.com/storiesin2nd" target="_blank">Twitter</a>, and <a href="https://www.pinterest.com/jenrey1/" target="_blank">Pinterest</a>!</div></div>Jennifer Reynoldshttp://www.blogger.com/profile/12071625027972237014noreply@blogger.com0tag:blogger.com,1999:blog-2129006653234939633.post-9106709012348569272018-07-25T08:00:00.001-04:002021-01-23T16:39:09.390-05:00From Striving to Thriving ch 7 - Assessments<div class="separator" style="clear: both; text-align: center;">
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I've found that there are usually two mindsets teachers have about reading assessments. The first is that while these assessments are necessary, they take away from instructional time and do not give any new information about the student. This is the, "I could have told you that!" thinking.<br />
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The second mindset thinks of assessments as providing guidance for instruction. Assessments should be formative, not summative, and provide information to help that helps us move out students forwards. This is the assessment mindset that most benefits our striving readers. We need all the information we can get to help them be successful and in this chapter, Stephanie Harvey and Annie Ward provide us with a different - broader way - of thinking about assessments.<br />
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<i><b><span style="color: #3d85c6;">"Want to collect data on how children are learning? Know them. Watch them. Listen to them. Talk 'with' them. Sit with them. Be with them." - Joe Bower</span></b></i><br />
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This quote that starts chapter 7 speaks to what assessment is all about. In order to get to know our readers - especially our strivers - we need to really spend quality time with them. Harvey and Ward call this "assessing readers in the round" and gives us information that "tables the labels" (Oh, how I love this phrase!) and lets us see students for what they CAN do.<br />
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Assessment happens all the time. The best teachers pay attention to student reading ALL THE TIME. The authors share two specific ways teachers can use continuous assessment.<br />
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<span style="color: #3d85c6;"><b>First, they engage in "kid watching,"</b></span> a term coined by Yetta Goodwin. As you watch and listen to your students, keep track of what they say and do. What are they successful at? This helps you build upon what you know about the student. Think about the reading assessments you use right now. They are most likely focused on specific skills or strategies that we want our students to master. But what about the other parts of reading? What are students interested in? What do their reading behaviors look like? What are they like as a learner? These are examples of "full-spectrum data" and it allows us to see the WHOLE reader.<br />
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<span style="color: #3d85c6;"><b>A second way to gather data is with conferring.</b></span> There is nothing more powerful than taking a few minutes to sit with your striving readers and notice what they do. Talk with them about their strategies. The authors talk about using running records and miscue analysis as one type of assessment, but they acknowledge how time consuming this can be. Instead, they suggest something called "Over the Shoulder Miscue Analaysis," a more informal way to gain information. The idea is that once you understand miscue analysis, you are always listening with "miscue ears" to hear how students approach reading. Then, you work to help your strivers develop their own "miscue ears" so they can be aware of what they are reading and whether their miscues interrupt the meaning. In this chapter, Harvey and Ward detail the structure of an OTS miscus analysis and how to use the data during conferencing.<br />
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<span style="color: #3d85c6;"><b>This brings us to the third and fourth parts of ARR - conferencing and setting goals.</b></span> Both of these should be done WITH the student. You, of course, will need to look at the data first to see any patterns or points you may wish to share. The purpose of all this data is to help find teaching points you can use with your strivers.<br />
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As you look through the data, look for strengths that beginning to emerge. Is the striver:<br />
- developing a deeper relationship with books and reading?<br />
- using a variety of strategies to help problem-solve?<br />
- self-monitoring and self-correcting?<br />
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It is important to share this data - and how you arrived at the conclusion - with the reader. Read back what they read. Talk about specific strategies they used. Build on strengths. Students need to be aware of what they are doing as readers, and many strivers struggle with this metacognition.<br />
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<span style="color: #3d85c6;"><b>Finally, set goals TOGETHER.</b></span> Use all your data to create a profile of the reader and ask questions about what she or he wants to be able to accomplish. You may want to consider using a "strength-focused reading portfolio" as a way to bring readers (and their families!) into the process. Include information that shows what students CAN do, and talk about how they can use these strengths to build other areas.<br />
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Assessment should be an inquiry based process between you, the student and the student's family. Quality assessments inform us of three important things:<br />
1. Our students' learning and progress. Watching kids and analyzing student work helps us to understand the whole reader.<br />
2. The direction of our future instruction. As the authors state, "Observation and responsive teaching go hand in hand."<br />
3. The quality of our past instruction. We must always be willing to reflect and change our practices if something is not working, and we should never lose sight of the strengths of our readers.<br />
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Continuous, reflective assessment is the best way to help our striving readers thrive. Look at assessment as a way to find out more about readers as a whole, and use that information to work with your students and set goals using their strengths as a guide.<br />
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2129006653234939633.post-12364619746433432042018-07-22T20:55:00.000-04:002018-07-23T00:16:56.396-04:00TEACHING READING IN SMALL GROUPS: Reading With Fluency and Expression<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: inherit;">In Chapter 6, </span>"Reading With Fluency and Expression," <span style="font-family: inherit;">Jennifer Serravallo </span><span style="font-family: inherit;">shows us how, in small groups, we can help our readers become more expressive through</span><br />
<ul>
<li><span style="font-family: inherit;">small group shared reading</span></li>
<li><span style="font-family: inherit;">warm-up and transfer groups and</span></li>
<li><span style="font-family: inherit;">performance clubs.</span> </li>
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"Imagine reading instruction that depends on the voices of kids, their passions and foibles, hopes, and heartaches, and that depends on the face-to-face interactions between teachers and students around a book." - Lucy Calkins on <i>Teaching Reading in Small Groups</i><br />
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Jennifer Serravallo imagines both. She shows us how in this chapter on Fluency.<br />
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<span style="font-family: inherit;">Teaching fluency in small groups, we:</span><br />
<h4>
<span style="text-align: center;">MATCH INDIVIDUAL READERS</span></h4>
<span style="text-align: center;">J</span><span style="font-family: inherit; text-align: center;">ennifer teaches us not only to match teaching points and strategies to our readers, but also to match a structure: </span><br />
<span style="font-family: inherit; text-align: center;"><br /></span>
<span style="font-family: inherit; text-align: center;">Some readers thrive on performing. Others learn best in small, intimate settings. Teaching fluency in small groups allows us to match our teaching structures to our individual readers.</span><br />
<h4>
<span style="text-align: center;">TEACH TOWARD INDEPENDENCE</span></h4>
We can teach toward independence by releasing support across the course of a lesson and over time. Jennifer lets her voice fade out when reading along.<br />
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She models for her Warm-up and Transfer groups how to warm up on their own when they're reading independently.<br />
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In the performance clubs, she teaches her readers to practice on their own multiple times during the week.<br />
<h4>
TEACH STRATEGIES EXPLICITLY SO READERS CAN BECOME SKILLED</h4>
Stating up-front the goals of the group and staying focused on those goals helps small-group readers develop the skills to read proficiently.<br />
<h4>
VALUE TIME SPENT, VOLUME, AND VARIETY OF READING</h4>
Jennifer shows how to reengage readers who might be losing attention or drifting off. Readers in small groups practice fluency skills by reading easier-level books, poems, songs, and scripts.<br />
<h4>
FOLLOW PREDICTABLE STRUCTURES AND ROUTINES</h4>
The structures of shared reading, warm-up and transfer groups, and performance clubs follow predictable routines and allow readers to return to the same kind of group again and again over time.<br />
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<tr><td class="tr-caption" style="text-align: center;">"The children started to experience the power and celebrate the success of reading in ways that they hadn't in perhaps some time."</td></tr>
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<h2>
FLUENCY GOALS:</h2>
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Jennifer defines the meaning and value of fluency instruction for her readers. Fluency instruction should not just focus on how fast readers can read. </div>
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Instead, instruction is guided by the principle of linking readers' understanding to their fluent reading, and vice versa.<br />
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Fluency instruction does more than just aim to help readers "sound good." The goals of fluency instruction are centered on helping readers become more expressive so they can better understand their reading, and to help them better understand what they're reading so they can become more fluent and expressive readers.</div>
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Fluency, accuracy and comprehension are linked. </div>
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<ul>
<li>By <b>becoming more expressive </b>and</li>
<li><b>developing automaticity, </b></li>
<li>readers can <b>read for understanding.</b></li>
</ul>
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<h2 style="text-align: left;">
<ul>
<li>UNDERSTAND SO YOU CAN BE FLUENT</li>
<li>BE FLUENT SO YOU CAN UNDERSTAND</li>
<li>DEVELOP DECODING SKILLS TO DO BOTH</li>
</ul>
</h2>
I think it's important to add one more piece to the puzzle, an added leg on the stool:<br />
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Many older striving readers struggle with dysfluency caused by decoding difficulties.</div>
<ul>
<li>It can sometimes be difficult to find a text easy enough to be several levels below a student's just-right level - the best reading level to practice fluency.</li>
<li>Many striving readers - even after we've helped them develop expressive fluency skills - still struggle to be fluent when coping with new text they're unable to decode. </li>
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<h2 style="text-align: center;">
SHARED READING</h2>
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Shared reading was designed to simulate the experience of a child sitting with a parent while the parent reads aloud. Parent and child look at a book together, holding a shared text, and stop to respond to areas of interest. </div>
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Shared reading was developed by Donald Holdaway (1984) and written about by Barbara Parkes (2000), Sarah Daunis and Maria Iams (2007), and others.</div>
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Typically a whole-class structure, Jennifer demonstrates how she uses shared reading in her small groups.</div>
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She creates a group who are at similar reading levels and need similar skills.</div>
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She gathers her group around a enlarged copy of a shared text - a big book, chart, or overhead projection.</div>
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She reads aloud with the students, dropping out as they develop proficiency, and to hear their strengths and miscues. Students read aloud with and without teacher support.</div>
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She offers coaching tips and compliments.</div>
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She reads with the whole small group, sometimes listening in to and coaching with individual readers within the small group.</div>
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Then she sends readers to read their independent books, reminding them of what they've learned to encourage transference.</div>
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IF THE READER IS... THEN I MIGHT COACH BY SAYING...</h4>
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I recommend Serravallo's very useful chart - Figure 6.2, Coaching Prompts for Fluency - on page 163.</div>
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In this graphic - "If the reader is... Then I might coach by saying..." - the author gives us several prompts for responding to a variety of student fluency issues.</div>
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TIPS FOR SHARED READING IN SMALL GROUPS</h4>
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WARM-UP AND TRANSFER GROUPS</h2>
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One challenge we face is helping our readers retain and transfer skills learned in small group to their independent reading.</div>
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Warm-up and Transfer groups is one structure the author uses to promote transference of skills.</div>
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Jennifer cites research that shows the benefits of having readers practice with a "too-easy" text and then move to a just-right text. It's easier for readers to understand the meaning of text that carries no decoding load and increases confidence as they train their brains to read fluently and expressively.</div>
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She has her small-group readers read "too-easy" texts aloud, while coaching them as they go. </div>
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Then, she sends them off to practice independently what they learned in their "just-right" books.</div>
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PERFORMANCE CLUBS</h2>
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Timothy Rasinski, a noted lecturer in the field of reading instruction, proposes regular fluency practice for both elementary and middle school readers. He suggests these readers read short, predictable and enjoyable texts such as</div>
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<li>funny poems</li>
<li>songs</li>
<li>classic nursery rhymes.</li>
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Jennifer expands on this idea with her Performance Clubs.</div>
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She invites her small group readers to consider joining a "performance club."</div>
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These self-selected students each have a copy of a shared text, practice together and at home all week, then perform their reading for the class at the end of the week.</div>
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Some readers find reading to be intimidating and challenging. Instead of giving up or checking out, readers who thrive on performing often find themselves energized and enthusiastic about their reading.</div>
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<h3>
THE STUFF THAT FILLS THEIR POCKETS</h3>
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Shared reading, warm-up and transfer groups and performance clubs are three ways we can help our small-group readers become more fluent.<br />
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Meeting in small groups and coaching individually as needed within those groups helps us learn about our readers, their strengths and strivings, and the stuff that fills their pockets.<br />
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Being able to read fluently enhances our readers' comprehension, confidence, and overall skill.<br />
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More Ideas</h4>
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If you teach older readers and are looking for ways to help your struggling decoders with the advanced decoding skills standing in the way of fully developing their fluency - </div>
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I've written about an effective method of decoding multisyllabic words for older readers.</div>
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You can read about it <a href="https://www.readingbyheart.com/2017/10/welcometo-i-can-read-gigantic-words.html">here</a>, or find materials for teaching your readers to decode multisyllabic words <a href="https://www.teacherspayteachers.com/Product/Decoding-Multisyllabic-Words-FAQ-QA-FREE-INFORMATION-I-Can-Read-GIGANTIC-Words-3541511">here</a> and <a href="https://www.teacherspayteachers.com/Store/Reading-By-Heart/Category/-1-START-HERE-FIRST-320899">here</a>.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikJkz1VhUge5DV6JWwS6VdukumakYQIkxjq18aj5uNcDIccHixG-W8ORDFLXRTmdnlzUNbUcL05P7RCiJAKP9tu4HnAOpWL_8IPGzmC1cR9Eb7TW2GCatURxKvVtLmiqd84gJLyeFiO9o/s1600/Book+study+image.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="If you're interested in learning more about teaching reading in small groups, check out Jennifer Serravallo's book. This book study will help guide you along as you read. It is being sponsored by The Reading Crew, a group of reading specialists/bloggers." border="0" data-original-height="404" data-original-width="640" height="202" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikJkz1VhUge5DV6JWwS6VdukumakYQIkxjq18aj5uNcDIccHixG-W8ORDFLXRTmdnlzUNbUcL05P7RCiJAKP9tu4HnAOpWL_8IPGzmC1cR9Eb7TW2GCatURxKvVtLmiqd84gJLyeFiO9o/s320/Book+study+image.jpg" title="If you're interested in learning more about teaching reading in small groups, check out Jennifer Serravallo's book. This book study will help guide you along as you read. It is being sponsored by The Reading Crew, a group of reading specialists/bloggers." width="320" /></a><b>If you’re looking for direct links to other posts in this series, you can find them here:</b><br />
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<a href="https://www.adventuresinliteracyland.com/2018/06/chapter-1-2018-summer-book-study.html">Chapter 1: Beyond Reading Groups, Beyond Guided Reading</a><br />
<a href="https://www.adventuresinliteracyland.com/2018/06/teaching-reading-in-small-groups.html">Chapter 2: Forming Groups-Making the Invisible Visible with Assessment</a><br />
<a href="https://www.adventuresinliteracyland.com/2018/07/teaching-reading-in-small-groups-ch-3.html">Chapter 3: Engagement</a><br />
<a href="https://www.adventuresinliteracyland.com/2018/07/teaching-reading-in-small-groups.html">Chapter 4: Guided Practice Toward Independence</a><br />
<a href="https://www.adventuresinliteracyland.com/2018/07/teaching-reading-in-small-groups.html#more">Chapter 5: Improving Partnerships and Clubs</a></div>
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Laura Hurley at <a href="https://www.readingbyheart.com/">Reading by Heart</a><br />
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<br />Laura Hurleyhttp://www.blogger.com/profile/14703642669827202985noreply@blogger.com0tag:blogger.com,1999:blog-2129006653234939633.post-72909940617794455232018-07-18T03:30:00.000-04:002018-07-22T20:53:36.550-04:00From Striving to Thriving: Chapter 6<div class="separator" style="clear: both; text-align: center;">
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<b><span style="color: purple; font-family: inherit;">“We want all of our kids to become confident, thinking-intensive readers who build knowledge as they go.” </span></b></h3>
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<span style="font-family: inherit;">This quote is a great summary of Chapter 6. The focus of Chapter 6 is built around eight action steps to building thinking skills in all students.<o:p></o:p></span></div>
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<span style="font-family: inherit;">1) Teach comprehension strategies explicitily.<o:p></o:p></span></div>
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<span style="font-family: inherit;">2) Teach with the Gradual Release of Responsibility framework<o:p></o:p></span></div>
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<span style="font-family: inherit;">3) Use interactive read-alouds<o:p></o:p></span></div>
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<span style="font-family: inherit;">4) Build fluency, comprehension, and confidence<o:p></o:p></span></div>
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<span style="font-family: inherit;">5) Attend to signposts: text features, graphic features, and signal words and phrases<o:p></o:p></span></div>
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<span style="font-family: inherit;">6) Teach with images, videos, graphics, and artifacts<o:p></o:p></span></div>
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<span style="font-family: inherit;">7) Engage kids in temporary, flexible, needs-based small group instruction and small- group work.<o:p></o:p></span></div>
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<span style="font-family: inherit;">8) Share pathways to understanding through digital reading, listening, and viewing.<o:p></o:p></span></div>
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<span style="font-family: inherit;"><span style="font-family: inherit;">For this blog post, I really want to focus on teaching comprehension explicitly and using interactive read-alouds.</span> </span><br />
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<b><span style="color: purple; font-family: inherit;">Teaching Comprehension Explicitly</span></b></h3>
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<b><span style="color: #38761d; font-family: inherit;">“Ultimately, comprehension strategies are the striving reader’s super power”</span></b></h3>
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<span style="font-family: inherit;">Repeated phonics instruction that isn’t focused on meaning does not help striving readers. However, when comprehension is the focus, striving readers come to understand that reading is about making meaning (and not decoding words). When teaching comprehension strategies, one of the first places to begin is to teach “fix-up strategies.” <o:p></o:p></span></div>
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<span style="background-color: white; font-family: inherit;">Fix-up Strategies require readers to self-monitor. These need to be taught, but they also need to be practiced. The great thing about teaching fix-up strategies is that you can use any text to practice. </span><span style="font-family: "cambria";"><o:p></o:p></span><br />
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<span style="font-family: inherit;">Additional comprehension strategies that should be taught include:<o:p></o:p></span></div>
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<li><span style="font-family: inherit;">Connecting new information to the known</span></li>
<li><span style="font-family: inherit;">Asking questions</span></li>
<li><span style="font-family: inherit;">Inferring</span></li>
<li><span style="font-family: inherit;">Determining important information</span></li>
<li><span style="font-family: inherit;">Synthesizing Information</span></li>
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<span style="font-family: inherit;">Proficient readers use these strategies as they are reading, but striving readers do not. When teaching these strategies the focus needs to always be to teach the strategy to bettr understand what is being read. Harvey and Ward recommend teaching several lessons on a specific strategy so they can <b><span style="color: #38761d;">process and practice</span><span style="color: purple;"> </span></b>using the strategy. Striving readers need to see <b><span style="color: #38761d;">HOW</span></b> the strategy helps them make sense of what they read. </span><br />
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<b><span style="color: purple; font-family: inherit;">Using Interactive Read Alouds</span></b></h3>
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<span style="font-family: inherit;">The power in interactive read alouds is that the teacher models their own thinking. Interative read-alouds can be used to model complex text, we also need to read aloud every day “for the sheer joy of it.” This provides them an opportunity to be immersed in words and sounds, learn about new concepts and ideas, build curiosity, entertain them and help all students fall in love with reading!<o:p></o:p></span></div>
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<span style="font-family: inherit;">During the read aloud, even though the students do not have a copy of the text, they can have a clipboard, sticky notes, a writing notebook, or graphic organizers, so they can write (or draw) their thinking. This 3-column note taking form helps students think about what they are reading. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi00kkL4RaQdDXKr-ZZRZcMxcb389J48mcn1Zky8qz_FwrmNq2Ljihp3J98dbbvfUPWvkRkdVAbXElX0k6UOlEMC97bw64dAW5HoA4o0Ee7rAj6HCK46AhMoYYN1W8Z2GcsoZ0RjDI9nUI/s1600/notes+thinking+big+ideas+png.png" imageanchor="1" style="font-family: cambria; margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi00kkL4RaQdDXKr-ZZRZcMxcb389J48mcn1Zky8qz_FwrmNq2Ljihp3J98dbbvfUPWvkRkdVAbXElX0k6UOlEMC97bw64dAW5HoA4o0Ee7rAj6HCK46AhMoYYN1W8Z2GcsoZ0RjDI9nUI/s640/notes+thinking+big+ideas+png.png" width="640" /></a></div>
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<b><span style="font-family: inherit;"><span style="color: #38761d;">“No pullouts during the reading block.”</span><span style="color: purple;"> </span></span></b></h3>
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<span style="font-family: inherit;">This. Is. Huge. It is important that all studnets are participating when reading strategies are being modeled. Interative read-alouds build community, engagement, and comprehension. This is a great way for striving readers to be engaged in complex text and praticpate in discussions with their classmates. Interactive read alouds are a time that striving readers can shine, because the teacher is reading, but they are discussing and commenting. </span><br />
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<b><span style="color: purple; font-family: inherit;">Reflecting Questions</span></b></h3>
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<span style="font-family: inherit;">1) Am I teaching comprehension strategies and modeling their flexible use to construct meaning?<o:p></o:p></span></div>
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<span style="font-family: inherit;">2) Am I giving students enough time to practice strategies they have learned independently?<o:p></o:p></span></div>
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<span style="font-family: inherit;">3) Is the student listeining to the inner conversation to monitor comprehension?<o:p></o:p></span></div>
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<span style="font-family: inherit;">4) Is the student annotating the text in some way to keep track of their theikning?<o:p></o:p></span></div>
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<span style="font-family: inherit;">5) Is the student using fix-up strategies to get back on track when meaning breaks down?</span><br />
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<b>OTHER POSTS IN THIS SERIES:</b></h3>
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<ul>
<li><b><a href="http://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-introduction.html">Introduction</a></b></li>
<li><b><a href="http://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-table-labels.html">Chapter 1-Table the Labels</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-cultivate.html">Chapter 2-Cultivate Curiosity</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-choice.html">Chapter 3-Ensure Access to and Choice of Books</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-chapter-4.html">Chapter 4-Pump Up the Reading Volume</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-book-match.html" target="_blank">Chapter 5-Book-Match Relentlessly</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-chapter-6.html">Chapter 6-Teach Thinking-Intensive Reading</a></b></li>
<li><b>Chapter 7-Assess Readers in the Round</b></li>
<li><b>Chapter 8-Advocate Tirelessly</b></li>
<li><b>Synopsis and Supplemental Materials</b></li>
</ul>
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Literacy Without Worksheetshttp://www.blogger.com/profile/01574772040600544395noreply@blogger.com1tag:blogger.com,1999:blog-2129006653234939633.post-17457967475879223652018-07-15T06:00:00.000-04:002018-07-15T06:00:00.397-04:00Teaching Reading in Small Groups: Improving Partnerships and Clubs<div style="text-align: center;">
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If you’re just joining the summer Book Study, we’re up to Chapter Five in our book, “Teaching Reading in Small Groups.” Jennifer Serravallo’s text shares strategies for differentiating instruction through the use of small groups. In Chapter Five, Jennifer shares how small group instruction can be used to improve students’ work during reading partnerships and clubs.<br />
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<a name='more'></a><h3>
<u>Supporting Book Clubs and Partnerships</u></h3>
Just like anything else, book clubs and partnerships are most successful when procedures and strategies are modeled for students. Small group instruction time is the perfect place to do that. Rather than relying solely on whole group modeling, working with small groups allows you to teach a specific comprehension or conversational strategy to just those students who need it.<br />
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The bulk of the chapter details four main ways that teachers can support students while they work in partnerships and groups. Some are best for modeling procedures before students start a new book while others focus on providing support after students start independent clubs. The support strategies she details are:<br />
<ul>
<li>Differentiated Partnership Work</li>
<li>Read Aloud Book Clubs</li>
<li>Book and Chapter Introductions</li>
<li>Teach Into Talk</li>
</ul>
Before conducting any type of support, teachers must first decide what to teach using these two steps:<br />
<ul>
<li><b>Research</b>. Spend time watching and studying the group you will work with to determine what they do well and where they need help.</li>
<li><b>Determine Goals</b>. Based on your research, determine what students need in order to further their group work.</li>
</ul>
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<u>Differentiated Partnership Work: Kindergarten to Second Grade</u></h3>
Students as young as Kindergarten can learn how to successfully read in partnerships. One way to differentiate support for students reading in partnerships is to provide them with choice menus. Similar to a restaurant, students make choices from a menu of tasks they’ve practiced before to determine what they will work on during reading time.<br />
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To introduce new menu choices, the teacher models how to complete the new task, such as “push the belly” to practice inferring skills during a small group lesson. Once modeled and practiced inside the group, the new activity is added to students’ menus. Each student ends up with a menu containing tasks specific to their needs.<br />
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The menu allows students choice in how they spend their time while the limited number of options previously taught ensures success in completing them.<br />
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<h3>
<u>Read-Aloud Book Clubs: First Grade and Up</u></h3>
In Read-Aloud Book Club groupings, students receive support in two main ways - having the book read aloud to them and receiving coaching while discussing their book in a small group. In this section, Serravallo discusses two structures that support this type of club.<br />
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<b>Interactive Read-Aloud</b><br />
Rather than simply listening to a text read to them, students interact by responding to prompts at pre-planned stops. Students can interact in multiple ways:<br />
<ul>
<li>Stop and jot</li>
<li>Stop and sketch</li>
<li>Stop and act</li>
<li>Turn and talk</li>
<li>Think aloud</li>
</ul>
At each planned stop, the teacher decides which method of interaction would best deliver the intended results.<br />
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<b>Whole-Class Conversations</b><br />
After listening to a book read aloud, students conduct a conversation about the book. One student begins the discussion and others continue the talk by piggybacking on their peers’ ideas. The teacher steps in when a conversation lulls or when students need help focusing on one idea.<br />
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<b>Read-Aloud Clubs</b><br />
Serravallo suggests first beginning with Read-Aloud Clubs before starting independent book clubs. Students have the same type of interactions as described above but share in small groups rather than with the entire class. While the teacher monitors each group, students practice maintaining meaningful conversations before being asked to do so independently.<br />
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<u>Chapter Introductions for Clubs: Second Grade and Up</u></h3>
Providing book or chapter introductions for students before they begin reading can not only help their understanding of the book as a whole but also help strengthen a specific reading skill.<br />
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After noticing students’ inability to move past surface-level observations, Serravallo used chapter introductions to encourage deeper thinking. She provided basic information about main characters and encouraged students to note their thoughts about each. For students reading a historical fiction text, Serravallo used a book introduction to front-load their understanding of the time period, cultural practices, and even sensitive subjects such as children living in the foster care system.<br />
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Pre-loading information about a chapter or text provides a foundational understanding upon which students can build.<br />
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<u>Teaching During Partnership and Club Talk</u></h3>
<b>Deciding What to Teach</b><br />
Serravallo talked more about the decisions guiding what to teach in these types of lessons in Chapter Two. It can be research completed with a group before a lesson, how students perform during whole class discussions, or from in the moment observations while listening to group discussion.<br />
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<b>Deciding on a Method</b><br />
Once the specific skill is chosen, teachers decide which teaching method to use. Four examples were provided:<br />
<ol>
<li>Example and explanation</li>
<li>Demonstration. (Examples for both one and two can be found in Chapter Four.)</li>
<li>Ghost partner. While students meet in groups, the teacher visits each to listen in and provide support through whispering. Prompts are whispered into the ear of a student to encourage critical thinking, redirect the conversation, or to remind of the task at hand.</li>
<li>Proficient partner. The teacher joins the group and participates as a member. While participating in the group conversation, she only makes comments aligned with the teaching strategy. After a few minutes, she stops the discussion to review what she shared and encourage students to attempt the strategy on their own.</li>
</ol>
<b>Structure of a Conference to Teach into Talk</b><br />
These types of conferences last about five minutes so that instruction is hyper-focused and the teacher can meet with multiple groups during one period. Serravallo’s steps in structuring this type of conference are similar to one-on-one conferences:<br />
<ul>
<li>Research the club. Find evidence of conversational and comprehension skills.</li>
<li>Decide on a strategy to teach. Choose a comprehension or conversational skill and then select a teaching method from the four above.</li>
<li>Follow the structure of other conferences (compliment and teach, engage, and link).</li>
</ul>
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<u>Reflection</u></h3>
One of the things I appreciate most about this text are Serravallo’s “The Last Word” sections at the end of each chapter. This one, in particular, was helpful in summarizing the point of Chapter Five:<br />
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<i>“I wrote about the value of using what I know from students’ conversations, and my work with them in independent and other group conferences, to conduct small-group lessons to support their social groupings - partnerships and clubs - before and while they are in the groups.”</i><br />
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As an educator who truly values conferences and book clubs, I appreciated how this chapter provided a different perspective on how best to utilize small group instruction time. While this is often a time to remediate, reteach, and extend whole group lessons, it’s also the perfect opportunity for modeling best practices that strengthen students’ work while working with peers.<br />
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If you’re an upper elementary teacher in search of content to support you in the classroom, you can find more on my website, <a href="https://everythingjustso.org/">everythingjustso.org</a>, on <a href="https://www.instagram.com/everythingjustso/">Instagram</a>, and <a href="https://www.pinterest.com/jenniferjustso/">Pinterest</a>.<br />
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<br />
If you’re looking for direct links to other posts in this series, you can find them here:<br />
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<a href="https://www.adventuresinliteracyland.com/2018/06/chapter-1-2018-summer-book-study.html">Chapter 1: Beyond Reading Groups, Beyond Guided Reading</a><br />
<a href="https://www.adventuresinliteracyland.com/2018/06/teaching-reading-in-small-groups.html">Chapter 2: Forming Groups-Making the Invisible Visible with Assessment</a><br />
<a href="https://www.adventuresinliteracyland.com/2018/07/teaching-reading-in-small-groups-ch-3.html">Chapter 3: Engagement</a><br />
<a href="https://www.adventuresinliteracyland.com/2018/07/teaching-reading-in-small-groups.html">Chapter 4: Guided Practice Toward Independence</a><br />
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See you next week!<br />
<br />
Jennifer Martinez<br />
<a href="http://everythingjustso.org/">everythingjustso.org</a> <br />
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<br />Anonymoushttp://www.blogger.com/profile/11751335495230276310noreply@blogger.com0tag:blogger.com,1999:blog-2129006653234939633.post-67143947184368580972018-07-11T06:00:00.001-04:002021-01-23T16:39:32.709-05:00From Striving to Thriving: Book Match Relentlessly!You've seen those students in your classroom - the ones who roam around looking for the "perfect book" to read. They pick up the ones that everyone else is reading, but you know they can't read them. Then they get frustrated because they just can't seem to find a good fit book. Anger sets in because they know they can't read and do what everyone else is doing. What do you do?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsa8P2z8Sfh1aRGOCYGfvHws5udcHse2DYeawXrFSRqMJXVzatc7gJAZc88ez9ZF18lnwphL0ebxddfTG1taWjD285lC5rJgolghWGxCeNuPNYIwyAZ0xpqY7ExUZCv-Jz-AK6lnlL1yg/s1600/fb+striving.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="For some readers, we have to work extra hard to find the books they want to read. Book Matching must happen throughout the school year to help those striving readers become thriving readers!" border="0" data-original-height="957" data-original-width="1600" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsa8P2z8Sfh1aRGOCYGfvHws5udcHse2DYeawXrFSRqMJXVzatc7gJAZc88ez9ZF18lnwphL0ebxddfTG1taWjD285lC5rJgolghWGxCeNuPNYIwyAZ0xpqY7ExUZCv-Jz-AK6lnlL1yg/s1600/fb+striving.jpg" title="From Striving to Thriving: Book Match Relentlessly!" /></a></div>
Now that we have gained trust with our students, it's time to teach them how to find and enjoy reading at a whole new level! Though this chapter seemed like a "no-brainer" for me, I realized I had been book matching all wrong. Find out the BEST ways to get the right books in your students' hands!<br />
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<a name='more'></a>First and foremost, you MUST have a strong collection of books your students can and will read. I remember in my own classroom that I had a bunch of my old books thinking kids would love the nostalgia of them. NOPE! They wanted new and fun and entertaining books. Here is where variety is key. Have some joke books, comic books, craft books, series books, classics, new books...I think you get the picture. Multiple copies of some these will be great too. Who wants to wait for one student to finish a book when reading is so important?<br />
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Research indicates how important it is for us to get the right books in every student's hands. If you haven't read <i>The Book Whisperer</i> by Donalyn Miller, you need to! She puts it into play every day for her students to ensure they have the best books for them, not what society thinks. Other studies have also shown how important this is for striving AND thriving readers!<br />
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Now that you have a strong library (or way to acquire good books), it's time to start the book-matching! The three ways to take action are:<br />
<h2>
Tap the Power of Watershed Books</h2>
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There are plenty of names for these types of books, but watershed makes sense. According to my friend Google, a watershed is a turning point in a course of action. Isn't that what it is when a child finds that perfect book match? </div>
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It's not always easy, but when it clicks, it clicks! My son loved to be read to when he was a striving reader. He struggled with words sometimes but loved to listen to stories. When he was in third grade, he longed to read the Harry Potter series. Each night we read some of the books and talked about it. His comprehension was amazing, and he seemed to get the message of the stories, but he wasn't satisfied. He wanted to read them. Halfway through the third book he said, "I want to read from this point on." I cried with both tears of joy AND sadness that I wouldn't get to finish reading it with him. Each day he trudged through the book, and I asked him questions, which he immediately knew the answers to. Though this was "above his level", it led him to a life of reading. Harry Potter was his watershed book series. Though it is a struggle to get him to read (video games), he knows exactly what he wants to read and when!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4Z4-rvhVBQzH16kag5dKbRRw4_XsdyWvu3usBwRpSRGOUNcjQ0kHFUiZZ0vhZFSWbvhXSUL4aonc2DWOAYV14-LY0RccXF73zKV7rpWHqbgM96m5bXmMkxxLYMwBrojIGmXeLaCdALv4/s1600/watershed.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="For some readers, we have to work extra hard to find the books they want to read. Book Matching must happen throughout the school year to help those striving readers become thriving readers!" border="0" data-original-height="1600" data-original-width="1067" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4Z4-rvhVBQzH16kag5dKbRRw4_XsdyWvu3usBwRpSRGOUNcjQ0kHFUiZZ0vhZFSWbvhXSUL4aonc2DWOAYV14-LY0RccXF73zKV7rpWHqbgM96m5bXmMkxxLYMwBrojIGmXeLaCdALv4/s640/watershed.jpg" title="From Striving to Thriving: Book Match Relentlessly!" width="426" /></a></div>
We don't always know when that watershed book will be found, but when it does, we must celebrate with our students as they find them!</div>
<h2>
Make and Monitor Individualized Matches</h2>
<div>
Once our students find those watershed books, we have to make sure they are ready for more books. How many of us have given the reading inventory at any point in the year? {Insert hand raised} Stop! It may work for some, but some kids are reluctant to read or write anything at all. Remember, we have gathered their trust, so our students should open up to us. Here is where we need to sit and TALK with our students in various ways to find out what types of books they want to read. These 5 ways will help our students find those next books and continue reading.</div>
<h4>
Procure Copies of Next Up Books</h4>
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Have you ever been shopping around on Amazon? Have you ever scrolled down to see what else you might like? Yes! Do you know how many times I have clicked on those books or items to see if I want to read them? This is what we need to do for our students. Find the next book in a series or one like the book they just read. Buy them <b>before</b> they finish reading the books they are reading! Get them into the hands of our students! Now there is no excuse for not having a next book to read!</div>
<h4>
Offer Preview Stacks</h4>
<div>
Donalyn Miller introduced us to Preview Stacks. Find books your students may love and make individual stacks for them with varied book types and lengths. Then talk with them about those books. There are two types of preview stacks:</div>
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<div>
<b>Gettting-to-Know-You Preview Stacks</b> help you not have to read through a million inventories. These stacks help us understand our students as we watch and converse with them.</div>
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<div>
<b>Jump-Start Preview Stacks</b> help us guide our students back on track when they veer off. Sometimes we have to do a little more digging to find the perfect next up book for our students.<br />
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Here are two examples of preview stacks, one for older students and one for those budding readers.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjai-zc0eMFoxZIGnlURhyphenhyphenOcqgFSdERILjo7xO94oBseZPq7caZjGIT1AJw0YbKR3dLAj3XnUM2aB7wsDSv4dhI6lLhM-5bsvlzp943204usyG8js14reOLy4kCoY2W4-xwY_7GsWEXPsg/s1600/preview+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="For some readers, we have to work extra hard to find the books they want to read. Book Matching must happen throughout the school year to help those striving readers become thriving readers!" border="0" data-original-height="1600" data-original-width="1067" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjai-zc0eMFoxZIGnlURhyphenhyphenOcqgFSdERILjo7xO94oBseZPq7caZjGIT1AJw0YbKR3dLAj3XnUM2aB7wsDSv4dhI6lLhM-5bsvlzp943204usyG8js14reOLy4kCoY2W4-xwY_7GsWEXPsg/s640/preview+2.jpg" title="From Striving to Thriving: Book Match Relentlessly!" width="426" /></a></div>
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<h4>
Provide Book Introductions</h4>
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For our striving readers, we need to give a little push sometimes. This may mean we have to talk with them about the book and read a little with them. This may take some time with our students as we overcome barriers of books they may not understand and move through them together.</div>
<h4>
Increase Volume with Reading Ladders</h4>
<div>
These reading ladders help us guide students in their reading journey. We have to work to find those next books by creating a plan for our striving readers. Each book builds up to the next book with understandings for the next book. These ladders focus on one topic and help readers build interest and knowledge for successful reading.</div>
<h4>
Create Custom Books</h4>
<div>
OK, this one is tough for some of us. Time must really be on our side, but this powerful tool will help our striving readers work to become thriving readers. If we can't find a book on a particular topic, work with the students to write the books! Using these with our language learners will help them find a way to crack the reading code and show us a little more about themselves!<br />
<h2>
Set Kids Up to Read Outside of School</h2>
</div>
<div>
This challenge is for all readers! I remember getting lost in books as a kid, but I didn't have 5 million channels to watch all day with kids' shows on all of them. I didn't have video games to play. Sports were a luxury, not something everyone did. I had books, books, and more books. </div>
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But now it is so hard to get our students to read outside of school. How can we ensure that our students have opportunities to read outside of school, much like we did as children?</div>
<h4>
Have Kids Make a Reading Plan</h4>
<div>
Just like goals we have, kids need a plan, something concrete. Once they have a plan in place, they take stock in it and stick with it. Doesn't it feel great to accomplish something? Kids feel the same way when it is something they can attain.</div>
<h4>
Send Kids Home with Books</h4>
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Every. Single. Day! Yes, books will get lost and come back a mess, but just imagine how that $2-$5 investment you have made will lead to a lifetime of reading. When parents see their children reading at home, it becomes part of the evening routine. They realize the importance of it, even when they don't have the means to provide books or time for their children. </div>
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The books need to be quality books that our students will enjoy, not the leftovers from an old reading series or books we really don't mind if we lose. Yes, the good ones must be sent home with our students!</div>
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And over the breaks, we send them home with lots of books! Enough to read and enjoy over the breaks.</div>
<h4>
Communicate with Families About Kids' Reading</h4>
<div>
Communication is key! We hear it all the time, but it is super important for helping our striving readers become thriving readers. When the family knows what is happening with reading, everyone has a better understanding and takes stake in reading. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJuzXfqrSTNayYhkcItahNEosRodswVYEjdSrH09efL_0mh3D7hEqEpRviKnsNICk6U3k6M16bjIvaVWhY-_nUpdw11DPveev5MbXzJKjZ0igB1WzqLh4a-eIisha1aUOdU30arS-i99o/s1600/at+home.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="For some readers, we have to work extra hard to find the books they want to read. Book Matching must happen throughout the school year to help those striving readers become thriving readers!" border="0" data-original-height="1600" data-original-width="1067" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJuzXfqrSTNayYhkcItahNEosRodswVYEjdSrH09efL_0mh3D7hEqEpRviKnsNICk6U3k6M16bjIvaVWhY-_nUpdw11DPveev5MbXzJKjZ0igB1WzqLh4a-eIisha1aUOdU30arS-i99o/s640/at+home.jpg" title="From Striving to Thriving: Book Match Relentlessly!" width="426" /></a></div>
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This is more than sending letters home or making phone calls. This is showing families the importance of reading. Some easy ways to do that include:</div>
<div>
<ul>
<li>sending home a letter with excitement to all families about the importance of reading</li>
<li>showing the classroom library to parents on back to school night</li>
<li>helping families acquire library cards for the public library</li>
<li>make sure families know that reading can happen everywhere, even the bathroom!</li>
<li>host a family reading group</li>
<li>communicate frequently with families about reading and the progress</li>
</ul>
<div>
Now it's time to think about our own practices.<br />
<br />
How do we help or hinder our students' reading?<br />
What do we need to change to make sure our striving readers have the best books for them?<br />
How do we need to change our own ideas to ensure book matching will work?<br />
<br />
Come back again next week on July 18 when Bridget of <a href="http://litwithoutworksheets.blogspot.com/" target="_blank">Literacy Without Worksheets</a> guides us through Chapter 6: Teach Thinking-Intensive Reading!<br />
<br /></div>
</div>
<div>
<b>OTHER POSTS IN THIS SERIES:</b></div>
<div>
<ul>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9uHxL4KxmjnTrUF84Qk-WLcHjd9shCDHSU45-AuFAq-l5Feo0CQP-tBrDbJ7lkfxvT6pGJF_284T4_ox0d3f_qQCJrggZIC_19vIkab7FgTuobN5iuKB-IYm1WycZziSkMmmJfL-5UDE/s1600/35363298_10155518214041299_1734711920482582528_n.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="960" data-original-width="640" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9uHxL4KxmjnTrUF84Qk-WLcHjd9shCDHSU45-AuFAq-l5Feo0CQP-tBrDbJ7lkfxvT6pGJF_284T4_ox0d3f_qQCJrggZIC_19vIkab7FgTuobN5iuKB-IYm1WycZziSkMmmJfL-5UDE/s320/35363298_10155518214041299_1734711920482582528_n.jpg" width="213" /></a>
<li><b><a href="http://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-introduction.html">Introduction</a></b></li>
<li><b><a href="http://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-table-labels.html">Chapter 1-Table the Labels</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-cultivate.html">Chapter 2-Cultivate Curiosity</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-choice.html">Chapter 3-Ensure Access to and Choice of Books</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-chapter-4.html">Chapter 4-Pump Up the Reading Volume</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-book-match.html" target="_blank">Chapter 5-Book-Match Relentlessly</a></b></li>
<li><b>Chapter 6-Teach Thinking-Intensive Reading</b></li>
<li><b>Chapter 7-Assess Readers in the Round</b></li>
<li><b>Chapter 8-Advocate Tirelessly</b></li>
<li><b>Synopsis and Supplemental Materials</b></li>
</ul>
</div>
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<br />Andrea Crawfordhttp://www.blogger.com/profile/10863194664150925886noreply@blogger.com2tag:blogger.com,1999:blog-2129006653234939633.post-81884424311438752462018-07-08T00:00:00.000-04:002018-07-11T08:53:49.070-04:00Teaching Reading in Small Groups Ch.4 Strategy Lessons<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioQylAvA7nQe3YjXyUMetqZQl86qfBWrJAFHyZvS3Ov6DpVG2M_ghooeM-Sszc5yFirBgs6rvoYtsQ2qhgVnivFA8WKbwj-IQAJ2ApekDd06d_IMXgRK8RkjbGa7aB18aZi5JENu5Fx0sB/s1600/34984987_10157480616950744_8752733583598157824_o.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Professional Reading Book Study of Teaching Reading in Small Groups by Jennifer Serravallo Chapter 4 Strategy Lessons." border="0" data-original-height="631" data-original-width="1000" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioQylAvA7nQe3YjXyUMetqZQl86qfBWrJAFHyZvS3Ov6DpVG2M_ghooeM-Sszc5yFirBgs6rvoYtsQ2qhgVnivFA8WKbwj-IQAJ2ApekDd06d_IMXgRK8RkjbGa7aB18aZi5JENu5Fx0sB/s1600/34984987_10157480616950744_8752733583598157824_o.jpg" title="Professional Reading Book Study of Teaching Reading in Small Groups by Jennifer Serravallo Chapter 4 Strategy Lessons." /></a></div>
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<span style="background-color: white; color: #282828; font-family: inherit;">The official title of Chapter 4 is Guided Practice Toward Independence: Strategy Lessons for Comprehension, Print Work, and Fluency.</span></div>
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To start this chapter Jennifer Serravallo talks about learning to be a clown for a high school production. She chooses to be a plate spinning clown, which is a perfect way of thinking about teaching children in strategy groups (or really teaching in general if you think about it!) You have to get one plate spinning on its own before you can move on to the next. Then, you have to go back periodically and give the plate a bit of a spin to keep it moving independently. You teach (spinning originally), Assess (go to check to see if it is still spinning) and then reinforce (give that plate another little spin to keep it going). Hence, Strategy Lessons. These are the With (or coaching) part of teaching students independence. You've got to keep them spinning if you want them to stay up!<br />
<a name='more'></a><span style="background-color: white; color: #282828; font-family: "muli" , "helvetica" , "arial" , sans-serif; font-size: xx-small; text-align: center;"><br /></span><span style="text-align: center;"></span><span style="background-color: white; color: #282828; font-family: "muli" , "helvetica" , "arial" , sans-serif; font-size: xx-small; text-align: center;">This post contains affiliate links for Amazon. By purchasing an item on the Amazon site using these links, I will receive a small commission on your purchase (with no extra cost to you). For more information about my Disclosure Policy, please visit this</span><a href="https://luckylittlelearners.com/disclosure" style="background-color: white; box-sizing: border-box; color: #14a9cb; font-family: muli, helvetica, arial, sans-serif; font-size: small; font-weight: bold; outline: none; text-align: center; transition: all 0.1s ease-in-out;"> </a><a href="http://www.theprimaryplanet.com/p/about-me.html" style="background-color: white; color: #538515; font-family: ubuntu, sans-serif; font-size: small; outline: none; text-align: center; transition: all 0.2s ease 0s;">link!</a><br />
<h3>
Why Strategy Lessons?</h3>
<div>
Strategy lessons are the "With" part of the teaching independence bridge. This is where you get to sit down and coach your students towards their reading goals. This chapter is all about how to provide that guided practice to move readers toward independence. </div>
<div>
The tenets are the same: Maintain a clear structure for your groups, provide learners with explicit strategies, effective demonstrations, and just write prompts while you are coaching, and being flexible and responsive as you release responsibility to your students across several days.</div>
<h3>
Structure of a Strategy Lesson</h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhcREqvgEkvlapnHftC8H7sACCPvBr3O_C9PHBRgZrXM3id_BjAGgnhHcjr-_UOT-lVQ8b12MIK1Sn6W5f5j7gZlIlGQQC-dCtnr6m_zAK2mAzx5MpEB_I_kbXx30ObzJwigTLvoNyAeXs/s1600/Picture1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Teaching Reading in Small Groups Ch.4 Strategy Lessons" border="0" data-original-height="779" data-original-width="1421" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhcREqvgEkvlapnHftC8H7sACCPvBr3O_C9PHBRgZrXM3id_BjAGgnhHcjr-_UOT-lVQ8b12MIK1Sn6W5f5j7gZlIlGQQC-dCtnr6m_zAK2mAzx5MpEB_I_kbXx30ObzJwigTLvoNyAeXs/s1600/Picture1.png" title="Teaching Reading in Small Groups Ch.4 Strategy Lessons" /></a></div>
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You need to let your students know why they are in the group and compliment the students on what they are already doing correctly. This is the <b>Connect</b> part of the lesson. </div>
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Next, is the <b>Teach</b> portion. This is where you have to decide how you are going to teach the strategy that your students are gathered for. Are you going to do a demonstration? Shared practice? Example or Explanation? </div>
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Then, comes the <b>Engage</b> part! This is the WITH. Students practice the strategy while the teacher coaches. </div>
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Lastly is the<b> Link </b>part of a strategy group. You send the children back to practice the strategy independently. </div>
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<h3 style="text-align: left;">
Explicit Strategies, Effective Demonstrations, and Just Right Prompts</h3>
<div style="text-align: left;">
The strategies that you teach should be explicit. They should be step-by-step deliberated and carefully selected procedures that students can use to achieve a certain goal. This is stated at the beginning of the strategy group so your students are all on the same page with what they are learning to do!</div>
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Effective Demonstrations are the ones where you make the strategy visible. You show students exactly how to "do" the strategy! Tell the reader what will be demonstrated, think aloud during every step of the strategy, intentionally make errors to show how to recover from the error, and debrief to highlight the important steps of the strategy.</div>
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Just-Right Prompts means that you give as little support possible for a child to be successful with that strategy. We want to scaffold our students learning, not make them dependant on us to use the strategy. Generally, the more that you say, the more supportive the prompt is.</div>
<h3 style="text-align: left;">
Releasing the Scaffolding Over Time</h3>
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Strategy groups rarely meet only once. You will need to move your students through the strategy and then release them from the group when you are confident that they can use the strategy on their own. This means that your strategy groups need to be flexible so that you can add or release students during the course of your groups.</div>
<h3 style="text-align: left;">
Last, but not least...</h3>
<div style="text-align: left;">
There are multiple ways to release responsibility to your students as they learn to use their reading strategies. Teachers have many decisions they need to make in order to effectively teach and release the scaffolding of their students. Here is a quick recap of this chapter:</div>
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I have been learning so much about effective small groups and how to use them during my literacy instruction! What is your biggest take away from this chapter, or any of the previous chapters? Drop a comment, I woul LOVE to hear your thoughts!</div>
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Thanks so much for stopping by! Keep learning...</div>
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Do you need a copy of this fantastic book? You can get it here. This is an affiliate link.<br />
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<h2>
Links to Each Chapter:</h2>
<div>
<b><a href="https://www.adventuresinliteracyland.com/2018/06/chapter-1-2018-summer-book-study.html">Chapter 1: Beyond Reading Groups, Beyond Guided Reading</a></b></div>
<div>
<b><a href="https://www.adventuresinliteracyland.com/2018/06/teaching-reading-in-small-groups.html">Chapter 2: Forming Groups-Making the Invisible Visible with Assessment</a></b></div>
<div>
<b><a href="https://www.adventuresinliteracyland.com/2018/07/teaching-reading-in-small-groups-ch-3.html">Chapter 3: Engagement</a></b></div>
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<a href="http://www.theprimaryplanet.com/" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img border="0" height="40" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwT5NSTzNk06OIqFV49D3lbTNQV0vIyHrv4_Of83ovQwEk8TF-kNnI6Zq-XXUMMmR0S-I19arq0MBsDKLb-JwEX_tw4LkfnzoA8Wo6Ur2AnubkpV8Tf5_jHi97n7_pgvtym7X6ESk0_I-U/s200/Signature.png" width="200" /></a>Primary Planethttp://www.blogger.com/profile/05678422842601246906noreply@blogger.com0tag:blogger.com,1999:blog-2129006653234939633.post-28663452612421983332018-07-05T12:38:00.001-04:002018-07-11T08:54:13.674-04:00FROM STRIVING TO THRIVING: CHAPTER 4 "PUMP UP THE READING VOLUME"<div style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixSYYNgAFZByEqnAYubNm9fV27n7GfMM7m7kwpwdB4opJPZxHaermQtskjoseQFldf7YjXr-xKUQhRBW7vk2S4RYzQL2WQl_kkAAJ2qSaiCy_8CleDy_Pd8zPkeq3-ug_8oe3VFdyb8ynb/s1600/Best+Intervention.png" imageanchor="1"><img alt="Volume reading builds background knowledge, increases vocabulary, improves writing, and develops empathy. Voluminous, engaged reading is the best intervention for struggling, striving readers. Join us as we discuss Stephanie Harvey and Annie Ward's book, From Striving to Thriving." border="0" data-original-height="1600" data-original-width="1144" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixSYYNgAFZByEqnAYubNm9fV27n7GfMM7m7kwpwdB4opJPZxHaermQtskjoseQFldf7YjXr-xKUQhRBW7vk2S4RYzQL2WQl_kkAAJ2qSaiCy_8CleDy_Pd8zPkeq3-ug_8oe3VFdyb8ynb/s640/Best+Intervention.png" title="From Striving to Thriving: How Voluminous Reading Transforms Striving Readers" width="452" /></a></div>
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<span style="font-family: "arial";"><span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;">"The best intervention is a good book."</span></span></div>
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<span style="font-family: "arial";"><span style="font-family: "verdana" , sans-serif; font-size: x-large; white-space: pre-wrap;"><b>READING MAKES READERS</b></span></span></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="white-space: pre-wrap;">Volume reading is crucial to transforming striving readers into thriving readers, say Stephanie Harvey and Annie Ward.</span><span style="white-space: pre-wrap;"> They believe that voluminous, pleasurable reading is the key to literacy development. </span><span style="white-space: pre-wrap;">In this post we'll look at Chapter Four, </span><b style="white-space: pre-wrap;">"Pump Up the Reading Volume." </b><span style="white-space: pre-wrap;">T</span><span style="white-space: pre-wrap;">he authors discuss how voluminous reading changes lives, reasons to add more reading to our day, how to build in more reading time, and review the research.</span></span><br />
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<span style="font-family: "verdana" , sans-serif;"><span style="white-space: pre-wrap;"> </span><b style="font-size: xx-large; white-space: pre-wrap;"><span style="font-family: inherit;">REASONS TO </span></b></span></div>
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<span style="font-family: "verdana" , sans-serif;"><b style="font-size: xx-large; white-space: pre-wrap;">READ </b><b style="font-size: xx-large; white-space: pre-wrap;">MORE</b></span></div>
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<span style="white-space: pre-wrap;">Kylene Beers and Robert E. Probst in their book, <i>Disrupting Thinking: Why </i>How<i> We Read Matters </i>(2017) outline the many benefits of volume reading. In addition to honing the skills that come with experience with text, extensive reading builds background knowledge, increases vocabulary, improves writing, develops empathy, and helps a reader develop their personal interests and goals. </span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhn71HvCeXcMT1BQIOYEINaV3DG9iB1z1ldCNLmXcMDWFCN-dcyP_MmpezkcZmKpm3PEfAkLFUgNlkJwz2GD6GoAc1czlX1hhuTxwPR9F1aaQ42wT8Anl7dEe7jzO-X0uMSikMdqM-dEPqj/s1600/9+reasons+to+read+more.png" imageanchor="1" style="font-family: Times; margin-left: 1em; margin-right: 1em; text-align: center; white-space: normal;"><img alt="Volume reading builds background knowledge, increases vocabulary, improves writing, and develops empathy. Voluminous, engaged reading is the best intervention for struggling, striving readers. Join us as we discuss Stephanie Harvey and Annie Ward's book, From Striving to Thriving." border="0" data-original-height="1385" data-original-width="1089" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhn71HvCeXcMT1BQIOYEINaV3DG9iB1z1ldCNLmXcMDWFCN-dcyP_MmpezkcZmKpm3PEfAkLFUgNlkJwz2GD6GoAc1czlX1hhuTxwPR9F1aaQ42wT8Anl7dEe7jzO-X0uMSikMdqM-dEPqj/s640/9+reasons+to+read+more.png" title="From Striving to Thriving: How Voluminous Reading Transforms Striving Readers" width="502" /></a></div>
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<span style="font-family: "verdana" , sans-serif; font-size: large;"><b>LOGGING MILES IN BOOKS</b></span></div>
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<span style="font-family: "verdana" , sans-serif;">Readers gain skill from experience. Reading countless texts gives readers navigational experience. They learn how texts work. When they encounter italics, or flashbacks, they think, "Oh, I've seen this before." Veteran readers recognize and understand text structures.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVs4s2OgTI76sH4F9og9uz0qXgNBT04Fq9OjTq6gcW8nytz-nYZd0nedqIL42zTxOHtHk5LeW8jYWALJw_PEeXnoVdP4n6TjDxYB_HIAZkL0S9HbexsNX5O__wDQ2JACusS2b2fCL4M51p/s1600/voluminous+reading+3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="Volume reading builds background knowledge, increases vocabulary, improves writing, and develops empathy. Voluminous, engaged reading is the best intervention for struggling, striving readers. Join us as we discuss Stephanie Harvey and Annie Ward's book, From Striving to Thriving." border="0" data-original-height="805" data-original-width="1275" height="404" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVs4s2OgTI76sH4F9og9uz0qXgNBT04Fq9OjTq6gcW8nytz-nYZd0nedqIL42zTxOHtHk5LeW8jYWALJw_PEeXnoVdP4n6TjDxYB_HIAZkL0S9HbexsNX5O__wDQ2JACusS2b2fCL4M51p/s640/voluminous+reading+3.png" title="From Striving to Thriving: How Voluminous Reading Transforms Striving Readers" width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;"> </span><b style="font-family: Verdana, sans-serif; font-size: xx-large; white-space: pre-wrap;">VOLUMINOUS READING </b></div>
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<b style="font-family: Verdana, sans-serif; font-size: xx-large; white-space: pre-wrap;">CHANGES LIVES</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtqrxBofjgfz_JI1Mj502epiTPe6CvJ82Dsqr_yCrc6x6hF0o86Psm-OV5vLD_zEQEBBdVf5w_CodI0oaFYh-02MEI8IG8jo3wYKW4jR4TomMvw5qdDOVp7Efnleik_p6MIxHnWzTYPOJS/s1600/High+Volume+Reading.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Volume reading builds background knowledge, increases vocabulary, improves writing, and develops empathy. Voluminous, engaged reading is the best intervention for struggling, striving readers. Join us as we discuss Stephanie Harvey and Annie Ward's book, From Striving to Thriving." border="0" data-original-height="1140" data-original-width="1275" height="570" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtqrxBofjgfz_JI1Mj502epiTPe6CvJ82Dsqr_yCrc6x6hF0o86Psm-OV5vLD_zEQEBBdVf5w_CodI0oaFYh-02MEI8IG8jo3wYKW4jR4TomMvw5qdDOVp7Efnleik_p6MIxHnWzTYPOJS/s640/High+Volume+Reading.png" title="From Striving to Thriving: How Voluminous Reading Transforms Striving Readers" width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;">The authors believe that through a high volume of reading, children become not only more skillful readers, but more informed, principled, empathetic people. </span></div>
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<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;">They cite research by psychologist Loris Vezzoli in Italy (2015), using Harry Potter, in which children were surveyed about their attitudes toward immigrants and refugees. The children who read passages from Harry Potter books in which Harry reacted empathetically against the persecution of "mudbloods" demonstrated significantly greater compassion than those in control groups who read more factual passages about topics such as Harry's first wand purchase.</span></div>
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<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;">Researchers at the Yale University School of Public Health (2016) found those who read books for a half-hour a day had an average "survival advantage" of two years over those who didn't read books.</span></div>
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<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;">The results of the British Cohort Study (which followed over 17,000 people born in England, Scotland and Wales within the same week) showed that children's pleasure reading has been linked more to their cognitive development and academic success than their parents' levels of education.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnsros5RT_vp3O2uJf6A5Sf921Z6hlG13rBaUSQ9K55Y5mHKyPUGgsqpWvOsaT1oMuL0gvhRLZ8wFmSE6zsgWwWRoRlWPq1odAF6OnpH1Fyx7TLffLoQZYMbgbRaWXd1uGPLFsDHkTv4t7/s1600/jk+rawling+thank+you.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Volume reading builds background knowledge, increases vocabulary, improves writing, and develops empathy. Voluminous, engaged reading is the best intervention for struggling, striving readers. Join us as we discuss Stephanie Harvey and Annie Ward's book, From Striving to Thriving." border="0" data-original-height="1600" data-original-width="1194" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnsros5RT_vp3O2uJf6A5Sf921Z6hlG13rBaUSQ9K55Y5mHKyPUGgsqpWvOsaT1oMuL0gvhRLZ8wFmSE6zsgWwWRoRlWPq1odAF6OnpH1Fyx7TLffLoQZYMbgbRaWXd1uGPLFsDHkTv4t7/s640/jk+rawling+thank+you.png" title="From Striving to Thriving: How Voluminous Reading Transforms Striving Readers" width="472" /></a></div>
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<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;">Included on page 138 is a picture Annie captured of the restroom wall of The Elephant House, in Edinbugh, Scotland, where J.K. Rawling wrote much of her Harry Potter series. Among the scribbled messages scrawled from floor to ceiling is this one: "Thank you, J.K., for having made my childhood extraordinary." Another is a thank you to "A. Dumbledore - for the life lessons."</span></div>
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<b style="font-family: Verdana, sans-serif; font-size: xx-large; white-space: pre-wrap;">BUILD IN TIME FOR STUDENTS </b></div>
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<b style="font-family: Verdana, sans-serif; font-size: xx-large; white-space: pre-wrap;">TO READ INDEPENDENTLY</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8TF8O4gaDxEzeSYfVu0ZycwNO8YiTaXVvpfqaBWBOFyiMo-U051WW8QsZMroAlioqt6EHaYpO4wiZzZCt0aPp6htVpvXlTFg1wcdLxkW737B9G-ZppWQOoknf33esYQHqR4QrsKDeSyiZ/s1600/independent+reading+block+of+time.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Volume reading builds background knowledge, increases vocabulary, improves writing, and develops empathy. Voluminous, engaged reading is the best intervention for struggling, striving readers. Join us as we discuss Stephanie Harvey and Annie Ward's book, From Striving to Thriving." border="0" data-original-height="850" data-original-width="1275" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8TF8O4gaDxEzeSYfVu0ZycwNO8YiTaXVvpfqaBWBOFyiMo-U051WW8QsZMroAlioqt6EHaYpO4wiZzZCt0aPp6htVpvXlTFg1wcdLxkW737B9G-ZppWQOoknf33esYQHqR4QrsKDeSyiZ/s640/independent+reading+block+of+time.png" title="From Striving to Thriving: How Voluminous Reading Transforms Striving Readers" width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;">The authors believe it's our responsibility to proactively create and protect time for readers to read in our classrooms. But how to find time to read during the school day? </span><br />
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<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;"><b><span style="font-size: large;">Start the Day</span></b></span><br />
<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;">Stephanie advocates for beginning the school day with a half hour of independent reading when students are fresh and focused.</span><br />
<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;"><br /></span><span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;">One of the things I've liked best about scheduling time for independent reading at the beginning of the day is the peaceful, calm, relaxed way we start the day together. It's a time for children to focus on themselves, exploring their personal goals and interests as they read.</span><br />
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<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;">Harvey and Ward cite a 2009 study from the University of Sussex illustrating the calming benefits of reading. "Six minutes of engaged reading was found to reduce subjects' stress levels by 68 percent."</span><br />
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<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;"><b><span style="font-size: large;">Reading Workshop</span></b></span><br />
<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;">Reading Workshop is an instructional model that provides for a minimum of 45 minutes of supported independent reading. Teachers are actively teaching one-one or small group during this time.</span><br />
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<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;"><b><span style="font-size: large;">School-wide Reading</span></b></span><br />
<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;">Some schools establish a school-wide reading time each day.</span><br />
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<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;">In my own school, we created several school-wide opportunities to read. Once a month my Americorps assistant and I took the entire school in the multipurpose room to read while the staff met to work on goals. Readers got comfortable on the carpet with blankets, stuffed animals and their backpacks and read together for 50 minutes. </span><br />
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<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;">We also conducted all-school reads, in which everyone came out into the hall, settled in with their comfort blankets and animals, and read. It was a powerful feeling to see so many readers enjoying their own books all at once.</span><br />
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<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;">Once a year (3rd-5th grade school), we hosted "Read a Book in a Day" Day. Kids spent the entire day reading a self-chosen (short) chapter book from start to finish. Supports were put in place to make sure each student was able to succeed at the challenge. Every student upon completion of their chapter book received a certificate. A reading celebration assembly was held in which readers who met the challenge (everyone, because of the supports) earned a piece of tape to publicly tape my assistants and I to our chairs. </span><br />
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<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;">"Read a Book in a Day" Day helped our striving readers see in concrete terms that they CAN read and complete a daunting book in a timely manner!</span></div>
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<span style="white-space: pre-wrap;"><span style="font-family: "verdana" , sans-serif;">For those interested in further consideration of the whys and hows of volume independent reading, I recommend Debbie Miller and Barbara Moss’s book <i>No More Independent Reading Without Support </i>(2013). It’s a part of Heinemann’s Not This But That series. Only 72 pages, it’s a very quick read! </span></span><br />
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<span style="white-space: pre-wrap;"><span style="font-family: "verdana" , sans-serif;">Miller and Moss devote a significant portion of this book to presenting us with brainstormed ways to squeeze extra minutes out of our busy days to find more time for kids to read independently. </span></span><br />
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<span style="white-space: pre-wrap;"><span style="font-family: "verdana" , sans-serif;">They also advocate convincingly that we must spend our students' independent reading time actively supporting readers (conferring, observing, teaching, encouraging, book-finding, data collecting, etc.) Gone are the days of SSR’s mandate for teachers to model their own reading while students are reading. </span></span><br />
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<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;"> </span><b style="font-family: Verdana, sans-serif; font-size: xx-large; white-space: pre-wrap;">REMOVE BARRIERS </b></div>
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<b style="font-family: Verdana, sans-serif; font-size: xx-large; white-space: pre-wrap;">TO VOLUME</b></div>
<span style="white-space: pre-wrap;"><span style="font-family: "verdana" , sans-serif;">How can we ensure our students are engaging in volume reading in our classrooms? Harvey and Ward suggest examining the curriculum and daily schedule for help in removing barriers.</span></span><br />
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<span style="font-family: "arial";"><span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;">When we craft a unit - for example, a genre study of mysteries, the authors suggest asking ourselves if the unit contains suitable reading material for all readers. Shared texts may not be accessible to some readers. Some may be unable to read the text, while others may find the material unengaging. These readers will lose valuable reading time for the duration of the unit. </span></span><br />
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<span style="font-family: "arial";"><span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;">They suggest, instead, we “crack open” curriculum units using a broader array of texts, offering more choice and differentiation, while still covering the intended curriculum skills.</span></span><br />
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<span style="font-family: "arial";"><span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;"><span style="white-space: normal;"><span style="font-size: x-large; white-space: pre-wrap;"><b>Other Ideas the Authors Propose:</b></span></span></span></span><br />
<span style="font-family: "arial";"><span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;"><span style="white-space: normal;"><span style="white-space: pre-wrap;"><b>Response-to-Reading</b></span></span></span></span><br />
<span style="font-family: "arial";"><span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;"><span style="white-space: normal;"><span style="white-space: pre-wrap;">Response-to-reading should encourage readers to “think deeply, talk with others, or pick up another book.” </span></span></span></span><br />
<span style="font-family: "arial";"><span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;"><span style="white-space: normal;"><span style="white-space: pre-wrap;"> </span></span><span style="white-space: normal;"><span style="white-space: pre-wrap;"><br /></span></span><span style="white-space: normal;"><span style="white-space: pre-wrap;">Mike Schmoker’s phrase “Crayola Curriculum” describes the busy work of coloring, cutting and diorama-building response-to-reading that the authors call “inauthentic, time-sucking volume-robbing monsters!” They argue, instead, that striving readers use this time for much-needed reading.</span></span></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjl3Lvs53aMRDkaljbrknRlT3fyBSVzKv0HPii7hiwQ2WCdFd7OzhxgxnqE1V750Y9NZ2XaVfO3wByeiw9j96sgth20ToZbDr-t-a2o4tp84N-JIXoxtwRxfZCeYz-IBL5KjnByJQHxP-Kj/s1600/Lucy+Calkins+readers.png" imageanchor="1" style="font-family: Times; margin-left: 1em; margin-right: 1em; text-align: center; white-space: normal;"><img alt="Volume reading builds background knowledge, increases vocabulary, improves writing, and develops empathy. Voluminous, engaged reading is the best intervention for struggling, striving readers. Join us as we discuss Stephanie Harvey and Annie Ward's book, From Striving to Thriving." border="0" data-original-height="1600" data-original-width="1066" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjl3Lvs53aMRDkaljbrknRlT3fyBSVzKv0HPii7hiwQ2WCdFd7OzhxgxnqE1V750Y9NZ2XaVfO3wByeiw9j96sgth20ToZbDr-t-a2o4tp84N-JIXoxtwRxfZCeYz-IBL5KjnByJQHxP-Kj/s640/Lucy+Calkins+readers.png" title="From Striving to Thriving: How Voluminous Reading Transforms Striving Readers" width="426" /></a></div>
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<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;"><b><span style="font-size: large;">Logging Reading</span></b></span><br />
<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "arial";"><span style="white-space: pre-wrap;">Logging reading should be time-efficient and also allow readers to reflect on their progress.</span></span></span><br />
<b style="font-family: verdana, sans-serif; white-space: pre-wrap;"><span style="font-size: large;">Transition Reading</span></b><br />
<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "arial";"><span style="white-space: pre-wrap;">For readers who are still lingering in “book hangovers” after finishing particularly compelling reads, the authors suggest helping kids find short texts, perhaps on related topics, to continue reading during this transition time. Allow readers to extend their reading into YouTube videos, news articles, etc.</span></span></span><br />
<b style="font-family: verdana, sans-serif; white-space: pre-wrap;"><span style="font-size: large;">Keep Reading!</span></b><br />
<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "arial";"><span style="white-space: pre-wrap;">Pick up a “next-up book” and move on! Keep going! Next up might be a lighter read, or the continuation of a series, an easier read for fluency practice, or an atypically difficult read for a taste of challenge. In the authors’ minds there is no ‘right’ next-up book! Just keep reading!</span></span></span><br />
<b style="font-family: verdana, sans-serif; white-space: pre-wrap;"><span style="font-size: large;">Value Home Reading</span></b><br />
<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "arial";"><span style="white-space: pre-wrap;">The authors suggest we take care to monitor what we send home for homework. If we load kids down with a folder full of busywork, what does that say about how much we value our students’ reading at home?</span></span></span><br />
<b style="font-family: verdana, sans-serif; white-space: pre-wrap;"><span style="font-size: large;">Reading More Effective Than Test Prep</span></b><br />
<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "arial";"><span style="white-space: pre-wrap;">Research was presented to indicate that volume reading is more effective than test prep.</span></span></span><br />
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<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "arial";"><span style="font-size: x-large; white-space: pre-wrap;"><b>QUESTIONS TO ASK</b></span></span></span></div>
<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "arial";"><span style="white-space: pre-wrap;">The authors pose several categories of questions for teachers to consider: Self-Questions, Kidwatching Questions, and Conferring Questions. </span></span></span><br />
<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "arial";"><span style="white-space: pre-wrap;"><br /></span></span></span>
<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "arial";"><span style="white-space: pre-wrap;">My favorite Self-Question was: “Do I confer regularly with kids about their reading and reading materials to ascertain their level of engagement?” Observation is my favorite tool to monitor readers’ engagement: time on task, timely progression through books, engaged body language, a nonverbal “thumbs up?,” and a “How’s it going?”</span></span><span style="font-family: "arial";"><span style="white-space: pre-wrap;"> </span></span></span><br />
<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "arial";"><span style="white-space: pre-wrap;"><br /></span></span></span>
<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "arial";"><span style="white-space: pre-wrap;">The Kidwatching Question that caught my attention was “Does the student abandon books? If so, is there a pattern?” This is a recurring concern for some of my striving readers and something I often struggle with. </span></span></span><br />
<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "arial";"><span style="white-space: pre-wrap;"><br /></span></span><span style="font-family: "arial";"><span style="white-space: pre-wrap;">My favorite Conferring Question is “Do you think this author has written anything else? Let’s check…” Helping readers find “more like this” is a big part of what I do during supported independent reading.</span></span></span><br />
<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "arial";"><span style="white-space: pre-wrap;"><br /></span></span><span style="font-family: "arial";"><span style="white-space: pre-wrap;">The authors’ complete list of questions we can ask ourselves is on page 139.</span></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcG4yePCKoIyr04OmTqbwwSYWaKkBLknNlxch4Z5BJvFYx89C8Q0u4ZxULO0GIXpKYDRoFx34lWd0VMB99MZGIqEv2KZYBKzH2WHqS3mKr7FZUnDFb6Nku2MGw2lZFfV6Z2gUYLdLew9xl/s1600/Readers+author+their+lives.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Volume reading builds background knowledge, increases vocabulary, improves writing, and develops empathy. Voluminous, engaged reading is the best intervention for struggling, striving readers. Join us as we discuss Stephanie Harvey and Annie Ward's book, From Striving to Thriving." border="0" data-original-height="1572" data-original-width="1275" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcG4yePCKoIyr04OmTqbwwSYWaKkBLknNlxch4Z5BJvFYx89C8Q0u4ZxULO0GIXpKYDRoFx34lWd0VMB99MZGIqEv2KZYBKzH2WHqS3mKr7FZUnDFb6Nku2MGw2lZFfV6Z2gUYLdLew9xl/s640/Readers+author+their+lives.png" title="From Striving to Thriving: How Voluminous Reading Transforms Striving Readers" width="514" /></a></div>
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<span style="font-family: "verdana" , sans-serif; white-space: pre-wrap;">Stephanie and Annie conclude this chapter on Pumping Up the Reading Volume by stating, “Readers author their lives through their choice of books, and those choices expand readers’ abilities while opening their hearts.”</span><br />
<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "arial";"><span style="white-space: pre-wrap;"><br /></span></span></span>
<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "arial";"><span style="white-space: pre-wrap;">One of my favorite parts of this chapter is Annie’s anecdote about her reading conferences with Elijah, who was reading C. Alexander London’s Dog Tags series about soldiers and dogs. In Elijah’s current read, <i>Semper Fido</i>, the protagonist has to decide whether to shoot his dog to keep him from giving away the platoon’s position. Elijah confided to Annie he almost cried, then showed her the dog tags included with the book now on a chain around his neck. He whispered, “I don’t take it off.” </span></span></span><br />
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<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "arial";"><span style="white-space: pre-wrap;">Annie recounted hearing Mem Fox say, “Children’s hearts need to ache with caring over what they read.”</span></span></span><br />
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<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "arial";"><span style="white-space: pre-wrap;">I've written about how voluminous reading can change lives. You can read about it <a href="https://www.readingbyheart.com/2017/10/i-learned-theres-reason-to-live_25.html"><span style="font-size: x-large;">here.</span></a></span></span></span><br />
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</span></span></span><b style="font-family: verdana, sans-serif; white-space: pre-wrap;"><span style="font-size: large;">Recommended Reading</span></b><br />
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<ul>
<li><span style="font-family: "verdana" , sans-serif;"><span style="white-space: pre-wrap;"><i>Disrupting Thinking: Why </i>HOW<i> We Read Matters</i>, Kylene Beers and Robert E. Probst (2017)</span></span></li>
<li><span style="font-family: "verdana" , sans-serif;"><span style="white-space: pre-wrap;"><i>No More Mindless Homework</i>, Kathy Collins (2017)</span></span></li>
<li><span style="font-family: "verdana" , sans-serif;"><span style="white-space: pre-wrap;"><i>No More Independent Reading Without Support</i>, Debbie Miller and Barbara Moss (2013)</span></span></li>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "arial";"><span style="font-size: x-large; white-space: pre-wrap;"><b>“If They Don’t Read Much, How They Ever Gonna Get Good?” - Richard Allington</b></span></span></span></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "arial";"><span style="white-space: pre-wrap;"><b style="font-family: verdana, sans-serif;"><span style="font-size: large;">Researchers to Know</span></b></span></span></span></div>
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<li>Richard Allington, researcher at the University of Tennessee and past President of the International Literacy Association, whose 1977 article title sums up his four decades of reading volume advocacy.</li>
<li>Stephen Krashen, Professor Emeritus at the University of Southern California found that “reading volume was the single greatest factor in reading achievement.” </li>
<li>Anderson, Wilson and Fielding (1988) found that “the amount of time students spent in independent reading outside of school was the best predictor of reading achievement.” They correlated minutes read per day and words read per year to percentile scores on standardized tests.</li>
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<span style="font-family: "verdana" , sans-serif;">Stay tuned for Chapter Five, <b>"Book-Match Relentlessly,"</b> coming next Wednesday, July 11 with <b>Andrea Crawford</b> from <b><a href="https://www.thisliteracylife.com/">This Literacy Life</a></b>.</span><br />
<h3>
<b>OTHER POSTS IN THIS SERIES:</b></h3>
<div>
<ul>
<li><b><a href="http://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-introduction.html">Introduction</a></b></li>
<li><b><a href="http://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-table-labels.html">Chapter 1-Table the Labels</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-cultivate.html">Chapter 2-Cultivate Curiosity</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-choice.html">Chapter 3-Ensure Access to and Choice of Books</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-chapter-4.html">Chapter 4-Pump Up the Reading Volume</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-book-match.html" target="_blank">Chapter 5-Book-Match Relentlessly</a></b></li>
<li><b>Chapter 6-Teach Thinking-Intensive Reading</b></li>
<li><b>Chapter 7-Assess Readers in the Round</b></li>
<li><b>Chapter 8-Advocate Tirelessly</b></li>
<li><b>Synopsis and Supplemental Materials</b></li>
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<span style="font-family: inherit; font-size: x-large; text-align: left;">from <a href="https://www.readingbyheart.com/" style="text-align: left;">Reading by Heart</a></span></td></tr>
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<br />Laura Hurleyhttp://www.blogger.com/profile/14703642669827202985noreply@blogger.com4tag:blogger.com,1999:blog-2129006653234939633.post-57808937836639496602018-07-01T08:00:00.000-04:002018-07-05T13:15:01.425-04:00Teaching Reading in Small Groups - ch. 3 Engagement<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXsK_aVc993yIlWilGrmQxWIn5wHYTDQXbB8eBUho6yg_9GMX5OBQgndhcHg9jbwduKU6R3K3YpC0QBm04lrcDEIEDZXAtja8-xp9lwfx2Xbjwq0IvcCzRIk_KNj6lDgLUSSHkqNdpZ4I/s1600/small+group.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Getting students engaged in books is the best way to create life-long readers. In chapter 3 of Teaching Reading in Small Groups, Jennifer Serravallo talks about different types of engagement conferences that work for students." border="0" data-original-height="631" data-original-width="1000" height="402" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXsK_aVc993yIlWilGrmQxWIn5wHYTDQXbB8eBUho6yg_9GMX5OBQgndhcHg9jbwduKU6R3K3YpC0QBm04lrcDEIEDZXAtja8-xp9lwfx2Xbjwq0IvcCzRIk_KNj6lDgLUSSHkqNdpZ4I/s640/small+group.jpg" title="Getting students engaged in books is the best way to create life-long readers. In chapter 3 of Teaching Reading in Small Groups, Jennifer Serravallo talks about different types of engagement conferences that work for students." width="640" /></a></div>
As teachers, we are very vocal about our love for reading. We are constantly sharing new books with our students, reading aloud, and loving the excitement that reading brings. Outside of school, we read for enjoyment and to grow professionally. We talk with others about what we are reading.<br />
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Think back, though... were you always in love with reading? For some of us, that answer is a resounding yes! Books and reading were (and still are) our way to learn more about the world, escape to a different place and become "lost" in the moment. For others, the enjoyment of reading may have not come so easily. Many readers remember struggling to enjoy reading at school or at home. Finding that perfect book was difficult, and often frustrating.<br />
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Now think about your students. For some of them, reading is the highlight of their day. They would read all day, all the time, if we let them! These students are truly engaged in reading. Others, however, see reading as a chore or something they "have" to do at school or for homework. How do we get these students more engaged in reading and help them find their "reading identity?"<br />
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In chapter 3 of Jennifer Serravallo's <i>Teaching Reading in Small Groups</i>, the focus is on engaging these reluctant readers. How do we get them to enjoy reading? How do we help them choose books that will interest them? How do we keep them reading once they start? Small group conferences are the perfect way to help these students. Using data from interest inventories and engagement surveys <a href="https://www.adventuresinliteracyland.com/2018/06/teaching-reading-in-small-groups.html">(see Chapter 2)</a>, Serravallo goes through four common engagement difficulties students have:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3kO-90YCYEGjmrPoUC0TvJ1zYMM1J8TQWtYUQpDQQutjtbTZFL1Uo8PUAeqrrleBysMv0HfYDWp2AyG78mYJQWdVz9jUoEYMwuQeFjzFy9ONn3H6bLWfQtCQ14Owgfvcf8lermmFZ4wI/s1600/Slide1.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="4 types of engagement conferences" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3kO-90YCYEGjmrPoUC0TvJ1zYMM1J8TQWtYUQpDQQutjtbTZFL1Uo8PUAeqrrleBysMv0HfYDWp2AyG78mYJQWdVz9jUoEYMwuQeFjzFy9ONn3H6bLWfQtCQ14Owgfvcf8lermmFZ4wI/s640/Slide1.JPG" title="4 types of engagement conferences" width="640" /></a></div>
As we go through each type of engagement conference, think about the students who you have had as readers. How would these conferences have changed their thinking about reading?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvOPUmC7r3Rv_vGQRdyG09x-uutm-_zu0ZJ57Toe1J88PEcLv5EFZX4NC0vXfcy165RPGVb0ezp1Zw5AAXOAW64WqBfneDHizIoPxT9ktsC0iWcILFyB1S1CFRmw3Vd0eEZLym-rsc1vg/s1600/Slide2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Conferences that develop reading identity" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvOPUmC7r3Rv_vGQRdyG09x-uutm-_zu0ZJ57Toe1J88PEcLv5EFZX4NC0vXfcy165RPGVb0ezp1Zw5AAXOAW64WqBfneDHizIoPxT9ktsC0iWcILFyB1S1CFRmw3Vd0eEZLym-rsc1vg/s640/Slide2.JPG" title="Conferences that develop reading identity" width="640" /></a></div>
These students aren't really "into" reading. They abandon books frequently, often "fake read" and see reading as something they have to do. The goal here is to help students develop their identities as readers - to help them see themselves as a reader who enjoys certain books, can make decisions on what is a good book for them, and most of all, get them hooked on reading. Serravallo suggests sharing with students your own reading thinking. Show students books you have chosen that you like, ones you ended up not linking, ones you read for specific purposes.... talk about why you chose these books, what you like to read and how you know yourself as a reader. Next, have the students write or talk about books they have read. Why did they choose it? Did they like it? Why or why not? This discussion will help students develop a better sense of who they are as readers. Finally, send students off to use what they discovered about themselves as readers as they choose new books.<br />
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Think About It: How did you discover yourself as a reader? When did you find your "home run book" (Trelease, 2001) that turned you into a reader?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLv2CJ_wBlgvpSFdRs28muCax64L6-dug63KsW_kEyPUpvGcSXZDTrHBDusVoQzr150LuVWkkhMmgT_7hSEwomlMQPOdSwNlOC9Aa-T_rXQ1udjgooDPnkVlEDQHZm50zkPCMd9OjwFxE/s1600/Slide3.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Conferences that help broaden book selections" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLv2CJ_wBlgvpSFdRs28muCax64L6-dug63KsW_kEyPUpvGcSXZDTrHBDusVoQzr150LuVWkkhMmgT_7hSEwomlMQPOdSwNlOC9Aa-T_rXQ1udjgooDPnkVlEDQHZm50zkPCMd9OjwFxE/s640/Slide3.JPG" title="" width="640" /></a></div>
Without a doubt, this is my FAVORITE of the four engagement conferences! What teacher doesn't get excited about sharing new books?! Use this conference to get students hooked on new genres, different series, old favorites or to suggest new authors in a genre they are already reading. Think about how excited we all get when that Scholastic book box comes in! Once you've done some conferences with teacher recommendations, shift the focus to student favorites and let THEM recommend books to each other.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtSvJesSaDCJ8J0JafXDlepA1HuSgMiV71B2skvr5p703KkingU5rovMSg1lPBGLwm2smpx5Np3wfWxRyBAHlHiNPWvkBSW02PYKDnSkzfUd9E724D9vHX08a21jSjTVAkS01bQhNcZg4/s1600/Slide4.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Conferences that help students stay focused" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtSvJesSaDCJ8J0JafXDlepA1HuSgMiV71B2skvr5p703KkingU5rovMSg1lPBGLwm2smpx5Np3wfWxRyBAHlHiNPWvkBSW02PYKDnSkzfUd9E724D9vHX08a21jSjTVAkS01bQhNcZg4/s640/Slide4.JPG" title="Conferences that help students stay focused" width="640" /></a></div>
"For some children, what looks like disengagement in reading is really distractibility." These words from Serravallo really made me think. Some students really do enjoy reading, they just can't sustain their focus long enough to really get into a book. The goal of this small group conference is to help students recognize when they become distracted and to give them strategies they can use to refocus themselves. Serravallo shares some simple but effective ways to do this:<br />
-place a bookmark a few pages ahead and stop when you get there, then take a few seconds and resume reading<br />
- put a sticky note in the book to stop and jot your thoughts when you get there. Put the stickies farther and farther apart.<br />
- use a timer<br />
- have other "break" reads available (quick magazine article, easy to read book, etc.)<br />
One of the important things Serravallo points out is that in this group, you want to have role models, as well. These students can share how they stay focused and what their strategies are.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNSwKgb0xtyhDAMILRYGDGnxFX8PyyF0k7CJSekIddEbbCe6g1ml8Gw7NR-iPWoMKL3lFZftZU7Vgnd35c5kSqQROQILXiyaa-dQSHGB6OIaMf7eVLCrqDfVw7OXYfja1td0QxbW1h4Xw/s1600/Slide5.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Conferences that help students set reading behavior goals" border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNSwKgb0xtyhDAMILRYGDGnxFX8PyyF0k7CJSekIddEbbCe6g1ml8Gw7NR-iPWoMKL3lFZftZU7Vgnd35c5kSqQROQILXiyaa-dQSHGB6OIaMf7eVLCrqDfVw7OXYfja1td0QxbW1h4Xw/s640/Slide5.JPG" title="Conferences that help students set reading behavior goals" width="640" /></a></div>
This is the perfect group for students who have difficulty applying what is taught in mini-lessons, or who see their reading identity as WHAT they are reading, not HOW they are reading and thinking. Goals could be short or long term, but should always focus on reading behavior, not content. Think about all the things you've modeled for students during workshop time. Look around the room at the anchor charts you have created. This will help you find ideas for goals.<br />
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I absolutely LOVE Serravallo's idea of "Sign-Up Seminars!" These are conferences or discussion groups that students themselves choose to be part of. Seminar topics might be about book choice, a particular reading skill, or discussion topic. Some examples include:<br />
- "I want to learn how to write better sticky notes."<br />
- "I want to learn to be able to read aloud in a smoother voice."<br />
- "I want help choosing better books."<br />
The possibilities are endless!!! And the best part is that students will be more engaged and accountable for their learning because THEY selected the goal.<br />
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As Serravallo says, "Without engagement, we've got nothing." This is so very true. As teachers, one of our most important jobs is to instill in students a love of reading and to help them see themselves as readers. We need to do everything we can to help students engage with books and develop their reading identity, both in the classroom and outside the school doors.<br />
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Think about this - How could you use engagement conferences to support the readers in your classroom?<br />
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Links to Each Chapter:</h2>
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<b><a href="https://www.adventuresinliteracyland.com/2018/06/chapter-1-2018-summer-book-study.html">Chapter 1: Beyond Reading Groups, Beyond Guided Reading</a></b></div>
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<b><a href="https://www.adventuresinliteracyland.com/2018/06/teaching-reading-in-small-groups.html">Chapter 2: Forming Groups-Making the Invisible Visible with Assessment</a></b></div>
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<b><a href="https://www.adventuresinliteracyland.com/2018/07/teaching-reading-in-small-groups-ch-3.html">Chapter 3: Engagement</a></b></div>
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Lisa, from <a href="http://elementarystories.com/">Elementary Stories</a></div>
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<br />Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-2129006653234939633.post-4824641336221125992018-06-27T07:00:00.000-04:002018-07-15T15:16:48.418-04:00From Striving to Thriving: Ensuring Access to and Choice of Books<div class="separator" style="clear: both; text-align: center;">
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<span style="font-weight: 400;">Raise your hand if you have ever had a student say to you, "I hate reading." Most likely, every single one of us has had this heartbreaking experience with a student. But according to James Patterson in the following quote and the authors in Chapter Three, these students have just not yet found the right books. It is our responsibility as educators to provide all of our students with access to and choice of books, which is the focus of this chapter. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVRmNygUkDjPmycjYTirQNLUMTSFhw_ERsRJKRClOdoFFdfuJmpKfr1cyLOADviKbXtLc4F2ZXF0OHIpxTSSIVmiFWEt4am1ebPDNnRwynaoG6IE6CZee5xZEijm0r0W9BnSTITPh_BvE/s1600/From-Striving-to-Thriving-Quote.png" style="margin-left: 1em; margin-right: 1em;"><img alt="From Striving to Thriving: Ensure Access to and Choice of Books - Explore ways to build a comprehensive classroom library while providing students with choice and ample access to books." border="0" data-original-height="1048" data-original-width="1600" height="260" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVRmNygUkDjPmycjYTirQNLUMTSFhw_ERsRJKRClOdoFFdfuJmpKfr1cyLOADviKbXtLc4F2ZXF0OHIpxTSSIVmiFWEt4am1ebPDNnRwynaoG6IE6CZee5xZEijm0r0W9BnSTITPh_BvE/s400/From-Striving-to-Thriving-Quote.png" title="From Striving to Thriving: Ensure Access to and Choice of Books - Explore ways to build a comprehensive classroom library while providing students with choice and ample access to books." width="400" /></a></div>
<h3>
What Does the Research Say on Book Access and Choice?</h3>
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Research has consistently shown that the reading achievement of students with access to an array of interesting and authentic texts far exceeds the performance of students receiving systematic phonics instruction. Students with comprehensive classroom libraries: <i>interact more with books, spend more time reading, and demonstrate more positive attitudes toward reading</i>. Unfortunately, not all students have adequate access to books which leads them on a path of disengagement and avoidance of reading.</div>
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What Can You Do to Provide Access and Choice?</h3>
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Here are three actions teachers can take to provide book access and choice within their classrooms.</div>
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<b>1. Build a library for the readers you expect; customize it for the readers you meet.</b><br />
Teachers first need to build a comprehensive collection of books for their classroom libraries, but the work does not end there. It is equally important to continually add new texts that match the interests and capabilities of current students. Reading interest surveys are a highly beneficial tool to gain insights into students' preferences. (To find out more about reading surveys, <a href="https://www.thereadingroundup.com/2017/08/reading-interest-surveys.html">click here</a>).<br />
<b>2. Display, read aloud, and book-talk a wide range of titles.</b><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfN2Q38GEYdglCoMLinXRN3DqpXJGEgH_JJwME_x8Wg5T1oPGFoZjSG9tmpUQemcTQOURxC3WehlYI4lxSvEOjuFyWsfUMLihevx5t1w-LwPeB-xCuoc4LGHOk9g9TVJwEs96nWz8SH88/s1600/BookTalks-Heat-Poster.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="From Striving to Thriving: Ensure Access to and Choice of Books - Explore ways to build a comprehensive classroom library while providing students with choice and ample access to books." border="0" data-original-height="1031" data-original-width="800" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfN2Q38GEYdglCoMLinXRN3DqpXJGEgH_JJwME_x8Wg5T1oPGFoZjSG9tmpUQemcTQOURxC3WehlYI4lxSvEOjuFyWsfUMLihevx5t1w-LwPeB-xCuoc4LGHOk9g9TVJwEs96nWz8SH88/s320/BookTalks-Heat-Poster.png" title="From Striving to Thriving: Ensure Access to and Choice of Books - Explore ways to build a comprehensive classroom library while providing students with choice and ample access to books." width="248" /></a><span id="goog_1134897432"></span><a href="https://www.blogger.com/"></a><span id="goog_1134897433"></span>Students are highly influenced by their teachers, both positively and negatively. When a teacher endorses a book, it immediately impacts students' motivation and desire to read it. Inversely, when teachers do not endorse or urge students away from certain books, students are likely to avoid those books. One effective strategy for promoting books is through Book Talks. Here are <a href="http://bit.ly/2GooHDn">Book Talk templates</a> that my students and I like to use when creating ours.<br />
<b>3. Send books home nightly, on weekends, and over school vacations.</b><br />
Striving readers require vast amounts of authentic reading. Teachers cannot assume that students have access to books at home, instead, it is our responsibility to provide our students with opportunities to read outside of school. As a result, teachers must send home appealing and appropriate books with students daily. This is especially important over summer vacation when students from low-income homes can lose up to two months of reading growth.<br />
<h3>
Book Formats with Appealingly Low Effort-to-Reward Ratios</h3>
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Striving readers greatly benefit from books with low effort-to-to reward ratios that provide immediate gratification. These books are characterized by small amounts of text on each page, the presence of visuals and diagrams, as well as page-ending cliffhangers. </div>
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Examples of low effort-to-reward genres to add to your classroom library include:</div>
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<li><b>Compendium: </b>Collections of short facts such as <i>The Guinness Book of World Records</i>.</li>
<li><b>How-To/Procedural: </b>Cookbooks and craft books are popular options.</li>
<li><b>Anthologies: </b>Short stories within a larger bound book allow striving readers to not feel as insecure about the books they are reading.</li>
<li><b>Infographics: </b>Visual representations of information that students can easily access. <a href="https://www.kidsdiscover.com/infographics/">KidsDiscover</a> offers a variety of FREE infographics. </li>
<li><b>Joke Books: </b>Joke books and riddles also allow students an opportunity to work on fluent reading.</li>
<li><b>Interactive Books: </b>Engaging books, such as <i>Choose Your Own Adventure series</i>, that allow students to dictate how the story ends.</li>
<li><b>Free Verse Novels: </b>Novels featuring free verse poems that are unrhymed and without metrical patterns but offer powerful storylines. </li>
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<h3>
Must-Have Genres for Striving Readers</h3>
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<b>Nonfiction</b></div>
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The authors express that this genre is highly appealing to striving readers due to the real-world topics, jaw-dropping illustrations, and interesting text features. Since nonfiction books are not linear, they provide striving readers with multiple entry points to access the text.</div>
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<b>Series Books</b></div>
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"<i>Series books are to the striving reader what spinach is to Popeye: a super food!</i>" The predictability of known characters in series books is comforting to all readers, but especially to striving ones. Be aware that some series tend to be associated with specific grade levels, so striving readers may not want to read books that their peers read months or even years before.</div>
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<b>Graphic Novels</b></div>
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One of the most sought-after genres of striving and thriving students alike is graphic novels. They give students access to complex themes and storylines while providing visuals to help students maintain comprehension.</div>
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<b>Short Texts, Texts Sets, Images, and Objects</b></div>
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Articles and interviews are appealing to students because they are short and feature interesting real-world topics. <a href="https://newsela.com/articles/#/rule/latest">Newsela</a> is just one of many online resources that are full of high-interest articles. </div>
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<b>Poetry</b></div>
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As previously stated, teachers can impact students' reading habits both positively and negatively. Poetry tends to be a genre that teachers need to tread lightly with by presenting it to students in an invitational tone. By selecting the right types of poems, students can experience the playful and captivating effect poetry can have on readers. </div>
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<b>Wordless Picture Books</b></div>
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This genre is easily accessible to all readers and can "draw us into a world where even those who struggle with letter recognition can successfully read a fantastic story."<br />
<b>Be sure to check out this <a href="http://bit.ly/2MsRNRo">FREE checklist</a> to help you create a more comprehensive classroom library.</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifjm-08SBbVuCpdB0OEAezx1N1b2i-naG337MrIgZgJn7EyLuqPU1dtttyCfWGZa2gLOpAA4Ho3yBS9OM4KlQ5vmdUJeIjKP2E38TPGCLPnclJpgsyStc4BrN3X0n1tiGOvQJjFVeDvNs/s1600/From-Striving-to-Thriving-Quote2.png" imageanchor="1" style="font-size: 18.72px; margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="From Striving to Thriving: Ensure Access to and Choice of Books - Explore ways to build a comprehensive classroom library while providing students with choice and ample access to books." border="0" data-original-height="1017" data-original-width="1600" height="253" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifjm-08SBbVuCpdB0OEAezx1N1b2i-naG337MrIgZgJn7EyLuqPU1dtttyCfWGZa2gLOpAA4Ho3yBS9OM4KlQ5vmdUJeIjKP2E38TPGCLPnclJpgsyStc4BrN3X0n1tiGOvQJjFVeDvNs/s400/From-Striving-to-Thriving-Quote2.png" title="From Striving to Thriving: Ensure Access to and Choice of Books - Explore ways to build a comprehensive classroom library while providing students with choice and ample access to books." width="400" /></a></div>
<h3>
</h3>
<h3>
Where Can I Find New Books for my Classroom Library?</h3>
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Your school and public librarians are invaluable allies in your quest for books. The authors have provided a list of other reliable sources to help teachers find books:</div>
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<ul>
<li><a href="https://ccbc.education.wisc.edu/books/default.asp">The Cooperative Children's Book Center</a></li>
<li><a href="http://www.ala.org/awardsgrants/awards/browse/bpma?showfilter=no">The American Library Association</a></li>
<li><a href="https://www.socialstudies.org/publications/notables">The National Council for Social Studies</a></li>
<li><a href="http://www.nsta.org/publications/ostb/">The National Science Teachers Association</a></li>
<li><a href="http://www2.ncte.org/awards/orbis-pictus-award-nonfiction-for-children/">The Orbis Pictus Award for Outstanding Nonfiction for Children</a></li>
<li><a href="https://www.literacyworldwide.org/get-resources/reading-lists">ILA Children's Choice and Teachers' Choice Books</a></li>
<li><a href="https://nerdybookclub.wordpress.com/">Nerdy Book Club</a></li>
</ul>
<h3 style="display: inline !important;">
Next Steps</h3>
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Take time to reflect on the ideas presented in this chapter and consider ways you can better provide your students with access to and choice of books to help them develop a love of reading. Ask yourself the following questions:</div>
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<ul>
<li><b>Where can I find additional books for my classroom library?</b></li>
<li><b>How can I provide students with more access to books at home?</b></li>
<li><b>Have I done enough to promote books and get students excited about reading?</b></li>
<li><b>Have I inadvertently placed judgment on certain books or genres that have discouraged students from reading them?</b></li>
</ul>
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<h3>
OTHER POSTS IN THIS SERIES:</h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjB2fk0PZwZfUHgcltUW1JY4NxrP0nbYOPpNyFOunZo3Cz6-hvWc4GK5Pq1Xs0cZqYyteABCg6rT_EoBheyKWKGGHv_BOiC_vudlmabxEbvPB6Sx0VbO7fR42E1geB588dCoC2hAP6AbAA/s1600/From-Striving-to-Thriving-Pin.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="From Striving to Thriving: Ensure Access to and Choice of Books - Explore ways to build a comprehensive classroom library while providing students with choice and ample access to books." border="0" data-original-height="960" data-original-width="640" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjB2fk0PZwZfUHgcltUW1JY4NxrP0nbYOPpNyFOunZo3Cz6-hvWc4GK5Pq1Xs0cZqYyteABCg6rT_EoBheyKWKGGHv_BOiC_vudlmabxEbvPB6Sx0VbO7fR42E1geB588dCoC2hAP6AbAA/s400/From-Striving-to-Thriving-Pin.jpg" title="From Striving to Thriving: Ensure Access to and Choice of Books - Explore ways to build a comprehensive classroom library while providing students with choice and ample access to books." width="266" /></a><br />
<ul>
<li style="list-style: disc !important; margin: 0px 0px 0.25em; padding: 0px;"><b><span style="color: #ba1e53;"><span style="max-width: calc(770px); outline-color: initial; outline-width: initial; transition-duration: 0.2s; transition-property: all;"><a href="https://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-introduction.html">Introduction</a></span></span></b></li>
<li style="list-style: disc !important; margin: 0px 0px 0.25em; padding: 0px;"><b><a href="https://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-table-labels.html">Chapter 1-Table the Labels</a></b></li>
<li style="list-style: disc !important; margin: 0px 0px 0.25em; padding: 0px;"><b><a href="https://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-cultivate.html">Chapter 2-Cultivate Curiosity</a></b></li>
<li style="list-style: disc !important; margin: 0px 0px 0.25em; padding: 0px;"><b><a href="https://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-choice.html">Chapter 3-Ensure Access to and Choice of Books</a></b></li>
<li style="list-style: disc !important; margin: 0px 0px 0.25em; padding: 0px;"><b><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-chapter-4.html">Chapter 4-Pump Up the Reading Volume</a></b></li>
<li style="list-style: disc !important; margin: 0px 0px 0.25em; padding: 0px;"><b><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-book-match.html" target="_blank">Chapter 5-Book-Match Relentlessly</a></b></li>
<li style="list-style: disc !important; margin: 0px 0px 0.25em; padding: 0px;"><b>Chapter 6-Teach Thinking-Intensive Reading</b></li>
<li style="list-style: disc !important; margin: 0px 0px 0.25em; padding: 0px;"><b>Chapter 7-Assess Readers in the Round</b></li>
<li style="list-style: disc !important; margin: 0px 0px 0.25em; padding: 0px;"><b>Chapter 8-Advocate Tirelessly</b></li>
<li style="list-style: disc !important; margin: 0px 0px 0.25em; padding: 0px;"><b>Synopsis and Supplemental Materials</b></li>
</ul>
<div>
Next Wednesday, we'll be ready for chapter four, <u style="font-weight: bold;">Pump Up the Reading Volume</u>, with Laura from <u style="font-weight: bold;"><a href="http://www.readingbyheart.com/">Reading by Heart</a></u> as our blogger.</div>
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Melissa @ The Reading Rounduphttp://www.blogger.com/profile/01023179342650069760noreply@blogger.com5tag:blogger.com,1999:blog-2129006653234939633.post-24522397842361226982018-06-24T09:31:00.000-04:002018-06-30T11:45:02.102-04:00Teaching Reading In Small Groups - Chapter 2: "Forming Groups: Making the Invisible Visible Through Assessment"When I signed up for this summer book study, I immediately gravitated towards chapter 2! I have always struggled with small group reading instruction (hence, the book study participation) and one of my biggest struggles is HOW to get the kids into groups that make sense AND allow for the greatest amount of growth in all students. It seems like my reading groups tend to stay static for a loooong time and then abruptly change. Jennifer Serravallo has laid out some great ideas for how to create the best groups for your students and keep them flexible as their needs change.<br />
<a name='more'></a><br />
Here are some of the highlights of chapter 2 in our 2018 Summer Book Study - "Forming Groups: Making the Invisible Visible Through Assessment."<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKjIUtCw5HsgUzKT_2nH9obFk9mz1Yv7w6B7eNQ3n3a9X-aO-jsZc1eJmg6zO_Sl-G8SKCfTTFz2qREPVTge7of374BFpIqHl_ZkH13bNVdl859LcLgINXQAwiYa052UV07sAkdUUd-6w/s1600/34984987_10157480616950744_8752733583598157824_o.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Assessment is an important part of planning, but how do you assess all aspects of reading. Jennifer Serravallo has great recommendations in her book, and this post reviews her ideas." border="0" data-original-height="631" data-original-width="1000" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKjIUtCw5HsgUzKT_2nH9obFk9mz1Yv7w6B7eNQ3n3a9X-aO-jsZc1eJmg6zO_Sl-G8SKCfTTFz2qREPVTge7of374BFpIqHl_ZkH13bNVdl859LcLgINXQAwiYa052UV07sAkdUUd-6w/s1600/34984987_10157480616950744_8752733583598157824_o.jpg" title="Assessment is an important part of planning, but how do you assess all aspects of reading. Jennifer Serravallo has great recommendations in her book, and this post reviews her ideas." /></a><br />
One of the toughest things about reading instruction, in my opinion, is actually seeing what students are able to do and what they are struggling with. Coming from a teacher who LOVES teaching math, it is so much harder to see the processes students are using when they are reading. In this chapter, Serravallo outlines ideas for individualized assessment that will help you learn as much as possible about your readers so they can easily be grouped and regrouped as necessary!<br />
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The second chapter begins with a refresher on assessment - types of assessments and the purposes of each. Serravallo makes it clear that multiple means of assessment are necessary to get a complete picture of your readers and tailor instruction to their needs.<br />
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Next up, the author discusses ways of assessing students' engagement, fluency, print work strategies, comprehension and conversation. At first, I felt like this was going to be overwhelming but she presents doable ideas for each aspect of reading instruction.<br />
<h3>
<u>Engagement</u></h3>
I am completely guilty of the "if they're reading they're getting better at reading" mentality. If students aren't engaged and excited about what they are reading, certainly they are not improving their skills or practicing their strategies. There are multiple ways Serravallo suggests for assessing students' level of engagement in their books in order to help instruct them appropriately.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigMWmAX-45fNvwK_-I_Ue_FMPdkPL6svncpJjkRHTa1aZzUNrWdCkFsgidl6K8PbO8bviy6TTJhezZ07OH0lGpUM86tmL-h1j89mHG2-ZciwVXGAn6NMSgsQdFQjmhGCcdM1q0pzPN4e4/s1600/Slide2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Assessing Engagement" border="0" data-original-height="960" data-original-width="1600" height="384" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigMWmAX-45fNvwK_-I_Ue_FMPdkPL6svncpJjkRHTa1aZzUNrWdCkFsgidl6K8PbO8bviy6TTJhezZ07OH0lGpUM86tmL-h1j89mHG2-ZciwVXGAn6NMSgsQdFQjmhGCcdM1q0pzPN4e4/s640/Slide2.png" title="Assessing Engagement" width="640" /></a></div>
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<b><u>Engagement Inventory</u></b><br />
Have you ever paused for a moment to look around your classroom during independent reading time or while you are meeting with a group? In my room, it always <i>looks </i>like kids are engaged in their reading, but if I watched for a bit longer, what might I see? Kids looking around? Kids flipping through pages? Eyes on books? Students making faces at each other? (I teach 5th grade, so...) Serravallo describes an idea for collecting data during this important time of the school day in order to determine the engagement levels of her students.<br />
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She created a checklist with all the student names down one side. Then she created a code system for things she might observe - ✓ for engaged, W for looking out the window, R for reacting to text, etc. She observed them in 5 minute increments and then used the data to determine who might need some support choosing books, who might need some support with reading stamina and who was already engaged for the entire reading block!<br />
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<u><b>Book Logs</b></u><br />
This section made me bristle a little bit because I've just done away with reading logs in my classroom! The ideas in this book are very different though. Book Logs are a way for teachers to collect data on the types of book a child is choosing, how much time they spend reading at home and at school and their page per minute rate of reading. As opposed to taking a grade for at home reading, a book log is an opportunity to gather data about student reading habits. Older students record the date, whether they read at school or home, the title of the book, number of pages read and amount of time. Younger students tally whether they read at school or at home - one tally for every book finished.<br />
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<b><u>Reading Interest Inventory</u></b><br />
This was my favorite part of this section! I've always done a reading inventory with questions like, "What is your favorite book?" and "What genres do you like?" but Serravallo points out that this really presumes that the student already likes reading! Her idea for a Reading Interest Inventory includes questions like, "When you hear it's time for reading, what do you think?" and "If you could request anything to be a part of the classroom library, what would it be?"<b> </b>In the right classroom culture, students feel they can be honest with their teacher. I think I might make it clear that I'm only looking for honest answers - not grading it or using it for any purpose other than reading it for information.<br />
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<b><u>How does this help me make groups?</u></b><br />
These assessments for engagement will help you sort out the root cause of a student's disengagement. Depending on the root, you can create a group targeted to that specific need! Serravallo says, "If I can figure out the root of what is causing the disengagement, then I can target instruction toward the root."<br />
<h3>
<u>Fluency</u></h3>
When I taught 3rd grade, I was required to give the DIBELs assessment to my struggling readers. I remember thinking, "Wait a minute. This doesn't really give a complete picture of my readers!" and Jennifer Serravallo confirmed my thinking in this section. Fluency, while an important component, really is only one piece of the puzzle. However, assessing fluency is still necessary and she gives a few ways to do it.<br />
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<b><u>Shared Reading</u></b><br />
Listening in while students are reading during a shared reading lesson might sound a little daunting, but Serravallo suggests breaking the class up into groups while sitting on the carpet. Each group reads a different section so you can focus on listening to individual readers. She also suggests tuning into a specific aspect of fluency, such as phrasing, ending punctuation, etc. and keeping notes on a checklist with each child's name.<br />
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<b><u>Running Records</u></b><br />
As an upper elementary teacher, I have always struggled with running records, but I appreciate the need for them as a data collection tool! Some of the suggestions in chapter 2 make it sound more appropriate for older kids as well. She suggests keeping track of other things besides just accuracy and time - How many words does the child include in a phrase? Do they attend to ending punctuation? Do their phrases preserve the author's syntax? While reading with students it would be helpful to keep a checklist of these items with your running record.<br />
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<b><u>One-on-One Conferences</u></b><br />
Reading with a student one-on-one and talking to them about their reading might be the best way to determine their fluency needs! Most students in upper grades don't need to read much out loud (if anything at all) because you probably already know which students might benefit from work in fluency. You can use your conference to teach one specific thing to help the student's fluency improve. Serravallo has a great example in her book of a student who needed work on matching his expression with how the character is feeling, and how easy it was to address that issue during a quick one-on-one session.<br />
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<b><u>Partnerships or Clubs</u></b><br />
I love this idea for some sneaky assessment! While students are meeting with their book clubs or reading with a partner, you are already monitoring, right? Why not listen in and take some notes on student fluency? Students often read some of their books aloud while working with their teams and it would be easy enough to gather some information while they are in their book clubs.<br />
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<b><u>How does this help me make groups?</u></b><br />
Serravallo reminds us in this chapter that fluency is one important part of reading instruction. She also makes the important point that when grouping for fluency, specific fluency skills should be considered instead of just lumping all the non-fluent readers together. For example, a group of students who all need instruction on using ending punctuation!<br />
<h3>
<u>Print Work Strategies</u></h3>
Print Work Strategies are the strategies students use to make meaning out of the visual information in a text or in print. Younger readers are developing these skills to decode unfamiliar words and problem solve while reading. In more proficient readers, these strategies are often "underground" and it takes a bit more work to figure out how they are using those strategies in their reading.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoF3yDu6QESTiJIepCjmRJ7yoHAq9JCdaGHlt_WA1E5unmy3akAKLHxrdy6_-wDMX05BDaVgt0HVLQcqCP9hy9fDPQ6Av17ozSrr3tW6t1Q-0X2n5z0zbk4FPPS94g4aio_-mVgs8BkE8/s1600/Slide4.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Assessing Print Work Strategies" border="0" data-original-height="960" data-original-width="1600" height="384" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoF3yDu6QESTiJIepCjmRJ7yoHAq9JCdaGHlt_WA1E5unmy3akAKLHxrdy6_-wDMX05BDaVgt0HVLQcqCP9hy9fDPQ6Av17ozSrr3tW6t1Q-0X2n5z0zbk4FPPS94g4aio_-mVgs8BkE8/s640/Slide4.png" title="Assessing Print Work Strategies" width="640" /></a></div>
<b><u>Running Records</u></b><br />
Here are those running records again! When assessing for print work strategies, there are 3 things to consider: Does the mistake make sense? Does it sound right? Does it look right? These three questions get to the heart of making meaning out of print - meaning, syntax and visual. Depending on the types of mistakes or self-corrections students are making, you can determine where the student might need instruction. She gives some great examples in the book of what to look for when determining which type of error students are making!<br />
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<b><u>One-on-One Conferences</u></b><br />
During a one-on-one conference is a great time to informally gather some data about your younger readers especially. You can do a quick running record in your notes, or take some anecdotal notes to assess their print errors and determine next steps.<br />
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<b><u>How does this help me make groups?</u></b><br />
Once you have enough data about individuals and how they are interacting with print, it would be ideal to group students based on their specific needs - just like with fluency and engagement! (I'm starting to see a pattern here!) If students are making mostly meaning errors, a small group focused on that skill would be perfect.<br />
<h3>
<u>Comprehension</u></h3>
This is the meatiest section of the chapter, in my opinion! Comprehension has so many different facets to consider and it's really our main goal when reading. Serravallo outlines the comprehension skills she considers when assessing students: activating prior knowledge, determining most important ideas and themes, creating visual and sensory images, asking questions, drawing inferences, retelling and synthesizing, and using fix-up strategies. Comprehension skills and strategies can be the trickiest to assess, according to the author, because the strategies are invisible unless a student writes them down or talks to another student.<br />
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In the first part of this section, Serravallo has a great idea for checking in on comprehension by using a stop and jot strategy. (This strategy is helpful for all of the following assessment ideas!) Essentially, students stop at certain points during read aloud and answer a question posed by the teacher in order to gather data about student thinking. Each question was designed to showcase a different aspect of student comprehension: activating prior knowledge, visualizing, synthesizing and inferring. It seemed like a quick and easy way to get a snapshot of students' ideas and abilities.<br />
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She also has several other ideas for assessing and gathering data about comprehension.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJvWcvZmtxZ_mgZPQvPZ1yoHu9h36MoMdDrfxVNa-xrEerla0GM6BLXCCN1OPBkrPtgux53Un1CX9W_QR0d4PdhDi1WkSIMc_6n6NqtmYOm1vkE2Fh1CqQCxUCqkhIp9ZWZnE-zROCX2A/s1600/Slide5.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Assessing Comprehension" border="0" data-original-height="960" data-original-width="1600" height="384" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJvWcvZmtxZ_mgZPQvPZ1yoHu9h36MoMdDrfxVNa-xrEerla0GM6BLXCCN1OPBkrPtgux53Un1CX9W_QR0d4PdhDi1WkSIMc_6n6NqtmYOm1vkE2Fh1CqQCxUCqkhIp9ZWZnE-zROCX2A/s640/Slide5.png" title="Assessing Comprehension" width="640" /></a></div>
<b><u>Reading Portfolios</u></b><br />
I loved this idea! Essentially, each student has a folder with pages for each month. The idea is to keep track (through sticky notes, anecdotal notes, etc.) of how a students is progressing with each comprehension strategy during each month. Another idea was to keep a page for each skill and track student progress throughout the year with notes or sticky note evidence. This seems like a simple way to track progress without doing a formal assessment several times a year. If our main focus is comprehension, then this would be a great way to keep track of students' skills throughout the year and to see what kind of groups would make sense for your class.<br />
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<b><u>Reading Notebooks</u></b><br />
Another way to assess comprehension is through writing about reading. Keeping a reading notebook is a great way for students to jot down their thinking during independent reading, in order to prepare for book clubs or discussions, write in response to the read aloud and writing to reflect on their reading processes. This seems like a great way to keep a record of thinking and see how students grow and change throughout the year. This also seems to be a great idea for students to keep track of their thinking. (Those stop and jot sticky notes from above would be a great addition to a reading notebook!)<br />
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<b><u>Clubs and Partnerships</u></b><br />
Listening to conversations about reading can be very revealing about comprehension success and difficulties! By listening in to their book club conversations, you can listen for the same things you would look for in their writing to determine the next steps for each reader.<br />
<h3>
<u>Minilesson Active Involvements</u></h3>
Another sneaky way to collect data!! While students are practicing a strategy that has just been taught in their small group, listen in to their conversations and make a mental note about what you see and hear. Students could also write down how they used the strategy on a sticky to hand in before leaving the group. This is another quick way to determine who needs more support and who is ready to move on.<br />
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<b><u>Individual Conferences</u></b><br />
Talking to students about their reading is one of the best ways to glean information about their skills and strategies. Starting off by having an idea of which skill you want to look for is a good way to enter into a conference. As you talk to the student, jot down notes about your impressions of the student's skills and next steps. Serravallo has a simple two column chart with the headings "Compliments I could give the reader" and "what I could teach the reader." She chooses one compliment, one teaching point for the conference and one idea that could be a next step. (This really resonated with me because I try to teach them everything in one conference! I need to remember to choose one thing for now and one thing for later!)<br />
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<b><u>How does this help me make groups?</u></b><br />
Any of these ideas are a great record of student progress over time, but will also give you a quick snapshot of where they are right in that moment. Students' level of comprehension can differ, even within a certain skill, so be careful that they are working at approximately the same level of proficiency. Serravallo uses the example of a student who is working on inferring about the character only based on how the character feels. Another student might not be thinking about the character's feelings but is making predictions about what will happen next. Both children are inferring, but in very different ways.<br />
<h3>
<u>Conversation</u></h3>
Conversation is an important part of assessing comprehension, and often students need explicit instruction on HOW to have a productive conversation. In order to be able to focus on student comprehension we need to be sure they can have an open and effective conversation.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRaIM7EY4AvMlhPfX3Ivg468aOT-iFx-h6GBgisy0AmJ-zFZBpFyQ3o8W0nDA5jBQpl1BwCXAJ5DLq2I_uH1Y_JtEwzWslP6F2f2hvxk1LgemBF_CDRLQsOGvsRgruhvrD4Mh4dg0iu5U/s1600/Slide6.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Assessing Conversation" border="0" data-original-height="960" data-original-width="1600" height="384" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRaIM7EY4AvMlhPfX3Ivg468aOT-iFx-h6GBgisy0AmJ-zFZBpFyQ3o8W0nDA5jBQpl1BwCXAJ5DLq2I_uH1Y_JtEwzWslP6F2f2hvxk1LgemBF_CDRLQsOGvsRgruhvrD4Mh4dg0iu5U/s640/Slide6.png" title="Assessing Conversation" width="640" /></a></div>
<b><u>Whole-Class Conversation</u></b><br />
Observing and taking notes during whole class discussions can yield plenty of information. As students are responding to a shared text, Serravallo suggests jotting down what students say and who is doing the talking. This also helps keep track of any students who are not participating and any who might be dominating the conversation.<br />
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<b><u>Partnerships and Book Clubs</u></b><br />
During book club meetings or partner conversations, you can keep track of student thinking and participation in a similar way to whole class conversations. This requires confidence in the abilities of your students to carry on a conversation without your direct supervision, but once students can handle it you are free to roam the room and take notes on how students are dialoging, listening and responding to each other.<br />
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<b><u>How does this help me make groups?</u></b><br />
This information might not help you make a small group, but it may help you know which conversation skills to work on with certain groups OR which students may need a role model for a specific skill in a different group.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh50TszeKn4Rt7uQAbi5dwaA7xfGQmG1_fLeTwAWYNZHF7Q0F6OZeaxK5ptpI-WJbDYtjfHS1ECM5VDVXSs9DqaHtdwrpl8ErPBdiVAXnaxEbdIV9EoVIdCP1bj-DPjgv3Zm0j_Bbihioo/s1600/Slide7.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Serravallo Ending Quote" border="0" data-original-height="960" data-original-width="1600" height="384" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh50TszeKn4Rt7uQAbi5dwaA7xfGQmG1_fLeTwAWYNZHF7Q0F6OZeaxK5ptpI-WJbDYtjfHS1ECM5VDVXSs9DqaHtdwrpl8ErPBdiVAXnaxEbdIV9EoVIdCP1bj-DPjgv3Zm0j_Bbihioo/s640/Slide7.png" title="Serravallo Ending Quote" width="640" /></a></div>
Even though this book is about small group conferences, setting up your small groups for success depends on the amount and type of information you can gather from your students as individuals. As I said at the beginning, collecting all this data (whether formal or informal) can seem like a formidable task. But I love the way that Jennifer Serravallo gives practical ideas that can fit seamlessly into a reading workshop model! I know I have a lot of new ideas to try.<br />
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Leave your thoughts in the comments below!<br />
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Do you need to grab your own copy of <u>Teaching Reading in Small Groups</u> by Jennifer Serravallo? Click the picture below. (The link below is an affiliate link, which means for each purchase I receive a small commission.)<br />
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<h2>
Links to Each Chapter:</h2>
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<b><a href="https://www.adventuresinliteracyland.com/2018/06/chapter-1-2018-summer-book-study.html">Chapter 1: Beyond Reading Groups, Beyond Guided Reading</a></b></div>
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<b><a href="https://www.adventuresinliteracyland.com/2018/06/teaching-reading-in-small-groups.html">Chapter 2: Forming Groups-Making the Invisible Visible with Assessment</a></b></div>
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<b><a href="https://www.adventuresinliteracyland.com/2018/07/teaching-reading-in-small-groups-ch-3.html">Chapter 3: Engagement</a></b></div>
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Be sure to join us every Sunday for a synopsis of each chapter, each from a different blogger. Thanks for participating and we will see you next week!<br />
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Nichole from <a href="http://craftofteaching.blogspot.com/">The Craft of Teaching</a><br />
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<br />The Craft of Teachinghttp://www.blogger.com/profile/00560657325396618990noreply@blogger.com2tag:blogger.com,1999:blog-2129006653234939633.post-62088438913373508172018-06-20T06:00:00.001-04:002021-04-10T13:07:06.233-04:00FROM STRIVING TO THRIVING: CULTIVATE CURIOSITYCuriosity matters.<br />
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This simple statement by Harvey and Ward is the focus of Chapter 2 in <i>From</i> <i>Striving to Thriving</i>. The authors believe that questioning is the strategy that moves learners forward, especially striving readers, and that it is our job as teachers to convince them that we value their inquiries.<div><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghXlp_q_NpKPykIjiQaH_EuJH6wWe-7G_zkoKf3wdSlqghI6hPN6nFDOPLheFnOEmtJnHql6v3E5XC4v-sl0FrWVl_A4ikuugzi8QnamiRtVnwWaIIFmvrqMZVXTN7GDztQqwTUaUmcK8/s1600/Striving+to+Thriving+FB+Header+Chapter+2.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Explore Chapter 2 of From Striving to Thriving and learn about how cultivating curiosity and encouraging questioning are necessary strategies in helping striving readers develop interest and confidence." border="0" data-original-height="918" data-original-width="1536" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghXlp_q_NpKPykIjiQaH_EuJH6wWe-7G_zkoKf3wdSlqghI6hPN6nFDOPLheFnOEmtJnHql6v3E5XC4v-sl0FrWVl_A4ikuugzi8QnamiRtVnwWaIIFmvrqMZVXTN7GDztQqwTUaUmcK8/s1600/Striving+to+Thriving+FB+Header+Chapter+2.png" title="From Striving to Thriving: Cultivate Curiosity-Explore Chapter 2 of Striving to Thriving and learn about how cultivating curiosity and encouraging questioning are necessary strategies in helping striving readers develop interest and confidence." /></a></div>
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Nourishing or encouraging the desire to know more is a task that the authors of <i>From</i> <i>Striving to Thriving </i>take very seriously. Because children are born naturally curious, they feel that it is our duty then to feed their need to ask questions and wonder. Sadly, they observe that conventional schooling focuses more on students finding the answers.</div>
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<br /></div><h2 style="text-align: center;">Immerse Readers in Visual Images </h2><h2 style="text-align: center;">And Content Areas </h2><h2 style="text-align: center;">That Interest Them</h2><div style="text-align: left;"><br /></div>
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Harvey and Ward stress that we must immerse all of our readers, especially the striving ones, in visual images, novel ideas, and content that interests them in order to improve their intellectual growth. We must communicate that we believe in them, and that we value their questions. We need to listen more, observe carefully, and understand what they need. By doing all of these things, we will know them better and be able to help them thrive.</div><div style="text-align: left;"><br /></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRQNBVm8BCe_S3UkjRckvesrDApyND1mWC_GFMyxmKMLS8scbNYEYga6cVLmqJqalJcJFxesPaFnH-TlT8zNdsHmhRDq_pEEU99-w4tGP2jadHKWlMj-bFcXIUEjfFjsWL2JLMHT6ABPo/s1600/Slide1.PNG" style="margin-left: 1em; margin-right: 1em;"><img alt="Explore Chapter 2 of Striving to Thriving and learn about how cultivating curiosity and encouraging questioning are necessary strategies in helping striving readers develop interest and confidence." border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRQNBVm8BCe_S3UkjRckvesrDApyND1mWC_GFMyxmKMLS8scbNYEYga6cVLmqJqalJcJFxesPaFnH-TlT8zNdsHmhRDq_pEEU99-w4tGP2jadHKWlMj-bFcXIUEjfFjsWL2JLMHT6ABPo/s400/Slide1.PNG" title="Striving to Thriving: Cultivate Curiosity-Explore Chapter 2 of Striving to Thriving and learn about how cultivating curiosity and encouraging questioning are necessary strategies in helping striving readers develop interest and confidence." width="400" /></a></div><div><br /></div><div><br /></div><div><br /></div><h2 style="text-align: center;">Model The Process</h2><div><br /></div>
In order to convince our students that questioning is an important strategy for readers, we must model the process ourselves. We need to show them that as adults we do NOT have all of the answers, and that we are curious creatures too!</div><div><br /></div><div><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1k96q71fNsSh9DTwsfTc4u5XE3uLSKJv6fb4fOcg2QA9ctPSxnquM0kY-500QTx5STfwGsV3FENr-5oEXTCYxaBj2Ld3303nkW5Y7SU5uN3MkvLIM9Ztka973011i4KgoladaaVJp-Po/s1600/Slide2.PNG" style="margin-left: 1em; margin-right: 1em;"><img alt="Explore Chapter 2 of Striving to Thriving and learn about how cultivating curiosity and encouraging questioning are necessary strategies in helping striving readers develop interest and confidence." border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1k96q71fNsSh9DTwsfTc4u5XE3uLSKJv6fb4fOcg2QA9ctPSxnquM0kY-500QTx5STfwGsV3FENr-5oEXTCYxaBj2Ld3303nkW5Y7SU5uN3MkvLIM9Ztka973011i4KgoladaaVJp-Po/s400/Slide2.PNG" title="Striving to Thriving: Cultivate Curiosity-Explore Chapter 2 of Striving to Thriving and learn about how cultivating curiosity and encouraging questioning are necessary strategies in helping striving readers develop interest and confidence." width="400" /></a></div>
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<span style="text-align: start;">We can make curiosity contagious by creating visual models of our thinking and questions, and then follow through with research and reading to find the answers. Wonder Walls, Wonder Books, and Wonder Boxes are three structures the authors recommend to help students hold their thinking, make wonder visible, and collaborate with others. </span></div><div style="text-align: left;"><span style="text-align: start;"><br /></span></div><div style="text-align: left;"><span style="text-align: start;"><br /></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhev3oOsJAR2CfwPp7uYvgvGCmwO179N7q5g-DRYptIYPFIX64YGONmaMDiAwE5tvB0FwRgr7qFD1eMX7gwULCqwXlLyNf4ZeBKm2PoeDyjnOZqsmWmC5d00YZgywlrt8EuTE6VDHt-R1M/s1600/Wonder+Tools+Revised.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Explore Chapter 2 of Striving to Thriving and learn about how cultivating curiosity and encouraging questioning are necessary strategies in helping striving readers develop interest and confidence." border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhev3oOsJAR2CfwPp7uYvgvGCmwO179N7q5g-DRYptIYPFIX64YGONmaMDiAwE5tvB0FwRgr7qFD1eMX7gwULCqwXlLyNf4ZeBKm2PoeDyjnOZqsmWmC5d00YZgywlrt8EuTE6VDHt-R1M/s400/Wonder+Tools+Revised.png" title="Striving to Thriving: Cultivate Curiosity-Explore Chapter 2 of Striving to Thriving and learn about how cultivating curiosity and encouraging questioning are necessary strategies in helping striving readers develop interest and confidence." width="400" /></a></div>
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On pages 76-77 and 262-267, the authors describe and provide photos of how they use index cards, chart paper, photos, post-it notes, and composition books to help students record, display, and respond to their questions. Wonder Walls, Wonder Books, and Wonder Boxes are ways for students to focus not only on their personal questions but also on questions they have about curricular topics and common themes. Their use of graphic organizer sheets to give children space to work out their thinking through writing and drawing sends the message that their questions matter.</div><div style="text-align: center;"><br /></div><h2 style="text-align: center;">Allow Children To Work Out Their Thinking And Ask Questions</h2><div style="text-align: left;"><br /></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkGlcAec4Oqia1G-2-JudezLYfGQ7f7T0Z_3sSiTy1rwNrGpoZern8O5Kqz-1EZi5B-IP159Vd7W2viTYgpAlvSDNhBK51yt6o1o2bzfBRNUIDfHMvjPop97t8RX8JQNwfWQy7MPqCE0s/s1600/Slide3.PNG" style="margin-left: 1em; margin-right: 1em;"><img alt="Explore Chapter 2 of Striving to Thriving and learn about how cultivating curiosity and encouraging questioning are necessary strategies in helping striving readers develop interest and confidence." border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkGlcAec4Oqia1G-2-JudezLYfGQ7f7T0Z_3sSiTy1rwNrGpoZern8O5Kqz-1EZi5B-IP159Vd7W2viTYgpAlvSDNhBK51yt6o1o2bzfBRNUIDfHMvjPop97t8RX8JQNwfWQy7MPqCE0s/s400/Slide3.PNG" title="Striving to Thriving: Cultivate Curiosity-Explore Chapter 2 of Striving to Thriving and learn about how cultivating curiosity and encouraging questioning are necessary strategies in helping striving readers develop interest and confidence." width="400" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0fHs_SNQKqPAuTGtl-cOOLFSyObqvt6gf8eYrGpdBYzYUlHx_G-avLpxr7lOc5hnavJOmRQ7OLOwGRowa8TXVRVLxnDLadwq-CrhqSlNhOeBfAGXJl0AZhmvb7mEUvKMZ6AJQhSJ2EAs/s1600/Slide5.PNG" style="margin-left: 1em; margin-right: 1em;"><img alt="Explore Chapter 2 of Striving to Thriving and learn about how cultivating curiosity and encouraging questioning are necessary strategies in helping striving readers develop interest and confidence." border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0fHs_SNQKqPAuTGtl-cOOLFSyObqvt6gf8eYrGpdBYzYUlHx_G-avLpxr7lOc5hnavJOmRQ7OLOwGRowa8TXVRVLxnDLadwq-CrhqSlNhOeBfAGXJl0AZhmvb7mEUvKMZ6AJQhSJ2EAs/s400/Slide5.PNG" title="Striving to Thriving: Cultivate Curiosity-Explore Chapter 2 of Striving to Thriving and learn about how cultivating curiosity and encouraging questioning are necessary strategies in helping striving readers develop interest and confidence." width="400" /></a></div>
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I created the following set of graphic organizers for my second graders this year to use prior to our ELA study of the Titanic. They were a great way to access their prior knowledge, visualize their thinking, and generate questions they wanted to find answers to as we read a variety of texts about the topic. You can find the samples pictured and blank templates <a href="https://drive.google.com/file/d/13_fU1jeKL0dU_96c_R_5piUfLrSyYzgl/view?usp=sharing" target="_blank">{HERE}</a>.</div><div style="text-align: left;"><br /></div><h2 style="text-align: center;">Build Visual Literacy Skills</h2><div style="text-align: left;"><br /></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqSgIU2PGofiAspFwSYewtO_kuJucy8kmU8N2GxU3cUtybOePMl0v0EhHoURmue5EaiByPaHu8EeS387UbuFgodZ-Yo40SBPlrEFr_ZQ557EHRoORjnKeRnW1YUdal-P8beuvT_WD-KIM/s1600/Wonder+Resources+FREEBIE.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Explore Chapter 2 of Striving to Thriving and learn about how cultivating curiosity and encouraging questioning are necessary strategies in helping striving readers develop interest and confidence." border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqSgIU2PGofiAspFwSYewtO_kuJucy8kmU8N2GxU3cUtybOePMl0v0EhHoURmue5EaiByPaHu8EeS387UbuFgodZ-Yo40SBPlrEFr_ZQ557EHRoORjnKeRnW1YUdal-P8beuvT_WD-KIM/s400/Wonder+Resources+FREEBIE.png" title="Striving to Thriving: Cultivate Curiosity-Explore Chapter 2 of Striving to Thriving and learn about how cultivating curiosity and encouraging questioning are necessary strategies in helping striving readers develop interest and confidence." width="400" /></a></div>
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On pages 81-84, Ward and Harvey provide a bullet list of resources and websites to help incorporate inquiry-based learning into your classroom schedule. Genius Hours, Open Inquiries, Capstone Projects, and Real-Time Information Apps are all structures that allow students to research their own interests, which leads to more engaged reading.</div><div style="text-align: left;"><br /></div><div style="text-align: left;"><br /></div>
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The authors also promote the introduction of historical figures who have promoted curiosity as a virtue. They suggest displaying both their photos and quotes to help spark discussion about how curiosity can truly be a key to success. Feel free to display this set of inspirational posters in your classroom. They are included in the free packet linked above!</div><div style="text-align: left;"><br /></div><div style="text-align: left;"><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjV_DyT0BJ1Z563EQzanrsRsHuALFnvajlfhA3k2bs7Vwy402p6_sG0_7zgWEeAvLN5YWZlrGVxKCRtk9nLA3cHUIvmqWevTQvLFnpp5pGR4JpBBokdF6ncP5RErm3WwHHmDgOEgiS1SsY/s1600/Curiosity+Quote+Posters+Revised.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Explore Chapter 2 of Striving to Thriving and learn about how cultivating curiosity and encouraging questioning are necessary strategies in helping striving readers develop interest and confidence." border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjV_DyT0BJ1Z563EQzanrsRsHuALFnvajlfhA3k2bs7Vwy402p6_sG0_7zgWEeAvLN5YWZlrGVxKCRtk9nLA3cHUIvmqWevTQvLFnpp5pGR4JpBBokdF6ncP5RErm3WwHHmDgOEgiS1SsY/s400/Curiosity+Quote+Posters+Revised.png" title="Striving to Thriving: Cultivate Curiosity-Explore Chapter 2 of Striving to Thriving and learn about how cultivating curiosity and encouraging questioning are necessary strategies in helping striving readers develop interest and confidence." width="400" /></a></div>
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In closing, I am sharing a statement from this chapter that resonated deeply when I read it. By providing my strivers with the opportunity to ask the questions about what interests them, and then providing reading experiences that help them find answers, they will naturally become thrivers.</div>
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Encouraging their curiosity is the key to that process.</div><div style="text-align: left;"><br /></div><h2 style="text-align: center;">Encourage Curiousity and Questioning</h2><div style="text-align: left;"><br /></div><div style="text-align: left;"><br /></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBK7GqZ5basDlRSs3LJBMAzz1uT4IX2E8DqFQEikC_sB0DlefF-YSKtYxWIJuqNBdo2VaqjFmDhnNahdOahOJReWNq9UEIM8fxsk6eEhyphenhyphenxE6X-WyG-y1g6vN8VmylxHLTW7F7Lry1VnnU/s1600/Slide8.PNG" style="margin-left: 1em; margin-right: 1em;"><img alt="Explore Chapter 2 of Striving to Thriving and learn about how cultivating curiosity and encouraging questioning are necessary strategies in helping striving readers develop interest and confidence." border="0" data-original-height="768" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBK7GqZ5basDlRSs3LJBMAzz1uT4IX2E8DqFQEikC_sB0DlefF-YSKtYxWIJuqNBdo2VaqjFmDhnNahdOahOJReWNq9UEIM8fxsk6eEhyphenhyphenxE6X-WyG-y1g6vN8VmylxHLTW7F7Lry1VnnU/s400/Slide8.PNG" title="Striving to Thriving: Cultivate Curiosity-Explore Chapter 2 of Striving to Thriving and learn about how cultivating curiosity and encouraging questioning are necessary strategies in helping striving readers develop interest and confidence." width="400" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1kYgJJYSJqy3Zrpw5Hgn-38-DCODMOqhxlzSDJzpmqLzopuhFGJ75gy8bhy54XWuQhoJdUY5uKvxffFO6D15urCE6iZ3Ba7061nQ-P_uEEKckY9i5DyiQp62CrT7P9HUE6KW2cUYXwzw/s1600/Striving+to+Thriving%252C+Ch.+2+Pin.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Explore Chapter 2 of Striving to Thriving and learn about how cultivating curiosity and encouraging questioning are necessary strategies in helping striving readers develop interest and confidence." border="0" data-original-height="1152" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1kYgJJYSJqy3Zrpw5Hgn-38-DCODMOqhxlzSDJzpmqLzopuhFGJ75gy8bhy54XWuQhoJdUY5uKvxffFO6D15urCE6iZ3Ba7061nQ-P_uEEKckY9i5DyiQp62CrT7P9HUE6KW2cUYXwzw/s400/Striving+to+Thriving%252C+Ch.+2+Pin.png" title="Striving to Thriving: Cultivate Curiosity-Explore Chapter 2 of Striving to Thriving and learn about how cultivating curiosity and encouraging questioning are necessary strategies in helping striving readers develop interest and confidence." width="266" /></a>As always, thanks so much for sharing my story! Be sure to come back next Wednesday, June 27th, to explore <i>Chapter 3, Ensure Access to and Choice of Books </i>with Melissa from <i><a href="http://www.thereadingroundup.com/" target="_blank">The Reading Roundup</a></i>!</div>
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Be sure to check out the other posts in this series as well!</div>
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<a href="http://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-introduction.html" target="_blank">Introduction</a></div>
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<a href="http://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-table-labels.html" target="_blank">Chapter 1, Table the Labels</a></div>
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<a href="http://www.adventuresinliteracyland.com/2018/06/striving-to-thriving-cultivate-curiosity.html" target="_blank">Chapter 2, Cultivate Curiosity</a></div>
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<a href="https://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-choice.html">Chapter 3, Ensure Access to and Choice of Books</a></div>
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<a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-chapter-4.html">Chapter 4, Pump up the Reading Volume</a></div>
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<a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-book-match.html" target="_blank">Chapter 5, Book-Match Relentlessly</a></div>
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Chapter 6, Teach Thinking-Intensive Reading</div>
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Chapter 7, Assess Readers in the Round</div>
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Chapter 8, Advocate Tirelessly</div>
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Connect with me at <a href="http://www.storiesandsongsinsecond.com/" target="_blank">Stories and Songs in Second</a>!</div>Jennifer Reynoldshttp://www.blogger.com/profile/12071625027972237014noreply@blogger.com10tag:blogger.com,1999:blog-2129006653234939633.post-16432597978003647502018-06-18T09:01:00.000-04:002019-01-04T16:43:26.147-05:00Analyzing Reading Behaviors: A MUST for Every Teacher of Reading<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEVt10FdZ-8vqFfP2_mOyWvvch2CsXfHezQMybSNYLfIy8WNPgRCbstm8jdjpW_QSrDH3p5wDcM8j_6FcUv5qeiyudhELz1GKAvXDZpY8fWaVZKrdYbg8DaCIwK5LzeioSeyAPfALoQT4/s1600/ANALYZING+BEHAVIORS.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="One practice every teacher needs to do is analyze his/her students' reading behaviors. Kid watching can tell us a lot about student understandings. Check out this post to learn more." border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEVt10FdZ-8vqFfP2_mOyWvvch2CsXfHezQMybSNYLfIy8WNPgRCbstm8jdjpW_QSrDH3p5wDcM8j_6FcUv5qeiyudhELz1GKAvXDZpY8fWaVZKrdYbg8DaCIwK5LzeioSeyAPfALoQT4/s1600/ANALYZING+BEHAVIORS.jpg" title="One practice every teacher needs to do is analyze his/her students' reading behaviors. Kid watching can tell us a lot about student understandings. Check out this post to learn more." /></a></div>
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How can you tell a student is reading a text that is too hard? What signs do children give that they've met their limit? To learn the "look fors", head over to <b><a href="https://www.comprehensionconnection.net/2019/01/analyzing-reading-behaviors-something.html">Comprehension Connection</a></b> where you'll find this blog post. (it has been relocated to Carla's blog). </div>
Carla http://www.blogger.com/profile/03023514209939204277noreply@blogger.com7tag:blogger.com,1999:blog-2129006653234939633.post-40920644929577278972018-06-17T09:35:00.000-04:002018-06-30T11:44:31.137-04:00Chapter 1 -- 2018 Summer Book Study: Teaching Reading in Small Groups by Jennifer Serravallo<div class="MsoNormal">
This year <a href="https://www.facebook.com/thereadingcrew/">The Reading Crew</a> chose Teaching Reading in Small
Groups: Differentiated Instruction for Building Strategic, Independent Readers
by Jennifer Serravallo as one of our professional development book studies for the
summer of 2018.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0BTmgRkMrFdVpfwam0XD9taqDef2yT3WUpovHLJx6OqECyzBZxsBeOTEAx-BgeK_zBP5Oh_0JzXZ7ME4NahC4OhzWliSR505asd2IA3ECSchBHjQUhV0a1wlLKFwvHUzf71mVOk9akm84/s1600/book+study.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="This post features chapter 1 of the book Teaching Reading in Small Groups. This book study is for all teachers of reading. Check out the post for more details." border="0" data-original-height="720" data-original-width="720" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0BTmgRkMrFdVpfwam0XD9taqDef2yT3WUpovHLJx6OqECyzBZxsBeOTEAx-BgeK_zBP5Oh_0JzXZ7ME4NahC4OhzWliSR505asd2IA3ECSchBHjQUhV0a1wlLKFwvHUzf71mVOk9akm84/s640/book+study.png" title="This post features chapter 1 of the book Teaching Reading in Small Groups. This book study is for all teachers of reading. Check out the post for more details." width="640" /></a></div>
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Just like we teach our students, the most meaning we get out
of a book is when we can relate it to our lives. When we make a meaningful
connection. Over the course of the next few weeks, I invite you to reflect on
your own experiences as a student and as a teacher. It takes reflection and
questioning our current practices to improve our teaching and student learning. I will be covering chapter one, you can read more about me and my work by visiting my website<a href="https://selmadawani.com/"> selmadawani.com</a><br />
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<b>Chapter 1: Beyond Reading Groups, Beyond Guided Reading</b><br />
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Serravallo opens the chapter by examining elementary reading
experiences that some of us had growing up in the eighties. There were usually
only three reading groups: low, middle, and high readers. Your teacher might
have had names for them but in my experience the groups were referred to by
color and we read from a textbook. All of us have unique experiences and they
no doubt shape the way we approach education and teaching.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6Bz4QBMluv6R0hLjADtTZOZBa6iAlkAzubPYmxiRH166woKGrcHQ4L_qtLjIpu8id5SWM9NR1wPb6ZjfvRrrTPji4J7wqpzNEN7AtbwO5OYNJGNJrRMInaGc6c3VvDRZ-SA0Di2extsX0/s1600/seravallo.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="430" data-original-width="800" height="344" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6Bz4QBMluv6R0hLjADtTZOZBa6iAlkAzubPYmxiRH166woKGrcHQ4L_qtLjIpu8id5SWM9NR1wPb6ZjfvRrrTPji4J7wqpzNEN7AtbwO5OYNJGNJrRMInaGc6c3VvDRZ-SA0Di2extsX0/s640/seravallo.png" width="640" /></a></div>
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In the book, Serravallo comes to a realization about her own
experiences of teaching in small groups. She asked herself <b><i>“Is what I’m doing a
benefit to the student, to myself (teacher) or to us both?”</i></b> With that
purposeful question, she came to the conclusion that she was checking up on
student comprehension more than teaching comprehension. She did more teaching
of the book than teaching the reader to read.</div>
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<o:p></o:p></div>
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This realization set her on a journey to be better at
differentiated reading instruction by being flexible and purposeful of grouping
students and develop a repertoire of ways to meet their needs.<o:p></o:p></div>
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So she developed the small-group method that we will explore
in the next coming weeks. The goal of small group instruction will help
children to read with engagement and enthusiasm, read strategically, engage in
meaningful conversation about the books, read fluently and with expression and
read more challenging texts.<o:p></o:p></div>
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Small-group instruction is successful across diverse school communities,
but a common thread binds them.<br />
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They are:<br />
1) teachers work together to plan,
rely on research and respond to children,<br />
2) they have reading and writing
workshops, daily read-alouds, word study for phonics, spelling and vocabulary,<br />
3) they are committed to small-group instruction.<o:p></o:p></div>
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Serravallo states that the five tenets to reading
instruction underly what reading instruction looks like and accomplishes.
Reading instruction should include:</div>
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Small-group instruction is basically a “group
conference.” The goal is to model the
kinds of reading habits and skills we use to support student readers to do the
same when they are reading alone. Group conferences allow children to build
reading relations with each other and help us to work more efficiently. When
students are in a group with a common goal, they will reach out to their peers
when encountering questions.</div>
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<o:p></o:p></div>
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Small-group instruction is flexible and can take on many
forms depending on the purpose. Ask
yourself “What am I helping the reader to learn about reading?” and “ How much
support does the student need from me to accomplish the task?” The answers to
these questions will help guide your decision about the structure and method of
your small-group instruction. It could look like shared reading, it could look
like a coaching conference, etc. It should seem more like a conference than
anything else. Even though children are groups, students are seen as
individuals and responses to each student are differentiated so that you help
them acquire new learning and transition them to independent practice.<o:p></o:p></div>
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The book explains that the methods and structures that will
be outlined in this book are balance of literacy which means that there are
opportunities for students to watch the teacher, practice with teacher support
and finally practice independently.<o:p></o:p></div>
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She states that it is important to be aware of where each
component of reading workshop fits and to make sure it is balanced. How much of
the activities are “I do, We do or You do?”</div>
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A question to consider in your journal reflection is, “How
balanced is your literacy instruction? Is there a way to bring more balance to
ensure a bridge to independence?”<o:p></o:p></div>
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In this book study, we will be focusing on the WE DO / WITH
portion of balanced literacy, particularly how us as teachers will support
students as they read moving them closer to independence. We will assess the
student to find what they CAN DO and link new information, instead of assessing
what they don’t know. Then we will model, then support the student and finally move
them to independence by gradually releasing responsibility. We will do this by
explicitly teaching strategies such as determining importance, questioning,
inferring, monitoring for meaning, activating prior knowledge, visualizing, and
synthesizing. The small-group structures we will discover in this book will
teach a quick strategy, allow students to read and use less time listening to
us talk!<o:p></o:p></div>
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Think about your current reading group. Draw a bridge and
divide it into three sections representing the continuum of TO / WITH / BY and
plug in the components of your reading instruction to see what you are
currently doing.<o:p></o:p></div>
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Small-group instruction values time spent, volume and
variety of reading. Students choose their own books instead of assigning books.
The group begins by the teacher stating the purpose for the group and
reinforcing a strength, Serravallo calls this “connect and compliment.” The
next portion is “teach” where the teacher demonstrates, explains, setting the
students up to practice. Practice is the most important part of the lesson
which the author calls “engage.”<o:p></o:p></div>
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I am excited to work through this book and discuss with all
of you that will be following us along this summer book study. Once you have
read the chapter and written your reflection questions, please comment below
questions that you hope this book answers for you.<br />
<h2>
Links to Each Chapter:</h2>
<div>
<b><a href="https://www.adventuresinliteracyland.com/2018/06/chapter-1-2018-summer-book-study.html">Chapter 1: Beyond Reading Groups, Beyond Guided Reading</a></b></div>
<div>
<b><a href="https://www.adventuresinliteracyland.com/2018/06/teaching-reading-in-small-groups.html">Chapter 2: Forming Groups-Making the Invisible Visible with Assessment</a></b></div>
<div>
<b><a href="https://www.adventuresinliteracyland.com/2018/07/teaching-reading-in-small-groups-ch-3.html">Chapter 3: Engagement</a></b></div>
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<a href="https://selmadawani.com/">Selma Dawani</a></div>
</div>
Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-2129006653234939633.post-13389773726628194282018-06-14T15:40:00.000-04:002018-07-11T08:55:44.745-04:00From Striving to Thriving: Table the Labels<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhU6_8u5EMYA8vmFh9mA7nPK2g1zVoqmo4MhJxxiWGhGftw88K56tzr4lX9dTWn-aCsYIsmiaJ7Kcjx2dOjFkeBAVkyJUzSU9QvZNW0KLqKy_LUlM8a-20ZCeXkNY5ih2vDm3mIOPUtMMg/s1600/From+Striving+to+Thriving+Pin.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6Tjuenu9R70_VoSkpJMwpD75orjxd24pWLP7jVDe_wiPMBOA4I8u93PrvltpWrO4C_CFt7rOIW-QJ8fwGsI7HGuvp9GKSjjYDOUdftzLDNTUCnhwj-6Mj9IcziTqnNLV-uo1qLujZrj4/s1600/Table+the+Labels+Title+Image.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="What an amazing chapter! Chapter one jumps right in with recommendations for making classroom reading instruction lively, meaningful, and fun. Check out this post for information on what you can do to make reading great for your students." border="0" data-original-height="918" data-original-width="1536" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6Tjuenu9R70_VoSkpJMwpD75orjxd24pWLP7jVDe_wiPMBOA4I8u93PrvltpWrO4C_CFt7rOIW-QJ8fwGsI7HGuvp9GKSjjYDOUdftzLDNTUCnhwj-6Mj9IcziTqnNLV-uo1qLujZrj4/s1600/Table+the+Labels+Title+Image.png" title="What an amazing chapter! Chapter one jumps right in with recommendations for making classroom reading instruction lively, meaningful, and fun. Check out this post for information on what you can do to make reading great for your students." /></a></div>
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Not all intervention programs are equal! There! We said it! In the opening of chapter one, Harvey and Ward describe a beautiful classroom scenario where Anthony makes the connection that <b>"Reading is thinking!" </b> In that classroom, there are great things happening. Students are turning and talking, jotting thoughts, questions, and new learning on sticky notes, getting to know each other as readers, conferring with their teachers, and reading books that they are totally engaged in. Anthony's realization that reading is thinking goes beyond calling out the words and shows he's connected the importance of comprehension. </div>
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In this post, we'll look at intervention programs and ideas to help make the most of classroom reading instruction. </div>
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<h3>
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<h3>
JOYFUL READING AND EXPERT INSTRUCTION:</h3>
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All children deserve joyful reading experiences and expert instruction, right? No question...yes! Yet, according to the authors, many intervention programs are skill-based with limited interaction with quality literature and real reading. Through this type of intervention, kids lose interest and confidence because they're missing out on the "fun" parts their peers are participating in. It doesn't need to be this way, right? Our authors say, <b>"Our interventions may need an intervention."</b></div>
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For striving readers who see reading as frustrating and unpleasant, it is tough to be motivated. How can we help make their experiences meaningful and pleasurable? The answer is not in a program, but rather in solid instruction with books they can not put down! AND...let me put this in bold, <b>"Striving readers should not to be pulled out during reading-not for whole group instruction, small group time or independent reading time." </b>Gasp! I think my school has done that for a long time. We provided services during the reading block because that was the time that worked for the classroom teachers. Harvey and Ward go on to list three things that must be in place before assigning a child to a remediation group:</div>
<div>
<ol>
<li><b>Access to compelling books in the classroom, on the bus, and at home.</b></li>
<li><b>Choice in what to read. (match student interests)</b></li>
<li><b>Copious amunts of time to read in school and at home. </b> </li>
</ol>
<h3>
STRIVING READER NEEDS:</h3>
</div>
<div>
We can all agree that <b>reading well is correlated with everything in life including happiness and longevity</b>. Isn't that reason enough to make reading instruction top priority in every single school? Every single child deserves to read well and love to read even when learning to read is challenging for some. Below, Harvey and Ward include a list of needs/best practices for striving readers:</div>
<div>
<ul>
<li><b>Engaged in community-building classroom interactions</b></li>
<li><b>A room flooded with compelling books at <u>every level.</u></b></li>
<li><b>Time to read, write, talk and inquire every day.</b></li>
<li><b>A wide range of entry points to literacy. (technology, books, charts, articles, newspapers, etc. </b></li>
<li><b>Teaching a repertoire of comprehension strategies to construct meaning.</b></li>
<li><b>Reader to reader and Teacher to Reader conferences.</b></li>
<li><b>Flexible, temporary needs-based small groups</b></li>
</ul>
<h3>
LET GO OF LABELING KIDS</h3>
</div>
<div>
Many of us still label our reading groups, and no matter how you slice it, the kids know whether they are in the "high" group or "low" group. What these labels do is decrease motivation, and high stakes testing has led to more and more students being sent to intervention programs. Well, our authors say, <b>"Programs don't teach kids, teachers do." </b>According to the What Works Clearninghouse, <b>Reading Recovery</b> is one of the few that works, and most reading programs haven't had enough research to determine their effectiveness, and it is completely based on repeated reading of familiar texts, reading of unfamiliar texts, word study, and writing (components of great small group lessons).</div>
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<div>
One of the benefits of Reading Recovery is in student observation. Reading recovery teachers are skilled kid watchers and really hone in on reading behaviors they see. Quality instruction is not about the level, but rather, it's about reading behaviors, attitudes, and understandings. Too often, we focus on what we perceive as the students' ability rather than the behaviors they are able to show. According to the authors, this "drives our language and language drives our practice." </div>
<h3>
GROWTH MINDSET</h3>
<div>
Across our country, growth mindset, grit, stamina, and rigor have become our buzzwords, and certainly, we need to include these ideals/traits in our daily practice, but with caution. Effort alone will not fix it. Telling a child they just need to try harder won't fix it. We must not praise effort along, but also the strategy that led to the desired outcome. When students figure things out and realize that we believe they can do it, they build confidence which fuels further learning.<br />
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<b>Grit and Stamina...let's talk about them</b>.<br />
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<a href="https://scontent.fric1-1.fna.fbcdn.net/v/t1.0-9/35240458_1654002648046788_5392788480482869248_n.jpg?_nc_cat=0&_nc_eui2=AeG75SBOqp4py6ktB0rpr7_W0Dv0LjZz2mbAaDiOzLgzLfailgLPjR6ZYID0GSWpx63TfVPU4xEj8Q5qcZKioIzwEkVdnBaU5XdAZOkmTyne0A&oh=095fcdb89f1992c1122bdfc8dbf2a44b&oe=5BA761D8" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Dav Pilkey had a tough time learning to read, but he did! How? Through his mother's passion for reading and letting him read anything he wanted. This post about From Striving to Thriving provides great tips for making reading fun and meaningful or your students." border="0" data-original-height="800" data-original-width="800" height="320" src="https://scontent.fric1-1.fna.fbcdn.net/v/t1.0-9/35240458_1654002648046788_5392788480482869248_n.jpg?_nc_cat=0&_nc_eui2=AeG75SBOqp4py6ktB0rpr7_W0Dv0LjZz2mbAaDiOzLgzLfailgLPjR6ZYID0GSWpx63TfVPU4xEj8Q5qcZKioIzwEkVdnBaU5XdAZOkmTyne0A&oh=095fcdb89f1992c1122bdfc8dbf2a44b&oe=5BA761D8" title="Dav Pilkey had a tough time learning to read, but he did! How? Through his mother's passion for reading and letting him read anything he wanted. This post about From Striving to Thriving provides great tips for making reading fun and meaningful or your students." width="320" /></a>I found this part of the text very interesting. The authors say, "Grit discounts the crushing impact of poverty and woefully under-resources schools by suggestnig that disadvantaged children need to simply "pull themselves up by their bootstraps" to achieve sucess." Wow! Finally, a recognition that reading achievement is impacted by poverty and underfunded schools! Kids who are hungry, scared, and without the things they need (books, glasses, adequate lighting) suffer, and it will show up in their performance. </div>
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<div>
With stamina, they say, <b>"Change the book, change the reader!" </b>Stamina is never a problem if the child is enthralled by the book they're reading. Think about your own reading. If you've got a book that has you hooked, you'll sit and read for hours, right? Don't take my word for it. Listen to Dav! </div>
<h3>
EMBRACE MISTAKES:</h3>
<div>
Of course, books alone will not help your readers. There must be instruction based on wait for it...mistakes. Now be sure to not label miscues as mistakes. Instead, praise the attempts and take note of the skills used in the miscue (context? beginning sounds?? part of speech??) As we watch kids, we can tailor our instruction to what we see as needs. We must remind kids that it's okay to not have a skill perfected...yet! They will get there. </div>
<h3>
ENCOURAGE EMPATHY:</h3>
<div>
Please please remember the golden rule, "Do unto others as you would have them do unto you!" Put yourself in the striver's shoes. Watch them carefully and work to create an empathetic classroom community to improve collaboration among your class. When students feel they are contributing, their confidence rises. Our authors recommend using literature to build in themes of empathy, perseverance, collaboration, etc. You might start with the book, <u style="font-weight: bold;">Each Kindness</u>, but I also would recommend <u style="font-weight: bold;">Thank You Mr. Falker</u> and <u style="font-weight: bold;">Junkyard Wonders</u> by Patricia Polacco. </div>
<h3>
KNOW YOUR STUDENTS:</h3>
<div>
<a href="https://www.teacherspayteachers.com/Product/Heart-Map-Introduction-to-Writing-2682084" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="197" data-original-width="350" height="180" src="https://ecdn.teacherspayteachers.com/thumbitem/Heart-Map-Introduction-to-Writing-2682084-1469462555/original-2682084-1.jpg" width="320" /></a>In the introduction post, I asked whether you could rattle off favorite books and interests for each of your students. Why is this important? Well, if we know our students well, we can have conversations about their favorite books. If we know their favorite books, we can recommend other books to them, and here are a few ways you can get inside of their heads:</div>
<div>
<ul>
<li><b>Create interest inventories for the first week of school. (Record the information where everyone can see so that connections can be made.)</b></li>
<li><b>Share family photos, your interests, and videos of yourself. </b></li>
<li><b>Highlight your favorite books and add to them as the year goes. Share them in read alouds.</b></li>
<li><b>Create identity webs (loved this activity...perfect for community building)</b></li>
<li><b>Make <a href="https://www.teacherspayteachers.com/Product/Heart-Map-Introduction-to-Writing-2682084">Heart Maps</a> </b></li>
<li><b>Create walk-up songs (page 59 of the book)</b></li>
<li><b>Let your kids each teach the group something.</b></li>
<li><b>Discover each child's Area of Specialty (AOS)</b></li>
<li><b>Share collections</b></li>
<li><b>Use read alouds to build community</b></li>
</ul>
<h3>
SET CONDITIONS FOR INTERACTIONS AND BOUNDLESS READING:</h3>
</div>
<div>
Now is the perfect time to think about this important component of classroom reading instruction. We don't think about classroom layout as a key part of the program, but it is. It's important to have "nooks" for small group discussions as well as an area for whole group discussions *even in upper elementary*. Talk is very important, and I'm not talking about kids planning the weekend sleepover! Kids need to be face to face and knee to knee discussing their reading, and you need spaces for this to be easily done. Gone are the days of desks in rows. One other great recommendation is to explore flexible seating options. </div>
<h3>
ASSESSING READERS IN THE ROUND:<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgETJHv4TjPyOWEwRdHD2sI9N0pl1Hw47H4abHt3EfN0PIcZ2hcCUsoHyUkdKuHcTDOID9EA_rhJOqne1zfxt0JB7rLNhoS75iKfYbj0qShz6osz8xLPj_y0H_Kyc4ndPO7S5OxKF_se34/s1600/From+Striving+to+Thriving+Pin.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="What an amazing chapter! Chapter one jumps right in with recommendations for making classroom reading instruction lively, meaningful, and fun. Check out this post for information on what you can do to make reading great for your students." border="0" data-original-height="1152" data-original-width="768" height="500" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgETJHv4TjPyOWEwRdHD2sI9N0pl1Hw47H4abHt3EfN0PIcZ2hcCUsoHyUkdKuHcTDOID9EA_rhJOqne1zfxt0JB7rLNhoS75iKfYbj0qShz6osz8xLPj_y0H_Kyc4ndPO7S5OxKF_se34/s320/From+Striving+to+Thriving+Pin.png" title="What an amazing chapter! Chapter one jumps right in with recommendations for making classroom reading instruction lively, meaningful, and fun. Check out this post for information on what you can do to make reading great for your students." width="333" /></a></div>
</h3>
<div>
The chapter ends with a list of probing questions teachers can use for assessing readers in small group. I highly recommend that readers photocopy this page and use it for self reflection and for guidance with in conferring with kids.</div>
<h3>
OTHER POSTS IN THIS SERIES:</h3>
<div>
<ul>
<li><b><a href="http://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-introduction.html">Introduction</a></b></li>
<li><b><a href="http://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-table-labels.html">Chapter 1-Table the Labels</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-cultivate.html">Chapter 2-Cultivate Curiosity</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-choice.html">Chapter 3-Ensure Access to and Choice of Books</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-chapter-4.html">Chapter 4-Pump Up the Reading Volume</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-book-match.html" target="_blank">Chapter 5-Book-Match Relentlessly</a></b></li>
<li><b>Chapter 6-Teach Thinking-Intensive Reading</b></li>
<li><b>Chapter 7-Assess Readers in the Round</b></li>
<li><b>Chapter 8-Advocate Tirelessly</b></li>
<li><b>Synopsis and Supplemental Materials</b></li>
</ul>
<div>
Next Wednesday, we'll be ready for chapter two, <u style="font-weight: bold;">Cultivating Curiosity</u> with Jennifer from <u style="font-weight: bold;">Stories and Songs in Second</u> as our blogger. </div>
</div>
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Carla http://www.blogger.com/profile/03023514209939204277noreply@blogger.com2tag:blogger.com,1999:blog-2129006653234939633.post-82652559296239759192018-06-13T19:59:00.001-04:002018-07-11T08:56:05.288-04:00From Striving to Thriving: The Introduction<div class="separator" style="clear: both; text-align: center;">
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgs1NCuVx4WoEsDlWHZtyEfZRtPQqZY8lFfQa2jb1TT8OWVdW2PzOKS60111juIAc4RMqsLrLPk4q8NLuIZwIVSsNFkp5o5Vr2BC1TCR8AxQq4kM_xCWqaP4SmaHBYoFvxGnNx6e0n8Jj4/s1600/From+Striving+to+Thriving+title+image1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="In this post, we begin our book study of From Striving to Thriving. We explore reading behaviors, current practices, and assessment before digging into new ideas." border="0" data-original-height="918" data-original-width="1536" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgs1NCuVx4WoEsDlWHZtyEfZRtPQqZY8lFfQa2jb1TT8OWVdW2PzOKS60111juIAc4RMqsLrLPk4q8NLuIZwIVSsNFkp5o5Vr2BC1TCR8AxQq4kM_xCWqaP4SmaHBYoFvxGnNx6e0n8Jj4/s1600/From+Striving+to+Thriving+title+image1.png" title="In this post, we begin our book study of From Striving to Thriving. We explore reading behaviors, current practices, and assessment before digging into new ideas." /></a></div>
<br />
When you think about readers in your classroom, what do you see? What are successful readers doing? How do they demonstrate they are reading? In the coming weeks, eight of our bloggers will help readers delve into these topics and the teaching tips offered through the book, <u style="font-weight: bold;">From Striving to Thriving: Growing Confident, Capable Readers</u>.<br />
<br />
In this post, we'll be taking a look at the introduction (a chapter all by itself) . The authors of <u style="font-weight: bold;">From Striving to Thriving</u>, Stephanie Harvey and Annie Ward, have coined the terms striving readers and thriving readers to describe our students, and in the introduction, they explain why they have chosen to abandon the term strugging reader for the preferred term, striving reader. So let's begin by looking at the difference.</div>
<a name='more'></a><h2>
</h2>
<h3>
GETTING STARTED:</h3>
</div>
<div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtGtEiULyXE98kk_j32E19zx0KnDipPyK6vodp7kSUA8WYyK8arnMVIAEWASufRXlthvJv1U5diyrSuR1mELle9bvh_vrSTTBbHJVe5zrsvlL3BNWmGRyOsFDYtQPUn3J5TlMqLMomJTM/s1600/Striving+Readers+Quote.comprehensionconnection.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="From Striving to Thriving: Growing Confident, Capable Readers will transform your thinking about your students' reading instruction. In this post, the book is introduced. It s post number one of nine in this summer book study for teachers." border="0" data-original-height="960" data-original-width="960" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtGtEiULyXE98kk_j32E19zx0KnDipPyK6vodp7kSUA8WYyK8arnMVIAEWASufRXlthvJv1U5diyrSuR1mELle9bvh_vrSTTBbHJVe5zrsvlL3BNWmGRyOsFDYtQPUn3J5TlMqLMomJTM/s320/Striving+Readers+Quote.comprehensionconnection.png" title="From Striving to Thriving: Growing Confident, Capable Readers will transform your thinking about your students' reading instruction. In this post, the book is introduced. It s post number one of nine in this summer book study for teachers." width="320" /></a></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhU6_8u5EMYA8vmFh9mA7nPK2g1zVoqmo4MhJxxiWGhGftw88K56tzr4lX9dTWn-aCsYIsmiaJ7Kcjx2dOjFkeBAVkyJUzSU9QvZNW0KLqKy_LUlM8a-20ZCeXkNY5ih2vDm3mIOPUtMMg/s1600/From+Striving+to+Thriving+Pin.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a>Take a look at the quote to the right. Have you ever thought about the fact that the word "struggling" gives the connotation that the child can't do it or that he/she is less than. I think we've all used this label, but as we learn in the introduction, striving readers haven't achieved ____ yet. (Hint-"yet" is going to be an important vocabulary word in the coming chapters.) Striving implies that with effort, instruction, and time, the student will conquer the challenges he/she faces to become a thriving reader.<br />
<br />
Now what can we do to make learning to read work for strivers? What teaching programs and methods should we avoid? According to Harvey and Ward, the magic formula includes:<br />
<ul>
<li><b>The right book (keep it interesting!)</b></li>
<li><b>Close monitoring and fix it skills</b></li>
<li><b>Teaching that includes lively book conversations </b></li>
<li><b>Instruction that is inclusive of all forms of language</b></li>
<li><b>Deep thinking</b></li>
<li><b>Self confidence</b></li>
<li><b>and an understanding that readers have reading preferences.</b></li>
</ul>
<h3>
DEFINING READING:</h3>
<div>
Now this may seem like an easy thing, but how would you define reading? Take a moment without looking ahead, and create your definition. You might have included the following:</div>
<div>
<ol>
<li><b>Putting sounds together to make words and words together to make sentences.</b></li>
<li><b>Saying each word as it is on the page.</b></li>
<li><b>Reading words with expression like we talk.</b></li>
<li><b>Connecting personal experiences to the text.</b></li>
<li><b>Thinking about the meaning of words as you say them. </b></li>
<li><b>Connection written language to oral language.</b></li>
</ol>
<div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhU6_8u5EMYA8vmFh9mA7nPK2g1zVoqmo4MhJxxiWGhGftw88K56tzr4lX9dTWn-aCsYIsmiaJ7Kcjx2dOjFkeBAVkyJUzSU9QvZNW0KLqKy_LUlM8a-20ZCeXkNY5ih2vDm3mIOPUtMMg/s1600/From+Striving+to+Thriving+Pin.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a>Well, according to our authors, reading includes six key skills. It is a <b>personal process</b> in that no two people will view a book in the same way. We <i>bring our personal experiences to our reading</i> and apply what we read to our lives. It is also a <b>social process because we learn to talk, read, and write with our interactons with others</b>, and we can't make meaning without <b>deep thinking</b>. It is through thinking about what's read that readers turn information into knowledge, and this amazing realization helps all readers, but especially striving readers gain confidence. <b>Reading is language</b>. Students pull in all elements of language; graphophonics, syntactics, and semantics, to monitor their reading. Reading is also the connection between oral language and print (Concept of Word) , and finally, reading is of course the connection of sounds, letters, words, and paragraphs. </div>
</div>
<h3>
TEACHING AND ASSESSING</h3>
Now that we have reading defined, we can move forward to talk about teaching and assessing it.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgETJHv4TjPyOWEwRdHD2sI9N0pl1Hw47H4abHt3EfN0PIcZ2hcCUsoHyUkdKuHcTDOID9EA_rhJOqne1zfxt0JB7rLNhoS75iKfYbj0qShz6osz8xLPj_y0H_Kyc4ndPO7S5OxKF_se34/s1600/From+Striving+to+Thriving+Pin.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="In this post, we introduce From Striving to Thriving: Growing Confident, Capable Readers. We explore what it means to be a reader, what program elements should be included, and how our assessments can guide us toward our students strengths and reading behaviors." border="0" data-original-height="1152" data-original-width="768" height="500" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgETJHv4TjPyOWEwRdHD2sI9N0pl1Hw47H4abHt3EfN0PIcZ2hcCUsoHyUkdKuHcTDOID9EA_rhJOqne1zfxt0JB7rLNhoS75iKfYbj0qShz6osz8xLPj_y0H_Kyc4ndPO7S5OxKF_se34/s320/From+Striving+to+Thriving+Pin.png" title="In this post, we introduce From Striving to Thriving: Growing Confident, Capable Readers. We explore what it means to be a reader, what program elements should be included, and how our assessments can guide us toward our students strengths and reading behaviors." width="333" /></a></div>
Certainly, there are many viewpoints on how to best teach and assess reading, but one thing is for sure, our authors are not a fan of tests that provide nothing more than a level! Instead, they advise that we become expert kid watchers who look for strengths to build upon. They recommend the following:</div>
<div>
<ul>
<li><b>Keep reading instruction embedded in real texts that really draw the kids in. </b></li>
<ul>
<li>Allow choice</li>
<li>Use a variety of genres, topics, and formats.</li>
<li>Have a classroom library bursting with choices and surround your kids with books.</li>
</ul>
<li><b>Immerse your students in the richest curriculum possible. </b></li>
<ul>
<li>Allow multiple ways to read.</li>
<li>Take advantage of their questions and curiosities.</li>
</ul>
<li><b>Remember to be responsive</b></li>
<ul>
<li>Talk to them, listen to them, watch them in action, and analyze their performance. (The daily work should guide your next steps.)</li>
<li>When assessing, take in information that gives you student strengths.</li>
</ul>
<li><b>Keep in mind that the most effective assessment is inquiry driven.</b></li>
<ul>
<li>Consider what you want to learn about your student from the assessment.</li>
<li>Think about the assessments that show you what your students know about reading. </li>
</ul>
<li><b>Encourage your kids to reflect on their progress. What are they doing well? What goals could be set? </b></li>
<ul>
<li>Builds confidence.</li>
<li>Teaches them to use strategies other than "sounding it out". </li>
</ul>
<li><b>Balance summative assessments with more child-centered formative assessments.</b></li>
<ul>
<li>Multiple indicators are always needed. A single test fails to deliver the sampling of data needed to truly problem solve. </li>
<li>Remember this...<b>Children are more than their level! Locking kids into a level is a real disservice to them since many factors impact a child's success with a text. </b></li>
</ul>
</ul>
<h3>
THRIVING READER BEHAVIORS:</h3>
</div>
<div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://drive.google.com/file/d/1KOcJLncFlFhkI5Xtbx3n3aomne8AHvCZ/view?usp=sharing" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="960" data-original-width="960" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8ZVd3OflYRxNo6Z4IRN4zw2hAmg4vuGM7mgp6RSvX1ySATtTrySXZBfH4jAxNPAPyRW7udKVgvhJQLe7RiGKh1u8JXSQ-sUCYs21zkecPB0KQuRZX8mojYh8jSQUbpcS9NzNI1-9F1is/s320/thriving+readers+checklist+image.png" width="320" /></a></div>
The introduction ends with one page showing the <b>Spectrum of Reading Behaviors</b>. I think this was my favorite part, and one thing I thought would be quite helpful is a checklist teachers could use in working with their students. This checklist may or may not meet your needs. If not, I highly recommend that you make a list of behaviors you'd like to see at the beginning of the year, middle of the year, and by the end of the year that you can share with parents at conference time and have available when you are conferring with your students. You can also check out <b><a href="https://www.teacherspayteachers.com/Product/Reading-Behaviors-Checklist-823969">THIS ONE</a></b> in my store. I've used it for a long time.</div>
<h3>
TAKE AWAYS AND QUESTIONS:</h3>
<div>
For me, the most surprising part in the introduction came when Harvey and Ward shared that they really didn't support differentiating and leveled instruction. At first I thought they meant leveled instruction at all, but I don't think they mean for teachers to give kids texts that are way beyond their reading level, but rather, not locking them in either. I think loosely leveled is preferred. Were you surprised by this too? I also was surprised that they were not fans of RTI either, and when you think about our intervention programs, what are we doing? Schools primarily follow an RTI model. (at least in my area) Tomorrow, I'll talk about what they advise instead.</div>
<div>
<br /></div>
<div>
So let me leave you with a few questions to think about. Before you read the post for chapter 1 tomorrow, take a minute to record (or at least think about ) how you'd answer the following:</div>
<div>
<ol>
<li><b>This year, what were the pros and cons of the program you used for your striving readers?</b></li>
<li><b>When you think about your students, how do you know them as readers? Can you rattle off their book preferences and interests? How might you work on that during the coming year?</b></li>
<li><b>Did your assessments provide you with the reading behavior information you needed in order to move your strivers along the continuum? If not, which assessments could you forego next year?</b></li>
<li><b>Now that you've read the introduction, what changes do you have in mind for next year?</b></li>
<li><b>Do you assess your readers in the round? (Confer, Kidwatch, Self-reflect) </b></li>
</ol>
<h3>
<b>OTHER POSTS IN THIS SERIES:</b></h3>
<div>
<ul>
<li><b><a href="http://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-introduction.html">Introduction</a></b></li>
<li><b><a href="http://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-table-labels.html">Chapter 1-Table the Labels</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-cultivate.html">Chapter 2-Cultivate Curiosity</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/06/from-striving-to-thriving-choice.html#more">Chapter 3-Ensure Access to and Choice of Books</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-chapter-4.html">Chapter 4-Pump Up the Reading Volume</a></b></li>
<li><b><a href="https://www.adventuresinliteracyland.com/2018/07/from-striving-to-thriving-book-match.html" target="_blank">Chapter 5-Book-Match Relentlessly</a></b></li>
<li><b>Chapter 6-Teach Thinking-Intensive Reading</b></li>
<li><b>Chapter 7-Assess Readers in the Round</b></li>
<li><b>Chapter 8-Advocate Tirelessly</b></li>
<li><b>Synopsis and Supplemental Materials</b></li>
</ul>
</div>
<div>
Remember our goal as teachers is to grow confident, capable readers, so come back tomorrow where we'll talk about tabling the labels. </div>
<div>
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Carla http://www.blogger.com/profile/03023514209939204277noreply@blogger.com6tag:blogger.com,1999:blog-2129006653234939633.post-7700945573335910342017-09-06T06:00:00.006-04:002020-10-17T08:12:54.460-04:00Sowing The Seeds Of Vocabulary (Part Three)<div class="separator" style="clear: both; text-align: left;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFwn64xX0kxcPSGALHJxWz_CQbg8a2wr-scNOWB7snzrT8XVkvl2gGUD7dEAXYcjp2lvAXv0PuZA-vhQwC5RJrNoWE3l4z2XIzeOCgd9fU_2JcmvUIqv-PIIQmla4sUqBnfpMre26qPUGp/s1600/Facebook.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFwn64xX0kxcPSGALHJxWz_CQbg8a2wr-scNOWB7snzrT8XVkvl2gGUD7dEAXYcjp2lvAXv0PuZA-vhQwC5RJrNoWE3l4z2XIzeOCgd9fU_2JcmvUIqv-PIIQmla4sUqBnfpMre26qPUGp/s1600/Facebook.jpg" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" /></a></div>Research says children that struggle with comprehension also struggle with vocabulary. This three-part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!<br />
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Sowing The Seeds Of Vocabulary (Part Three)</h2>
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A Reminder of the Research</h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKXAqbr-5rHhwDPWFQQ1wOL4rRjM2WVNtYITtvk3i44G_R77RSI7Vis-iIzNeCYX2wPR958NbrRj6_70gLxNrv3leM7RKmni3edB3aAH1A3i8KvVu-gSaelRB5skWQRp_n6CpStGTs8djk/s1600/1.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKXAqbr-5rHhwDPWFQQ1wOL4rRjM2WVNtYITtvk3i44G_R77RSI7Vis-iIzNeCYX2wPR958NbrRj6_70gLxNrv3leM7RKmni3edB3aAH1A3i8KvVu-gSaelRB5skWQRp_n6CpStGTs8djk/s320/1.png" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="320" /></a></div>
This is why we need to implement vocabulary </div>
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throughout the day. American children struggle with comprehension. If we strengthen their knowledge of words throughout the day we will strengthen their response skills on tests and beyond. This post (Part Three) will make sure that you can confidently teach vocabulary in whole groups, as well as small groups.<br />
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How Will This Look In The Classroom?</h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNWLlMteteWXW4gq1sbuyAQRuuPAoXglC2aASHV8vQSfBsROmNayzQoGSxu2JBE-BPUc68kitatcE5fhQeEI4i1Nq54tJx05eGXOKcDFzgxJYoV-U5sShpl9adGE_O8J-kUu1Uqp6FE5nA/s1600/1.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="561" data-original-width="1000" height="356" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNWLlMteteWXW4gq1sbuyAQRuuPAoXglC2aASHV8vQSfBsROmNayzQoGSxu2JBE-BPUc68kitatcE5fhQeEI4i1Nq54tJx05eGXOKcDFzgxJYoV-U5sShpl9adGE_O8J-kUu1Uqp6FE5nA/s640/1.png" width="640" /></a></div>
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Whole Group</h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgr1RXqAL-ywtqBdD1X7IhhXeKHZ6sKQJ9QKk6ttKuq6oCtYGD1LWH0S7mAHMx9-sKbNhRwEj4Cr0r9O4-LCnMbZR75n1_FSo38xdatjruZmSCfA7czytLwN3zJG9rRxNuN8nNT4uRq_DG6/s1600/2.png" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" data-original-height="561" data-original-width="1002" height="223" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgr1RXqAL-ywtqBdD1X7IhhXeKHZ6sKQJ9QKk6ttKuq6oCtYGD1LWH0S7mAHMx9-sKbNhRwEj4Cr0r9O4-LCnMbZR75n1_FSo38xdatjruZmSCfA7czytLwN3zJG9rRxNuN8nNT4uRq_DG6/s400/2.png" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="400" /></a></div>
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Your school may have expectations or guidelines for vocabulary implementation. There are simple ways that you can go above and beyond, all while making vocabulary fun and easy for you and your students.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjldDq5N2fJr6urKoyP4gWXtusVGhvnzZ9vAjiEMNpYrdkyRPESgnroLqs3mA4MVnpARhoQD2MQrsxFcjQSeXBHmZ2JNygoGpBRlPY2Rwyxw-leJiq_bzW50DioKPlTNku_75ZM7MQlkgcw/s1600/3.png" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" data-original-height="568" data-original-width="997" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjldDq5N2fJr6urKoyP4gWXtusVGhvnzZ9vAjiEMNpYrdkyRPESgnroLqs3mA4MVnpARhoQD2MQrsxFcjQSeXBHmZ2JNygoGpBRlPY2Rwyxw-leJiq_bzW50DioKPlTNku_75ZM7MQlkgcw/s400/3.png" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="400" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEje1WWGj8v3V1XUrvecEsHtuvn65BwLEL4vz0u9_a9-iyGTiEvcmDAdmnVknvLh7flABej2txULMyENJ7HPpzBZeXrm94iaLQ0rgZ3_Lcz0Ef1whnVWATsNtgAooKosb45Vz3Of41KdoW99/s1600/folder.png" style="margin-left: 1em; margin-right: 1em;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" data-original-height="641" data-original-width="478" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEje1WWGj8v3V1XUrvecEsHtuvn65BwLEL4vz0u9_a9-iyGTiEvcmDAdmnVknvLh7flABej2txULMyENJ7HPpzBZeXrm94iaLQ0rgZ3_Lcz0Ef1whnVWATsNtgAooKosb45Vz3Of41KdoW99/s200/folder.png" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="148" /></a></div>
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Behavior management is the cornerstone to every great classroom. Why not use it to implement academics too! At the beginning of the year have students sign (or color, as in my first grade class) a contract explaining classroom expectations. Use advanced vocabulary in the contract. I was always amazed at the students that would tell me proudly that they were working 'diligently'! <br />
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Another fun activity is "Lunch Bunch Wordies". You choose how often it happens but the object is to see how often your students use the vocabulary words that you teach them. If a student uses a vocabulary word throughout the day in conversation they can get a tally mark by their name. At the end of the week the top three vocabulary-spouting students get to have lunch with the teacher.<br />
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I also love "Awesome Analogies". As shown, you simply write an analogy on a sentence strip (or however you want to display it). When students arrive in the morning they put their answer (along with their name) on a ballot and place in a designated container. As I line my students up for lunch I would pull a ballot out. If the answer is correct, that student was able to choose a candy to bring to lunch. You can use the rest of the ballots as a formative assessment! Boom! Time saved and the students love it!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgctvCk6xbo7eco65u1tw9dpO97bCDfYQvFnvQYZ8n_47mYzydqcVVk1Lx4VQqWhCcA4qybC3XyHb_vgaX05lOTHqbP7f9ZkeE-LFX8au_ahSG2u9UJxiH7CFKe-uO5wnOaL9_pqQxWfEqT/s1600/4.png" style="clear: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" data-original-height="562" data-original-width="999" height="358" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgctvCk6xbo7eco65u1tw9dpO97bCDfYQvFnvQYZ8n_47mYzydqcVVk1Lx4VQqWhCcA4qybC3XyHb_vgaX05lOTHqbP7f9ZkeE-LFX8au_ahSG2u9UJxiH7CFKe-uO5wnOaL9_pqQxWfEqT/s640/4.png" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="640" /></a><br />
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Do you have a class pledge? It's an easy way to form community bonds in class and sneak in vocabulary! In the above pledge the words respect, risk, create, celebrate, and success were used. Students said the pledge daily. You can choose to have your students participate in a classroom pledge after the morning announcements, in a morning meeting, or during calendar time. My students engaged with the pledge in a big way. Instead of putting their hands on their hearts they would hold their hands in a heart shape and look at each other while they recited it.<br />
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Send home reading (no matter what grade) that uses the vocabulary that you are teaching. Above is a good example of that. This short read is chocked full of wonderful and vivid vocabulary. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4G2hPhqIbEReqKQ_csS_E8aD0snETZBP1VHmVeIurg8LDTZBPCcuxWcVYkL1zsQT0pY4wGt6ZzzpeC1wFP-gGHPVkip5Gcxh_k2hQ5AqY33NGIX2i7nBlruv98dbtdWmhwE3mQuxTeEGc/s1600/5.png" style="margin-left: 1em; margin-right: 1em;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" data-original-height="559" data-original-width="996" height="356" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4G2hPhqIbEReqKQ_csS_E8aD0snETZBP1VHmVeIurg8LDTZBPCcuxWcVYkL1zsQT0pY4wGt6ZzzpeC1wFP-gGHPVkip5Gcxh_k2hQ5AqY33NGIX2i7nBlruv98dbtdWmhwE3mQuxTeEGc/s640/5.png" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOZdhqHHR2wJTRr1BhIG_pOW1yvhhb363SNLcG0qGVhNC4mGT3gF_4jgeBcx5JPGjHVOWLbHgCSsXGeNDlWdKm5jQIBhiHDhCNBd52-FlbZr5C55zPQXTbZlUHvvonNP8oTW6DQLn2iNjd/s1600/card.png" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" data-original-height="512" data-original-width="386" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOZdhqHHR2wJTRr1BhIG_pOW1yvhhb363SNLcG0qGVhNC4mGT3gF_4jgeBcx5JPGjHVOWLbHgCSsXGeNDlWdKm5jQIBhiHDhCNBd52-FlbZr5C55zPQXTbZlUHvvonNP8oTW6DQLn2iNjd/s320/card.png" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="240" /></a></div>
Trading cards are a fun way to engage students and really show if they have acquired the knowledge and fully understand the vocabulary. This would make a great literacy station! Students are expected to write the word, draw an illustration, and define it. You can extend this activity by asking students to find synonyms and/or antonyms (as in the card template to the left). <br />
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"Proclaim Your Vocabulary" is much like "Lunch Bunch Wordies" (above) in the sense that you are keeping track of how many students use the vocabulary throughout the school day. I like to use a plastic shoe holder, plastic buckets, and poms to keep track. When students use a word correctly you ask them to put a pom in their bucket. At the end of the month I would have students count their poms. The top student(s) would win a prize. Of course you could choose the reward that suits your class style!<br />
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Small Group</h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg28BONLckNUxGUJjmfnEYpMpqVLRknoYiams1Hlewy7SPlqe7fRGOdkBMyYm9swgnVM_oFkg4NO2l5mK3em4o4qFaMBv_-J6VsBqmx_2i9gvtROKutRvaLBZC1KIImTklBvNFB6PDrUxcp/s1600/6.png" style="margin-left: 1em; margin-right: 1em;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" data-original-height="560" data-original-width="998" height="356" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg28BONLckNUxGUJjmfnEYpMpqVLRknoYiams1Hlewy7SPlqe7fRGOdkBMyYm9swgnVM_oFkg4NO2l5mK3em4o4qFaMBv_-J6VsBqmx_2i9gvtROKutRvaLBZC1KIImTklBvNFB6PDrUxcp/s640/6.png" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="640" /></a></div>
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There are times when introducing the same vocabulary to all students just isn't academically appropriate. This is the time that you can differentiate your vocabulary into small group time. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqV1qmlsLtd7svNG3QYvCAEbThEIKfXhJM264HQHOwVhhfNqWTSxdcA4GzIlp2M4tHmMJZOyj5CAoMP-AcxFqQ5WGYMmK2bBbBwJHW9vEvS4tPhdXjnPXZMF5TXPc2ebdI025CrGPbzCQq/s1600/7.png" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" data-original-height="559" data-original-width="997" height="223" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqV1qmlsLtd7svNG3QYvCAEbThEIKfXhJM264HQHOwVhhfNqWTSxdcA4GzIlp2M4tHmMJZOyj5CAoMP-AcxFqQ5WGYMmK2bBbBwJHW9vEvS4tPhdXjnPXZMF5TXPc2ebdI025CrGPbzCQq/s400/7.png" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="400" /></a></div>
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Use Awesome Analogies (as above) in small group too. You can have students write down their answers and place their cards on the table face down. Guide students to share their answers and discuss why they chose certain answers. If you have students that are nervous about being wrong or sharing, give them pre-written cards and have them hand you the one that they think is the correct answer.<br />
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Choose vocabulary words for a small group. If you have three students (I know.... wishful thinking) choose three words. Write those words on sticky notes. It would be perfect if you found these words in the book being read. Have each student define their word and share it with the group. They become the master of that word and can share with others. Then students exchange words and try to build upon them throughout the next time you meet. This continues until all students have been able to master the word.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_MUNMRjSmbfrq9kjFxb3GiCpBID7xDaHZzxaEBo26jkBr0jGEltoimfNJB5nCHiGpdaoRzWYnZPnNlJGcsG-RRs9O0vbS0shnPtYmPThj4Op__kRxAKJms7r0nmV5Maz-Fm9p6i3AJOK5/s1600/8.png" style="margin-left: 1em; margin-right: 1em;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" data-original-height="564" data-original-width="999" height="358" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_MUNMRjSmbfrq9kjFxb3GiCpBID7xDaHZzxaEBo26jkBr0jGEltoimfNJB5nCHiGpdaoRzWYnZPnNlJGcsG-RRs9O0vbS0shnPtYmPThj4Op__kRxAKJms7r0nmV5Maz-Fm9p6i3AJOK5/s640/8.png" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="640" /></a></div>
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No matter what the age of the student, interactive notebooks can be an exciting way to organize and learn vocabulary. You can have 2 pockets (shown above) in each notebook. The cards that are new are placed in a "words to know" pocket. Students can use these notebooks daily in many ways. My students like to challenge each other in the morning (we have breakfast in the classroom) by asking their friends at their table what the words meant. I did not have a "words I've learned" pocket. At that point students would bring the words home. Of course you can choose to set your notebooks up in the way that works best for you! Use the templates below to set your notebooks up or use index cards.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_i5uplFg1i5FxeLhyGgMn87IKIdpipqvOPOoyHsmV698VOIitnv_ynf-9YlCAk2EOV-CiS5xbywMqWSNblZefCmotnY2mOGpr6jhr8Bg3gykVRNuYjb1Poae1cyxywjXPEUTulF3-Ta5C/s1600/pocket.png" style="margin-left: 1em; margin-right: 1em;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" data-original-height="510" data-original-width="383" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_i5uplFg1i5FxeLhyGgMn87IKIdpipqvOPOoyHsmV698VOIitnv_ynf-9YlCAk2EOV-CiS5xbywMqWSNblZefCmotnY2mOGpr6jhr8Bg3gykVRNuYjb1Poae1cyxywjXPEUTulF3-Ta5C/s640/pocket.png" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="480" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlEs4lP9JUef7s17iPFHy9zWmTfiv82T-I4oGN36sS-5CH4J3vlTmvvVzk2PZZ89tZzFUoJl0WI4xjyIFV4oIKKNytR_HWn4Dv4HQPU8bpPQ5AEv6uRGVYWY-mcP04AF-3YA7r4ei_JN5q/s1600/extra+cards.png" style="margin-left: 1em; margin-right: 1em;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" data-original-height="510" data-original-width="384" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlEs4lP9JUef7s17iPFHy9zWmTfiv82T-I4oGN36sS-5CH4J3vlTmvvVzk2PZZ89tZzFUoJl0WI4xjyIFV4oIKKNytR_HWn4Dv4HQPU8bpPQ5AEv6uRGVYWY-mcP04AF-3YA7r4ei_JN5q/s640/extra+cards.png" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="480" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi54tq1RXBijv9esJXturINxubb6Exx4BWCWyqrIoyaGKI5FPYm56sCQK-b-ZmKW6-wD351JRimh_tlI8Xz8SCKim1_MSvC9emkRndxaLitlFsth5F97p1oDMeB47AMxGirYr_Xnp5lZK9s/s1600/9.png" style="margin-left: 1em; margin-right: 1em;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" data-original-height="559" data-original-width="999" height="358" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi54tq1RXBijv9esJXturINxubb6Exx4BWCWyqrIoyaGKI5FPYm56sCQK-b-ZmKW6-wD351JRimh_tlI8Xz8SCKim1_MSvC9emkRndxaLitlFsth5F97p1oDMeB47AMxGirYr_Xnp5lZK9s/s640/9.png" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYG4jxzsHiY0QhEyVuQzJgcGtQuvRNB7Q79OH5JWwM82mf5aT8dggHEgzeawQb4AQ_7qFuad5CB8EG6KAvHRR1BlypEgiqm-s0xQkf_6JgVKwyGSrdlNcsEhjaeLW6x33oN65f3YQ6Eorx/s1600/fortune+teller.png" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" data-original-height="511" data-original-width="384" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYG4jxzsHiY0QhEyVuQzJgcGtQuvRNB7Q79OH5JWwM82mf5aT8dggHEgzeawQb4AQ_7qFuad5CB8EG6KAvHRR1BlypEgiqm-s0xQkf_6JgVKwyGSrdlNcsEhjaeLW6x33oN65f3YQ6Eorx/s320/fortune+teller.png" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="240" /></a></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdiTxkjl_nPDAJSrP1Olia4oM2k23JPwt6dq-eZXT9m4FffuYFE9bxMPex0HFaDsG9nsn_YO4WR1Y28yFhGIk1BywXbe-31Z-A7HHWhcAI-2HcZaVPf9BfjG9ax7Sm2FbzY-Z0MQh4A6bA/s1600/FT+template.png" style="clear: right; display: inline; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" data-original-height="509" data-original-width="382" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdiTxkjl_nPDAJSrP1Olia4oM2k23JPwt6dq-eZXT9m4FffuYFE9bxMPex0HFaDsG9nsn_YO4WR1Y28yFhGIk1BywXbe-31Z-A7HHWhcAI-2HcZaVPf9BfjG9ax7Sm2FbzY-Z0MQh4A6bA/s320/FT+template.png" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="240" /></a>Two of my favorite items to use! Students love fortune tellers. The template on the left is the blank template and the one on the right shows you where to place the vocabulary word and definitions. Older students could create their own! This is really fun to use in small group. Use words included in the book they are reading in small group to choose the words!<br />
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Simply use a brown lunch bag to create what I call "Bag It". Students can place their differentiated vocabulary/definition cards in the pocket that is created by folding the bag. The other side of the folded bag creates a fun flap that can be lifted to show a definition underneath. One package of 100 bags can be purchased at the dollar store. This activity is fun and won't break the bank!<br />
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Hand Over The Knowledge With Meaning</h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgb1LofWiLyaLQ3ByeeX3z0bZtevxMPSL7VFAthS5i-vp7Q20Uc8GMcMLy7ztr3kbgMOdaTuTlXtgzbknumHcRvwm-VDdBbf8MrR3X0GD00wiEfs-QjPDS__GCQl38ip6WYd6_1e6y7D4c2/s1600/10.png" style="margin-left: 1em; margin-right: 1em;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" data-original-height="562" data-original-width="995" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgb1LofWiLyaLQ3ByeeX3z0bZtevxMPSL7VFAthS5i-vp7Q20Uc8GMcMLy7ztr3kbgMOdaTuTlXtgzbknumHcRvwm-VDdBbf8MrR3X0GD00wiEfs-QjPDS__GCQl38ip6WYd6_1e6y7D4c2/s640/10.png" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRGwJi6A9l6zbv6eDuUeKHiqFInZfzaaQ-19AU84yQaLoPgDxKCF_hCdLyJSkK406pUHTRFZmKzHsq8nPIqH_HufmxgPqn58d3MwRG4ew5zQ8kOuNJHOXBwHxNzXftYu-1aj04rq6J4YIg/s1600/Vocabulary+Template.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><br /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRGwJi6A9l6zbv6eDuUeKHiqFInZfzaaQ-19AU84yQaLoPgDxKCF_hCdLyJSkK406pUHTRFZmKzHsq8nPIqH_HufmxgPqn58d3MwRG4ew5zQ8kOuNJHOXBwHxNzXftYu-1aj04rq6J4YIg/s1600/Vocabulary+Template.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><br /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRGwJi6A9l6zbv6eDuUeKHiqFInZfzaaQ-19AU84yQaLoPgDxKCF_hCdLyJSkK406pUHTRFZmKzHsq8nPIqH_HufmxgPqn58d3MwRG4ew5zQ8kOuNJHOXBwHxNzXftYu-1aj04rq6J4YIg/s1600/Vocabulary+Template.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" data-original-height="430" data-original-width="325" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRGwJi6A9l6zbv6eDuUeKHiqFInZfzaaQ-19AU84yQaLoPgDxKCF_hCdLyJSkK406pUHTRFZmKzHsq8nPIqH_HufmxgPqn58d3MwRG4ew5zQ8kOuNJHOXBwHxNzXftYu-1aj04rq6J4YIg/s400/Vocabulary+Template.jpg" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="301" /></a><br />
Don't forget to use this thinking: I Do, We Do, You Do in every lesson plan. <br />
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I DO- Sometimes we think that students should know what to do but our modeling is very important.<br />
Take a few moments at the beginning of your vocabulary lessons to fully model what you expect. Introduce the new activity, share what you know about the vocabulary word by telling a story, allow students to talk to each other and make connections, and illustrate. For young students, illustrations can be very powerful in making vocabulary connections.<br />
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WE DO- After you have completely modeled, move into working with your students. Create anchor charts as a class, work on vocabulary notebooks, or share/trade vocabulary cards.<br />
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YOU DO- This is when students can work independently. Allow students to create on their own. Don't forget to check their work to make sure that they have the correct definitions/illustrations prior to gluing vocabulary sheets into a notebook or sending them home. <br />
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<h3 style="text-align: center;">
Remember This While Planning</h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFCA4fcriHh3qUgKT9cbYrWrUZghtzb-Ad4WODStHY1-EkQtk1ttkVV2Fy4TM5lXgh4m_lYAUy5W5AqJeqDHnFkdXM0Bhk5LP7vlZa-36xByUeTbcMhnc1pquIKJwwrRK_ImEzSzuBpdgC/s1600/11.png" style="margin-left: 1em; margin-right: 1em;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" data-original-height="556" data-original-width="999" height="355" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFCA4fcriHh3qUgKT9cbYrWrUZghtzb-Ad4WODStHY1-EkQtk1ttkVV2Fy4TM5lXgh4m_lYAUy5W5AqJeqDHnFkdXM0Bhk5LP7vlZa-36xByUeTbcMhnc1pquIKJwwrRK_ImEzSzuBpdgC/s640/11.png" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiinW2pn5E8VuR5KluV5bn6D0vH2F_JR4B5VImVUwDjVzNsTWzkdySZUHDilSNPMn81yKckwT-lobBYJQkSNuVy2_Lq7dsMk6cvEIHF3EWSpnyy-9u4dfDSGr30OgN4kH6RrDu2q22D0Wm4/s1600/BDW.png" style="margin-left: 1em; margin-right: 1em;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" data-original-height="476" data-original-width="641" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiinW2pn5E8VuR5KluV5bn6D0vH2F_JR4B5VImVUwDjVzNsTWzkdySZUHDilSNPMn81yKckwT-lobBYJQkSNuVy2_Lq7dsMk6cvEIHF3EWSpnyy-9u4dfDSGr30OgN4kH6RrDu2q22D0Wm4/s640/BDW.png" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="640" /></a></div>
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Allow students of all ages to build, draw, and write to gain a full understanding of every word!<br />
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Build It: Allow students to manipulate vocabulary words. Have students match, sort, and group words in alphabetical order. Have students find the correct antonyms and synonyms. Remember that to certain students building may be as simple as a discussion where they are developing schema. Don't forget the importance of classroom conversation.<br />
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Draw It: Illustrating helps students connect to words. Students can label or write a sentence after illustrating to prove their knowledge.<br />
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Write It: Here is where they prove their knowledge to you. Depending on the grade level, you can have students cut and match words, label, write a definition, write a sentence, or write a story. <br />
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Technology!</h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcdUvUEkena7MtkiegAqfjoap-MNLOi5zGuL2wW7WStBwWMP1qwT8D8nZypxRrWSzyoSCyEc5uvli-vx9trOw4x6h2CW3TJ6cua9bcgqhnsgJgUwe2fdnZ32RfTTImptaaSWotdn3uCgsW/s1600/12.png" style="margin-left: 1em; margin-right: 1em;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" data-original-height="557" data-original-width="996" height="356" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcdUvUEkena7MtkiegAqfjoap-MNLOi5zGuL2wW7WStBwWMP1qwT8D8nZypxRrWSzyoSCyEc5uvli-vx9trOw4x6h2CW3TJ6cua9bcgqhnsgJgUwe2fdnZ32RfTTImptaaSWotdn3uCgsW/s640/12.png" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtRBl__5pkx4lQVOKDLcDFQ6cQR9cpG80aWuWd3JRaUM1sTjii1uHB0UK19QmUBT4AVF1ZjdGEluAVu9ErpXOIfLeOANBBuYKIJAQNPdSjkJ0SVoRe5Uv0axMYVr776TyEKRJSl3fTYPm1/s1600/13.png" style="margin-left: 1em; margin-right: 1em;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" data-original-height="561" data-original-width="998" height="358" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtRBl__5pkx4lQVOKDLcDFQ6cQR9cpG80aWuWd3JRaUM1sTjii1uHB0UK19QmUBT4AVF1ZjdGEluAVu9ErpXOIfLeOANBBuYKIJAQNPdSjkJ0SVoRe5Uv0axMYVr776TyEKRJSl3fTYPm1/s640/13.png" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="640" /></a></div>
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Check out these awesome ideas using technology:</div>
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Flip Book on PowerPoint</div>
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Doodle Splash by Read Think Write</div>
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Flash Card Maker by Scholastic</div>
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Trading Card Creator by Read Think Write</div>
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Kidspiration Template</div>
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Popplet Lite App on iPad</div>
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Flashcardlet App on iPad</div>
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Let everyone know how it works for you! Do you have a success story to tell? A game that your students loved that helped them learn vocabulary? Did you have success implementing vocabulary throughout whole and small groups? Tell everyone about your "Teacher Wins"! We want to hear them! <br />
<a href="http://i1144.photobucket.com/albums/o492/acrawfords2/Literacy%20Land/Signature.png" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://i1144.photobucket.com/albums/o492/acrawfords2/Literacy%20Land/Signature.png" /></a><br />
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<img alt="www.campfirecurriculum.com" border="0" height="152" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8t4Nqi2Wn6kxj-6B54x1QrY9yIxfUsg8DlQfxrWgqMNvVTo0vSCCbEu0c4nFDOfXUQbLKm8bsV2Gmy-AEKJMvKKSxnGIWzayxL0qRpdXNPrZwovuIuXMoCKJk3EClQzSAm9UpHxrVVbsE/s320/heathernamebutton.png" title="" width="320" /><span style="text-align: center;"> </span><br />
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Pin For Later</h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3-grKwWVGWjrhBUVaKuv-laP0reZkBagBvAoj4eZ1tLSJ5xqvZxOEwwWgR0MjtDPSKx5O3o9Vn8lEsV6hZSyJ2ASUHHZA9kl19lxIFzIWfZT7guXhUf_547rZZtW5mdxhDSIroUI5bXAM/s1600/Pin.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3-grKwWVGWjrhBUVaKuv-laP0reZkBagBvAoj4eZ1tLSJ5xqvZxOEwwWgR0MjtDPSKx5O3o9Vn8lEsV6hZSyJ2ASUHHZA9kl19lxIFzIWfZT7guXhUf_547rZZtW5mdxhDSIroUI5bXAM/s640/Pin.jpg" title="esearch says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. The second post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students. This post (Part Three) will walk you through implementing vocabulary whole group and small group. Enjoy engaging your students with vocabulary throughout this new school year and beyond!" width="424" /></a></div>
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<br />Heather Waildhttp://www.blogger.com/profile/06556785477894460041noreply@blogger.com0tag:blogger.com,1999:blog-2129006653234939633.post-71056026004238875742017-06-25T06:00:00.005-04:002020-10-17T08:14:40.961-04:00Sowing The Seeds Of Vocabulary (Part Two)<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFwn64xX0kxcPSGALHJxWz_CQbg8a2wr-scNOWB7snzrT8XVkvl2gGUD7dEAXYcjp2lvAXv0PuZA-vhQwC5RJrNoWE3l4z2XIzeOCgd9fU_2JcmvUIqv-PIIQmla4sUqBnfpMre26qPUGp/s1600/Facebook.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="Research says children that struggle with comprehension also struggle with vocabulary. Wouldn't you like to have your quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension? Sowing The Seeds Of Vocabulary (the first in a series) will walk you through understanding and implementing vocabulary in your classroom. Read this post and your students will thank you profusely. (See what I did there?)" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFwn64xX0kxcPSGALHJxWz_CQbg8a2wr-scNOWB7snzrT8XVkvl2gGUD7dEAXYcjp2lvAXv0PuZA-vhQwC5RJrNoWE3l4z2XIzeOCgd9fU_2JcmvUIqv-PIIQmla4sUqBnfpMre26qPUGp/s1600/Facebook.jpg" title="Research says children that struggle with comprehension also struggle with vocabulary. Wouldn't you like to have your quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension? Sowing The Seeds Of Vocabulary (the first in a series) will walk you through understanding and implementing vocabulary in your classroom. Read this post and your students will thank you profusely. (See what I did there?)" /></a>As we discussed in <a href="https://www.adventuresinliteracyland.com/2017/04/sowing-seeds-of-vocabulary-part-one.html">Part One</a> research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!<br />
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Sowing The Seeds Of Vocabulary (Part Two)</h2>
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A Reminder of the Research</h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKXAqbr-5rHhwDPWFQQ1wOL4rRjM2WVNtYITtvk3i44G_R77RSI7Vis-iIzNeCYX2wPR958NbrRj6_70gLxNrv3leM7RKmni3edB3aAH1A3i8KvVu-gSaelRB5skWQRp_n6CpStGTs8djk/s1600/1.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Research says children that struggle with comprehension also struggle with vocabulary. Wouldn't you like to have your quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension? Sowing The Seeds Of Vocabulary (the first in a series) will walk you through understanding and implementing vocabulary in your classroom. Read this post and your students will thank you profusely. (See what I did there?)" border="0" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKXAqbr-5rHhwDPWFQQ1wOL4rRjM2WVNtYITtvk3i44G_R77RSI7Vis-iIzNeCYX2wPR958NbrRj6_70gLxNrv3leM7RKmni3edB3aAH1A3i8KvVu-gSaelRB5skWQRp_n6CpStGTs8djk/s320/1.png" title="Research says children that struggle with comprehension also struggle with vocabulary. Wouldn't you like to have your quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension? Sowing The Seeds Of Vocabulary (the first in a series) will walk you through understanding and implementing vocabulary in your classroom. Read this post and your students will thank you profusely. (See what I did there?)" width="320" /></a></div>
This is why we need to implement vocabulary </div>
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throughout the day. American children struggle with comprehension. If we strengthen their knowledge of words throughout the day we will strengthen their response skills on tests and beyond. This post (Part Two) will make sure that you are not missing a single student!<br />
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Why Use Marzano's Process?</h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQQm3cR_qWk6M9GoT6GyX1KMxrFmON5sevYXkBWblE4GcAyangXQ2fUmWkHvPDj5lstuB0hgQzO-R1S1NJjn_Z6tTSWZB0UwDIh3532NCCvtajKpHYo5l1Hszz8OZDh0f4h-tSD-VrApZx/s1600/1.png"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQQm3cR_qWk6M9GoT6GyX1KMxrFmON5sevYXkBWblE4GcAyangXQ2fUmWkHvPDj5lstuB0hgQzO-R1S1NJjn_Z6tTSWZB0UwDIh3532NCCvtajKpHYo5l1Hszz8OZDh0f4h-tSD-VrApZx/s1600/1.png" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" /></a></div>
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When teachers use a trusted process like Marzano's 6 Step Vocabulary Process they will methodically and easily teach vocabulary throughout the day, week, month, semester. Make a miniature copy of this chart and keep it in your planning binder. Use this process to guide yourself through your lesson planning!</div>
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Vocabulary Process</h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgutpAvaT3PrPwYq5U7i1UfNvvKOazh-zc79XCz24XLhhqLE4HqLLhDCqBAb8dOHnOH06HvcRJutcax8l4i2N9MW_7lR99XNG4ONn5I833lvFvX8bA0EJ0D1Ta5yLPwltkn6zJRfOIWweEI/s1600/2.png" style="margin-left: 1em; margin-right: 1em;"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgutpAvaT3PrPwYq5U7i1UfNvvKOazh-zc79XCz24XLhhqLE4HqLLhDCqBAb8dOHnOH06HvcRJutcax8l4i2N9MW_7lR99XNG4ONn5I833lvFvX8bA0EJ0D1Ta5yLPwltkn6zJRfOIWweEI/s400/2.png" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" width="400" /></a></div>
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Don't forget to model how to define a word. Let students know that they should try to make a personal connection when creating a definition. When I defined the word 'disappointed' to my class I told them about a day when I was young. It was my favorite season.... autumn..... and I was so excited to jump into a leaf pile. My family raked a huge pile of leaves. It was my turn to jump and I was so excited. I ran as fast as I could and before my jump..... I stepped into a pile of dog poop! I was disappointed (among other things). This was an example that my students remembered and I modeled making a personal connection.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHYyfPT7BYE9wGhhkl6Tjd3bLY08SZ-AUA_boUkxjVasNDt0R-z5mhd5X6LjqEYJvFh5HVixCdcCG3JvmOcPbkkA10g_l__47BcWhQfxxP3kOQ4yeAKDbzqdvuT5Ep9-9uaGmU8rIFclT9/s1600/3.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHYyfPT7BYE9wGhhkl6Tjd3bLY08SZ-AUA_boUkxjVasNDt0R-z5mhd5X6LjqEYJvFh5HVixCdcCG3JvmOcPbkkA10g_l__47BcWhQfxxP3kOQ4yeAKDbzqdvuT5Ep9-9uaGmU8rIFclT9/s400/3.png" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" width="400" /></a><br />
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This can be the next days lesson or happen immediately after modeling. With students knee to knee (on the carpet) or shoulder to shoulder (at their table), have them discuss with each other the vocabulary word at hand. Maybe they were disappointed a time when the zoo was closed, when they dropped their ice cream cone, or when they received a knock off toy instead of the 'real' thing! Use calling sticks to have students/partners share!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj85gvgG6mT7o5sOS_wf8qBOLb8cKtBcwf7EW_eTBd3bQCNniYPxZyi850uoW4vRO6FDinGqvbBZq6M5W16uV5hncj4nf_wV60Janrem7v8MB2vM8KsHAHptC4Br0scexzSp_aeCSEWoPiD/s1600/4.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: left;"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj85gvgG6mT7o5sOS_wf8qBOLb8cKtBcwf7EW_eTBd3bQCNniYPxZyi850uoW4vRO6FDinGqvbBZq6M5W16uV5hncj4nf_wV60Janrem7v8MB2vM8KsHAHptC4Br0scexzSp_aeCSEWoPiD/s400/4.png" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" width="400" /></a></div>
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<span style="text-align: left;">Allow students to illustrate their ideas. If this portion of your lesson is not done immediately following "Restate" then remind your students what they discussed or allow them to discuss their personal definitions with their partners/class. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjH6svxzZOVzqHvRyo4WCRIQrOOiiHyX1TZ6qaVv8Gc8qx6ebKiewBav6NnetdUcqoyF4K3GMr2BZ3mpSRGgTMDgmmI0j9Fdfnnc41k9hYhYT9odfmRqL_zRnbwyrBJ0pKcwM0nIrnuwLZJ/s1600/5.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjH6svxzZOVzqHvRyo4WCRIQrOOiiHyX1TZ6qaVv8Gc8qx6ebKiewBav6NnetdUcqoyF4K3GMr2BZ3mpSRGgTMDgmmI0j9Fdfnnc41k9hYhYT9odfmRqL_zRnbwyrBJ0pKcwM0nIrnuwLZJ/s400/5.png" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" width="400" /></a></div>
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Here is a challenge to you creative teachers: Use the vocabulary word as often as you can! Add the word into test questions, find it in read alouds, use it in conversation! The sky is the limit. You won't be disappointed if you try! (See what I did there?) </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGfIcxp7wXZMuxFrXkUI-GSgPuxFLUAfRIkf2VolNeBrrUCcFcaECVJtDOGkrtzFthHlFhDiKrYnIj9IIii7kSohnbFLP2566v04dSl8vYHcRegUqEH4QqGSlsR5edAloj222_Y6DSaqYM/s1600/6.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGfIcxp7wXZMuxFrXkUI-GSgPuxFLUAfRIkf2VolNeBrrUCcFcaECVJtDOGkrtzFthHlFhDiKrYnIj9IIii7kSohnbFLP2566v04dSl8vYHcRegUqEH4QqGSlsR5edAloj222_Y6DSaqYM/s400/6.png" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" width="400" /></a><span style="text-align: center;"></span><br />
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<span style="text-align: center;">Don't introduce new words and then move on. Come back and continuously use and review those words. This can make a wonderful center activity! New words can be added as students become confident in their use. Play games with the words and ask them to use them in their writing. You can even give them a starter sentence: The girl looked disappointed when _______.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoUHczFhgs0NRVsvdlg7zy7gD3ZMMqj_NalxA6WklRHBAZE0hz7KE-qF4JdqxbMuK_FwP-imfQrbcrMJ0sa8awJnnQ31wGnccbRivAAHVviocIU59QyMVce0_wK4iXLHA8mpf-J9l5yUrc/s1600/7.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoUHczFhgs0NRVsvdlg7zy7gD3ZMMqj_NalxA6WklRHBAZE0hz7KE-qF4JdqxbMuK_FwP-imfQrbcrMJ0sa8awJnnQ31wGnccbRivAAHVviocIU59QyMVce0_wK4iXLHA8mpf-J9l5yUrc/s400/7.png" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" width="400" /></a></div>
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<span style="text-align: center;">Add more fun into the mix to reinforce those vocabulary words. Some fun games/activities can be to put on a play or make vocabulary trading cards (Explained in detail in Part Three). Continue to reinforce vocabulary throughout each lesson. </span><br />
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Reach Every Student!</h3>
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Don't forget about the different types of learning. Some students learn using one type of learning but most students learn using a mixture of them! I like to keep a checklist of the Multiple Intelligences on my lesson plan. When I am done planning I see if I have checked off each one (at least weekly if not daily). How many students are you reaching?</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-U_z7232n7z3RVCnsWMkD0QVqzbtGO8VfSbkna8B1ZG3RFumZzg8aVxQSkwidYNdchvGAgG79mW9OWBdBTWrZ4s432DCQNI0k_SJPnlWU8_-ck8OWOxFFHnYjNDBpZLTrtifbKeL61vDw/s1600/9.png" style="margin-left: 1em; margin-right: 1em;"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-U_z7232n7z3RVCnsWMkD0QVqzbtGO8VfSbkna8B1ZG3RFumZzg8aVxQSkwidYNdchvGAgG79mW9OWBdBTWrZ4s432DCQNI0k_SJPnlWU8_-ck8OWOxFFHnYjNDBpZLTrtifbKeL61vDw/s1600/9.png" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" /></a></div>
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<span style="text-align: center;">Add musical learning into your lessons! Use them as the anticipatory set to get the students excited. Great songs can be found on <a href="https://www.teachertube.com/">Teachertube</a>, <a href="https://www.youtube.com/">Youtube</a>, and <a href="https://www.gonoodle.com/">GoNoodle</a>! My students love to sing and dance while learning and I'm sure yours will too!</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6ThcMbDkPpAikOVCPK5A0XG65RmdubW9-ilkg4rIW5SPSJ-QkH2OdvDu2FC6nDErqOgFjVCtEVIEM4LOhdc_huIQRvyhkKBbpBLU-AFBUW-mvE7n7nxoVI34Xjj3_Co1tzx-5hPvuEWj4/s1600/10.png"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6ThcMbDkPpAikOVCPK5A0XG65RmdubW9-ilkg4rIW5SPSJ-QkH2OdvDu2FC6nDErqOgFjVCtEVIEM4LOhdc_huIQRvyhkKBbpBLU-AFBUW-mvE7n7nxoVI34Xjj3_Co1tzx-5hPvuEWj4/s1600/10.png" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" /></a><br />
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Make sure your students are moving! There are so many games that allow movement while learning. Don't be afraid to let your students play to learn. I want you to have fun games that don't break the bank or steal your precious time. The games listed above are fun and excited for your students and you won't be out a lot of money or time. </div>
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<u>Cup Stacking</u>- write the definition on the bottom of the cup and tuck the definition inside the cup.</div>
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<u>What's My Word</u>- Students wear a sentence strip on their head with the vocabulary word on it. Students have to define the word until the student guesses his/her word correctly. Lanyards turned around (onto the student's back) can word too!</div>
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<u>Hi Five Me-</u> Using dye cast or student cut hand shapes students play a game. Some hands have the vocabulary words and others have the definition. The teacher hands the words/definitions out. When students find their match they hi five each other. (Laminate the pieces for longevity!)</div>
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<u>Lily Pad Jump</u>- Students jump from pad to pad to find the correct definition! (Laminate the pieces for longevity!)</div>
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<u>Musical Spelling</u>- Students write their vocabulary words and/or definitions. When the teacher starts to play music the students put down their pencils and dance around the tables. When the music stops the students start writing the next word! The fun continues for as much time as you have set!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRNxSXld3VoGgDQl5yUSKgOdhGCevGo9Ii_j1nE36Uc7JFU-rGhSMrRyJX3MebnYnGtLWut5cYG49aiQfla_-FIVws67KcqdFxBEpw_qkhD_80uSKi6jtZVc-uQcCB9FuXeqQnoLDrcZ6J/s1600/11.png"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRNxSXld3VoGgDQl5yUSKgOdhGCevGo9Ii_j1nE36Uc7JFU-rGhSMrRyJX3MebnYnGtLWut5cYG49aiQfla_-FIVws67KcqdFxBEpw_qkhD_80uSKi6jtZVc-uQcCB9FuXeqQnoLDrcZ6J/s1600/11.png" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" /></a><br />
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You can find rolling cubes that allow you to insert definitions/illustrations to start discussions or writing. If you refuse to purchase them make one yourself! I found a box, covered it in packing tape, and made pockets with packing tape. Then I could keep all of the words that we used throughout the year inside the box. You can even create rolling cubes that students can take home too! I found that if you cover the paper in packing tape prior to cutting it, the cube (below) will have a laminate-like covering. The students love to toss the cube and it doesn't make a lot of noise! <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgANFQ4zFm9XHolUa5IHAqkb05bNMrd3s7CLBGOWPNS9k64xSooeqkjYYwrTxhIz1lWJ1UEyIXz-MEbN-0JQ-4SxX9fZDxJwc87WYM_RsAS3ZW93zTmGg818YzmjjqR5iCKDfMrFf23XkS9/s1600/words.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" data-original-height="477" data-original-width="357" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgANFQ4zFm9XHolUa5IHAqkb05bNMrd3s7CLBGOWPNS9k64xSooeqkjYYwrTxhIz1lWJ1UEyIXz-MEbN-0JQ-4SxX9fZDxJwc87WYM_RsAS3ZW93zTmGg818YzmjjqR5iCKDfMrFf23XkS9/s320/words.jpg" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" width="238" /></a></div>
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Make a Roll It! with written prompts! <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRKQ9KvyLH12qoQHH7htPG1S2GhjgVzNVk7TjgCY2_DwIF1ZGgAQ0s5QrmHbk7Q8H34KjIaEDTfXImSusSCQlbLuv97zsMIc7N2pXhh9xqPfItIMlXDSY8zW7x5Q9fuQXi_J30J96gXYV1/s1600/pictures.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" data-original-height="479" data-original-width="355" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRKQ9KvyLH12qoQHH7htPG1S2GhjgVzNVk7TjgCY2_DwIF1ZGgAQ0s5QrmHbk7Q8H34KjIaEDTfXImSusSCQlbLuv97zsMIc7N2pXhh9xqPfItIMlXDSY8zW7x5Q9fuQXi_J30J96gXYV1/s320/pictures.jpg" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" width="237" /></a></div>
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Make a Roll It! with illustrated prompts! </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqT0E_4V7e9HJU5ZqClssHor5G32kMvE1g3YKsgDtp7aVxzM6-OYxmCMlhRa2O3wDD98vRrOXF8entd_ISxZLlyf1ApLLQug0COUNdIHfG8Z1NTCBjssOjtBW3iJ8cb72xDRaiGXAaF4Tz/s1600/blank.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" data-original-height="478" data-original-width="360" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqT0E_4V7e9HJU5ZqClssHor5G32kMvE1g3YKsgDtp7aVxzM6-OYxmCMlhRa2O3wDD98vRrOXF8entd_ISxZLlyf1ApLLQug0COUNdIHfG8Z1NTCBjssOjtBW3iJ8cb72xDRaiGXAaF4Tz/s320/blank.jpg" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" width="240" /></a><br />
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Make a Roll It! with your own creative ideas! </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYpngkxDaDbK5A61YOPCFy2vTHoAjMF5XvEh2HS0MnQr_Alsa4qC1bjwL1KhLydGR6zxUucRA1B7ZmO-N3p4ghgKvoO3kJpbcZp1hBtLIGe4eVzkGEqk98QKGHLm5c9Nm4OwEUQx6eM0jN/s1600/13.png"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYpngkxDaDbK5A61YOPCFy2vTHoAjMF5XvEh2HS0MnQr_Alsa4qC1bjwL1KhLydGR6zxUucRA1B7ZmO-N3p4ghgKvoO3kJpbcZp1hBtLIGe4eVzkGEqk98QKGHLm5c9Nm4OwEUQx6eM0jN/s1600/13.png" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" /> </a><br />
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Don't forget to allow students to reflect on learning by themselves. Some students like to do research or use technology to find more! You can even find links to make vocabulary trading cards!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2m2vGGuK49C7utZJGLZWVBoRJs6oCOWzfTVjmJblZoTGMxXf_IVb02vkQn8aI2D0mY04i6NdO0bA8vNrjrGIraw27eZigIuPA6mQ-1OUe9fbLRyUQjYi0iWB5gswtqB1ZzATCVUdevabL/s1600/report.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" data-original-height="451" data-original-width="339" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2m2vGGuK49C7utZJGLZWVBoRJs6oCOWzfTVjmJblZoTGMxXf_IVb02vkQn8aI2D0mY04i6NdO0bA8vNrjrGIraw27eZigIuPA6mQ-1OUe9fbLRyUQjYi0iWB5gswtqB1ZzATCVUdevabL/s400/report.jpg" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" width="300" /></a></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiM3BswyN4paZO4-5A3zi4HTDi2sSyz4Ixd8x5nTMifR64RXR6iOFYAg7wWLqX-rDJQ3FrDnf1zHYgt0kPxlts6j4yMCGb5-v4t7nAJmbhyubIKEWGJ2X7ZPSZOKwvFG1mrECeF4fbWR511/s1600/14.png"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiM3BswyN4paZO4-5A3zi4HTDi2sSyz4Ixd8x5nTMifR64RXR6iOFYAg7wWLqX-rDJQ3FrDnf1zHYgt0kPxlts6j4yMCGb5-v4t7nAJmbhyubIKEWGJ2X7ZPSZOKwvFG1mrECeF4fbWR511/s1600/14.png" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" /> </a><br />
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Let students play together. Remember those games we discussed earlier? Use those to allow students to learn while playing. You can find my trading card template on <a href="http://www.campfirecurriculum.com/" target="_blank">Campfire Curriculum with Helpful Heather</a>.</div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgI7VDzT0W_XggKgbbVKyTgD5829vsM3lGMxxXkGtV5yzrPMTa3uQL9-d4Fcl2K6XGXbOJyVVUh6bTwumceX9yhxoPag6KNw7C3eC6Tyo-pJ6Vwy_ioV_xYd4LN6DfhSOFYwj5ju3WJLJh3/s1600/15.png"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgI7VDzT0W_XggKgbbVKyTgD5829vsM3lGMxxXkGtV5yzrPMTa3uQL9-d4Fcl2K6XGXbOJyVVUh6bTwumceX9yhxoPag6KNw7C3eC6Tyo-pJ6Vwy_ioV_xYd4LN6DfhSOFYwj5ju3WJLJh3/s1600/15.png" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" /> </a><br />
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Teachers can appreciate students that learn by categorizing items. These activities can help your student learn as a naturalist! </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgW461774oTUtn-X7fi2hal7JeT8kmxqyPu7GEPq8lXejRRdDsxWBiA9ltlTHKCP1p7tPfO-ImgBiaLezGOo6NFT1BHe6rCMOnjjIo2Ej9JbC9rGH5V_EiW52n1HE_ag1rV34GoD8I3U1ej/s1600/venn.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" data-original-height="451" data-original-width="338" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgW461774oTUtn-X7fi2hal7JeT8kmxqyPu7GEPq8lXejRRdDsxWBiA9ltlTHKCP1p7tPfO-ImgBiaLezGOo6NFT1BHe6rCMOnjjIo2Ej9JbC9rGH5V_EiW52n1HE_ag1rV34GoD8I3U1ej/s400/venn.jpg" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" width="298" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaKfz9ckxxi06OqsF5wTaUtgkl80Jk_fIrBLT6iLt-bu29MbnCJEn6FKMnDJ2Ky-IQoYLj7YgBlJMRiTFau_bJfs3I8RRokDtL6kFdvl2EQM_AYZJTScZNSobIRYs-D84UYtNiSXSv_uGk/s1600/abc.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" data-original-height="428" data-original-width="325" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaKfz9ckxxi06OqsF5wTaUtgkl80Jk_fIrBLT6iLt-bu29MbnCJEn6FKMnDJ2Ky-IQoYLj7YgBlJMRiTFau_bJfs3I8RRokDtL6kFdvl2EQM_AYZJTScZNSobIRYs-D84UYtNiSXSv_uGk/s400/abc.jpg" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" width="302" /></a></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjRToImDvx60Vp7ZwCIIPsRpznvUy5iiPmluXMDLc8yZd4pKooNdOUVY_qE7a6PnQ-kA7zy4K9gMoXSvcaQODmsxG5hC6S2YOs1TfYpZ3NjOgpmDAl_k26bhrfTUBt55a1265j58t27n-u/s1600/16.png"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjRToImDvx60Vp7ZwCIIPsRpznvUy5iiPmluXMDLc8yZd4pKooNdOUVY_qE7a6PnQ-kA7zy4K9gMoXSvcaQODmsxG5hC6S2YOs1TfYpZ3NjOgpmDAl_k26bhrfTUBt55a1265j58t27n-u/s1600/16.png" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" /> </a><br />
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The existential student likes to apply their learning! Use some of the ideas from above to help those students soar!<span style="text-align: right;"> </span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEil3o7zFNGExwAV19CWfcEFuzmeMvW0Gv9tCXep__wkL40hHMr4VfYO9mDOTEz7YLhlM6fzcVCERiqfsa0nAZkQnK_ohziAijZNEsR1qqMkypc6QDwXzmbwTxdqLeroee5HzFkNZAGa85xQ/s1600/17.png" style="text-align: right;"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEil3o7zFNGExwAV19CWfcEFuzmeMvW0Gv9tCXep__wkL40hHMr4VfYO9mDOTEz7YLhlM6fzcVCERiqfsa0nAZkQnK_ohziAijZNEsR1qqMkypc6QDwXzmbwTxdqLeroee5HzFkNZAGa85xQ/s1600/17.png" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" /> </a></div>
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Allow students to discuss with each other, act out as in charades, or read their final work to the other students.</div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqKoebpeVMK6TNdNaaZG-IKWJIr2iekdptrJkdeH2hyphenhyphenatj0IbAOyNjbqeYLero-eNpDzbz0P4bAo36xhk1wmfRutym3eKhSwTQigoFAWHqEnALGpSsyMg9s470XcKkys1zXOWrK14eAzgV/s1600/18.png"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqKoebpeVMK6TNdNaaZG-IKWJIr2iekdptrJkdeH2hyphenhyphenatj0IbAOyNjbqeYLero-eNpDzbz0P4bAo36xhk1wmfRutym3eKhSwTQigoFAWHqEnALGpSsyMg9s470XcKkys1zXOWrK14eAzgV/s1600/18.png" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" /></a><br />
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Yes! You can even reach the mathematical students! You can have students roll a number that equates to an activity prompt or have them write a word problem using the vocabulary word. If the student needs help- you can write the problem with them and have them figure out the problem!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj420g3VWtHLiAZwRIrvHHJNaSeQrKTjyiVSAXuq7Wg21747cpCDCbFUJb33BlSM9T4FZuEM4Xnq10c8xymmucMyZqOIQTuCNc9Bctz3olVDvR3Dcw5XLp5VFHzHnIBjANYLANRF7Y1DNw3/s1600/math.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" border="0" data-original-height="323" data-original-width="429" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj420g3VWtHLiAZwRIrvHHJNaSeQrKTjyiVSAXuq7Wg21747cpCDCbFUJb33BlSM9T4FZuEM4Xnq10c8xymmucMyZqOIQTuCNc9Bctz3olVDvR3Dcw5XLp5VFHzHnIBjANYLANRF7Y1DNw3/s400/math.jpg" title="As we discussed in Part One research says children that struggle with comprehension also struggle with vocabulary. This three part series lends quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension. Please revisit Sowing The Seeds Of Vocabulary (Part One) to help you understand and implement vocabulary in your classroom. This post (Part Two) will remind you how important it is to use Marzano's Vocabulary Process and Multiple Intelligence Theory to reach all students!" width="400" /></a></div>
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Continue To Try and Tell</h3>
Let everyone know how it works for you! Do you have a success story to tell? A game that your students loved that helped them learn vocabulary? Tell everyone about your "Teacher Wins"! We want to hear them! Don't forget to stay tuned........ this is the second in a series of vocabulary posts. In the posts to come, you will learn how to implement vocabulary into behavior management, small groups, whole group, and more tricks to help you teach vocabulary with ease! <br />
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<img alt="www.campfirecurriculum.com" border="0" height="152" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8t4Nqi2Wn6kxj-6B54x1QrY9yIxfUsg8DlQfxrWgqMNvVTo0vSCCbEu0c4nFDOfXUQbLKm8bsV2Gmy-AEKJMvKKSxnGIWzayxL0qRpdXNPrZwovuIuXMoCKJk3EClQzSAm9UpHxrVVbsE/s320/heathernamebutton.png" title="" width="320" /><br />
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Pin For Later</h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3-grKwWVGWjrhBUVaKuv-laP0reZkBagBvAoj4eZ1tLSJ5xqvZxOEwwWgR0MjtDPSKx5O3o9Vn8lEsV6hZSyJ2ASUHHZA9kl19lxIFzIWfZT7guXhUf_547rZZtW5mdxhDSIroUI5bXAM/s1600/Pin.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="Research says children that struggle with comprehension also struggle with vocabulary. Wouldn't you like to have your quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension? Sowing The Seeds Of Vocabulary (the first in a series) will walk you through understanding and implementing vocabulary in your classroom. Read this post and your students will thank you profusely. (See what I did there?)" border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3-grKwWVGWjrhBUVaKuv-laP0reZkBagBvAoj4eZ1tLSJ5xqvZxOEwwWgR0MjtDPSKx5O3o9Vn8lEsV6hZSyJ2ASUHHZA9kl19lxIFzIWfZT7guXhUf_547rZZtW5mdxhDSIroUI5bXAM/s640/Pin.jpg" title="Research says children that struggle with comprehension also struggle with vocabulary. Wouldn't you like to have your quick and easy ways to expand your students' vocabulary and also strengthen their overall comprehension? Sowing The Seeds Of Vocabulary (the first in a series) will walk you through understanding and implementing vocabulary in your classroom. Read this post and your students will thank you profusely. (See what I did there?)" width="424" /></a></div>
<br />Heather Waildhttp://www.blogger.com/profile/06556785477894460041noreply@blogger.com0tag:blogger.com,1999:blog-2129006653234939633.post-64722709363863388052017-06-03T22:05:00.000-04:002018-06-12T22:24:26.739-04:00High Five Writing: An Easy Method for Complex Sentences<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj__LG78ufBQQladji66lAAXolyxBqQxguJ3B-nx1mpUMv-9YFhCQN0xi3dvZXVPJX8RMwuwcJ8PJkIszLIGoQRJEvtpUuFdOYZBhy1Q9FFL7hZ6gF9wRl03Zll_OplSwH9CECW6yuQLGnV/s1600/Slide1.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Providing students with an easy method for writing complex sentences can make all the difference in their writing. Their writing will be ready for lots of High Fives." border="0" data-original-height="918" data-original-width="1536" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj__LG78ufBQQladji66lAAXolyxBqQxguJ3B-nx1mpUMv-9YFhCQN0xi3dvZXVPJX8RMwuwcJ8PJkIszLIGoQRJEvtpUuFdOYZBhy1Q9FFL7hZ6gF9wRl03Zll_OplSwH9CECW6yuQLGnV/s1600/Slide1.JPG" title="High Five Writing" /></a></div>
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What are High Five Sentences?</h2>
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While working with some second grade teachers last year, they voiced concerns about their student's sentence structure and feared it was too simple. We made a plan: High Five Sentences. As you would suspect...high five sentences are so great, you want to give someone a high-five. During this one day lesson, we challenged students to High Five Sentences...supporting them all the way. We broke the students into partners and we gave them a Who? and a Did What? puzzle. Acknowledging that we had the makings of a good sentence, these sentences were deemed "kindergarten sentences" by the second graders. We needs to amp up the sentence before we could call them High Five second grade sentences. First, we added more details to the Who? part of the sentence. We added a gold piece of puzzle and added adjectives. These students decided the lion was BIG and MEAN. Once we added the gold puzzle, we decided we only had a High 2 Sentence (whomp, whomp).<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimFF6HTl_5iKGXxAzKBDe0mqMP_PVHoSKuA4wU3dhbyWRURiH03WHMJL2XBdvBUqOsWVQ2W2Tne8UhZNke6oj0Lxv8c37bSwmI0KZtNO4sn58Og1qLDBu7qk8G6Z7qutXc8cwfhinCMq62/s1600/Slide2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Providing students with an easy method for writing complex sentences can make all the difference in their writing. Their writing will be ready for lots of High Fives." border="0" data-original-height="918" data-original-width="1536" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimFF6HTl_5iKGXxAzKBDe0mqMP_PVHoSKuA4wU3dhbyWRURiH03WHMJL2XBdvBUqOsWVQ2W2Tne8UhZNke6oj0Lxv8c37bSwmI0KZtNO4sn58Og1qLDBu7qk8G6Z7qutXc8cwfhinCMq62/s1600/Slide2.JPG" title="High Five Writing" /></a></div>
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Where?</h2>
Next, we added a purple puzzle piece. Where did your lion roar? Where did the mom bake? Where did the sister sing? We encouraged phrases like "at the zoo" or "in the jungle." They were careful to match their Where? puzzle to their Who? A dolphin needs to be in an ocean, in the sea, or in an aquarium. We had the students close their eyes and visualize their Who? to make a great sentence. They were also asked to try their Where? piece at the beginning and at the end of the sentence. Where did it make the best sentence? But alas, these sentences were only High 3 Sentences.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjDsH6Mwoyndcc1B8YpMnHl01lGSW_Xj6jODWqdOLzFcbbXUkDkfZptkHLLpj4EyLlLOJJGlwoVOpUGKfcoF3f2u8BupOlsDx_J_ln5v5Qfk1J-SQg9dqyNwJdb4GO7csc_D6v3h-kTQkB/s1600/Slide3.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Providing students with an easy method for writing complex sentences can make all the difference in their writing. Their writing will be ready for lots of High Fives." border="0" data-original-height="918" data-original-width="1536" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjDsH6Mwoyndcc1B8YpMnHl01lGSW_Xj6jODWqdOLzFcbbXUkDkfZptkHLLpj4EyLlLOJJGlwoVOpUGKfcoF3f2u8BupOlsDx_J_ln5v5Qfk1J-SQg9dqyNwJdb4GO7csc_D6v3h-kTQkB/s1600/Slide3.JPG" title="High Five Writing" /></a></div>
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When?</h2>
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Next, we added a blue paper and talked about When? words. The discussion about time words included days of the weeks, months of the year, actual times (10:00), today, yesterday, tomorrow, at night, and in the morning. We also had a discussion about where the When? could be in the sentence. Again, they were asked to move this puzzle piece around and see where they wanted this piece to go. The students were starting to get excited about their sentences. We were getting closer: Who? Did What? Where? When? Clearly, a High 4 Sentence.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0MXztgwLMTy40sPo9WZA-tJlxKkx5qHHFJM5XA3eht4UntoGtMsjSyn7PYpqHu1pvH3uBAj4WV9_Al2xn0vGKFx-t0gSX7VDEAQE3C2wrEwkYkdI-m_YwGZTRcF3k-kdYKuVABodpUpBz/s1600/Slide4.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Providing students with an easy method for writing complex sentences can make all the difference in their writing. Their writing will be ready for lots of High Fives." border="0" data-original-height="918" data-original-width="1536" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0MXztgwLMTy40sPo9WZA-tJlxKkx5qHHFJM5XA3eht4UntoGtMsjSyn7PYpqHu1pvH3uBAj4WV9_Al2xn0vGKFx-t0gSX7VDEAQE3C2wrEwkYkdI-m_YwGZTRcF3k-kdYKuVABodpUpBz/s1600/Slide4.JPG" title="High Five Writing" /></a></div>
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Finally, the Why?</h2>
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I think this can be the most fun puzzle piece. It is the amazing way to figure out just what they are thinking. We could also move this puzzle piece around...decide where it makes the best sentence. A blue car crashed...because he was going too fast. The dolphin jumped...because he needed to get some air. The nice grandma baked...because her grandkids loved cookies. We asked the students in the class to close their eyes and let their classmates sentences make a great picture in their head. They were respectful of each other and commented about the sentences. We counted the Who? Did What? Where? When? and the Why? We had five! We had made a HIGH FIVE sentence. So, we did what we needed to do...we gave our partners a High Five. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhicrvijfNX1s_n_CGEyPVs9Wk3ZG7_F2WqU7XvaapnMS609gArBPZHFBroVgu3vaxl0lx2apjNurAjNqoos4Zwofbf_gNXcO9yYX7tR1JlXb3KDy0OXQvRp22YI0voLpkzhK9q51OFt9sk/s1600/Slide5.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Providing students with an easy method for writing complex sentences can make all the difference in their writing. Their writing will be ready for lots of High Fives." border="0" data-original-height="918" data-original-width="1536" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhicrvijfNX1s_n_CGEyPVs9Wk3ZG7_F2WqU7XvaapnMS609gArBPZHFBroVgu3vaxl0lx2apjNurAjNqoos4Zwofbf_gNXcO9yYX7tR1JlXb3KDy0OXQvRp22YI0voLpkzhK9q51OFt9sk/s1600/Slide5.JPG" title="High Five Writing" /></a></div>
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It was a great lesson. </div>
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**This was one lesson in a series of lessons. Students will obviously need several days with this. They can also dissect sentences by circling, underlining, and distinguishing each of the 5 parts of the High Five Sentence. It is also obvious that ALL sentences in their writing cannot be a High Five Sentence. One idea was choosing 1 sentence from a piece of writing to revise it into a High Five Sentence. </div>
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If you'd like <a href="https://www.teacherspayteachers.com/Product/High-Five-Writing-2220665">Freebie of the High Five puzzles</a> click the link, or click on the picture below.<br />
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<span style="font-size: large;">Cathy</span></div>
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Cathyhttp://www.blogger.com/profile/12319196180380257812noreply@blogger.com1tag:blogger.com,1999:blog-2129006653234939633.post-76638733726746990872017-05-26T06:00:00.000-04:002018-06-14T08:55:57.119-04:00Summer Reading: Getting Books in Their Hands<div class="separator" style="clear: both; text-align: center;">
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In July of 2015 we did a book study of Richard Allington and Anne McGill-Frazen's "<a href="http://www.amazon.com/Summer-Reading-Achievement-Language-Literacy/dp/0807753742">Summer Reading: Closing the Rich/Poor Reading Achievement Gap" </a>. It was really eye opening to me to look at the achievement gap in relation to the summer. And my school took some actions to get more books into the hands of our students throughout the year. A Readbox, stronger "take-home" program, and more listening stations are just some examples.<br />
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GETTING BOOKS IN THEIR HANDS:</h3>
Being able to put a large amount of high interest books into the hands of each of your students can certainly be a challenge because it costs money! At that is something that can be scarce for many of our schools. This has certainly been the case for me the last two years. As much as I wanted to provide a large volume of books to my students over the summer, I did not have the funds to make this happen. I had to utilize the resources I did have available such as printing A-Z readers. And while sending these books is a positive action, Allington suggests the books be of high interest to the students and that they receive choice.<br />
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SUMMER READING GIVEAWAY</h3>
This year, I was given the opportunity to make this happen! A local company asked if they could donate books to my school. Of course, I happily accepted the offer. I was excited to receive a box or two to add to my Readbox or book giveaways. But one or two boxes was not dropped off. No. Close to 1300 books were dropped off to my school!!<br />
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We knew what we needed to do! All the books were organized by fiction, nonfiction, favorite characters, holiday, and chapter books. Then laid out on tables.<br />
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Kindergarten and first grade students were invited to come "shopping" for summer books. As each child walked into the room, they received a grocery bag. Then they went searching for books that would interest them and motivate them to read over the summer.<br />
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The buzz in the room was exciting, energetic, and contagious. I had tears in my eyes watching all of my little students get so excited about books. They were eager to share what they found with anyone that would listen!!<br />
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When the shopping was complete, each student in Kindergarten and first grade in my building had 11 books to take home for the summer. Some students also left with bags of A-Z books because there is a place for choice and there is also a place for some leveled books.<br />
<h3>
THE RESULTS</h3>
But I think the best part to this story is the day after this shopping extravaganza. Students came in to the school next day so excited to share about what they had read in their new books. One first grader even brought in her new book to show us the "hook." She said, "Doesn't this hook just make you want to read more!?" <br />
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Yes it does.<br />
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<h3>
OTHER SUMMER READING BOOK STUDY POSTS:</h3>
<ul>
<li style="font-weight: bold;"><b><a href="http://www.adventuresinliteracyland.com/2015/07/five-reasons-poor-children-suffer-more.html">FIVE REASONS POOR CHILDREN SUFFER MORE FROM SUMMER LEARNING LOSS</a></b></li>
<li style="font-weight: bold;"><b><a href="http://www.adventuresinliteracyland.com/2015/07/why-i-will-not-pick-my-students-books.html">WHY I WILL NOT PICK MY STUDENTS' BOOKS FOR THEM ANYMORE</a></b></li>
<li style="font-weight: bold;"><b><a href="http://www.adventuresinliteracyland.com/2015/08/making-summer-reading-personal.html">MAKING SUMMER READING PERSONAL</a></b></li>
<li style="font-weight: bold;"><b><a href="http://www.adventuresinliteracyland.com/2015/08/summer-reading-chapter-7.html">SUMMER READING: CHAPTER 7</a></b></li>
<li style="font-weight: bold;"><b><a href="http://www.adventuresinliteracyland.com/2015/07/whats-in-truck-different-approach-to.html">WHAT'S IN THE TRUCK? ~ A DIFFERENT APPROACH TO SUMMER READING</a></b></li>
<li style="font-weight: bold;"><b><a href="http://www.adventuresinliteracyland.com/2015/07/preventing-summer-reading-loss-what.html">PREVENTING SUMMER READING LOSS: WHAT REALLY WORKS?</a></b></li>
<li><b><a href="http://www.adventuresinliteracyland.com/2017/05/summer-reading-getting-books-in-their.html">SUMMER READING: GETTING BOOKS IN THEIR HANDS</a></b></li>
</ul>
Em Hutchisonhttp://www.blogger.com/profile/02714399463592010921noreply@blogger.com0tag:blogger.com,1999:blog-2129006653234939633.post-46557219435333716362017-05-16T06:00:00.000-04:002017-05-16T06:00:04.452-04:00One Game Board Plus Many Games Equals Stronger Students<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKu0Qtecb4PNzkghgu1VzZq6GMPv96sjStuq8ARNrPKw__y7tL-6Bctz-FiZeTnFid5Bbm6S2va_1uhxCDtLp_5S0QRtKAhIiekgwoyAapm7IqLVfIU5CAFWOdxeqQXJ68HIwrtyTV1fQ/s1600/gameboard+fb.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Children love playing games,and it gives them a way to show what they know in a fun and exciting way." border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKu0Qtecb4PNzkghgu1VzZq6GMPv96sjStuq8ARNrPKw__y7tL-6Bctz-FiZeTnFid5Bbm6S2va_1uhxCDtLp_5S0QRtKAhIiekgwoyAapm7IqLVfIU5CAFWOdxeqQXJ68HIwrtyTV1fQ/s1600/gameboard+fb.jpg" title="One Game Board, Many Games, Stronger Students" /></a></div>
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As a reading specialist, I get to do things that other teachers may not get to do all the time. I use games to help my students with many of the various skills we focus on. As I wound down my year, I spent my final day with my students celebrating our successes with games. And I used the same board for every single game!<br />
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<a name='more'></a>My students love to play games, and I love using one resource for all grade levels from Kindergarten through 5th grade. Here was my entire day in a nutshell with one single game board.<br />
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Sight Words</h2>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuuaKoj8etZsZPhdWkLC8G45s2qBYafeiEXTDpHtrgVSiitYUYu3Q9SEK_womEnqJ1tDh6H0NTxFAWiU6lVpnaQxKdhnrfn8jh3TV1yoHu48D5L6ueky0YNtVOoKdNgk9mZmnjVg9TIkA/s1600/1final%25281%2529.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Children love playing games,and it gives them a way to show what they know in a fun and exciting way." border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuuaKoj8etZsZPhdWkLC8G45s2qBYafeiEXTDpHtrgVSiitYUYu3Q9SEK_womEnqJ1tDh6H0NTxFAWiU6lVpnaQxKdhnrfn8jh3TV1yoHu48D5L6ueky0YNtVOoKdNgk9mZmnjVg9TIkA/s320/1final%25281%2529.jpg" title="One Game Board, Many Games, Stronger Students" width="240" /></a></div>
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My first graders have really been working on sight words. Instead of using just some random sight words, I used their own word bags. They chose a word out of the bag. If they could read the word, they moved forward. If it was wrong, they stayed in the spot. I was able to assess at the same time as they read the words from their own bags. You could also do this with spelling words or features.<br />
<h2>
Letters</h2>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGwboo7wX4977E-35AF7kD7AS4uC07CnvrtZS1sU0W6kRd2q8JHFeaSHd21sDCK9T7R7vLsQP45DCJTX4T6qCRNQt6eMU8iHB-hFXbJmlM62sbiPAx6GF6MYI2PEssEYS06JYo8GGxr54/s1600/2final%25282%2529.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Children love playing games,and it gives them a way to show what they know in a fun and exciting way." border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGwboo7wX4977E-35AF7kD7AS4uC07CnvrtZS1sU0W6kRd2q8JHFeaSHd21sDCK9T7R7vLsQP45DCJTX4T6qCRNQt6eMU8iHB-hFXbJmlM62sbiPAx6GF6MYI2PEssEYS06JYo8GGxr54/s320/2final%25282%2529.jpg" title="One Game Board, Many Games, Stronger Students" width="320" /></a></div>
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Kindergarten students can work on letters with the same game board. They had to name the letter and then match it to the uppercase one on the chart to move spaces.</div>
<h2>
Vocabulary</h2>
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Second and third graders have been working on academic vocabulary. Students used that academic vocabulary to play their games.</div>
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Comprehension</h2>
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Fifth graders still LOVE playing games. They used some task cards to play their games. At this point in the year, I mix up a bunch of different sets to work on various comprehension skills.<br />
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Playing games with students helps them to become stronger students while playing and having fun. They enjoy the competition and embrace the learning in a new way.<br />
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Andrea Crawfordhttp://www.blogger.com/profile/10863194664150925886noreply@blogger.com0tag:blogger.com,1999:blog-2129006653234939633.post-16480683091177908602017-04-26T06:00:00.000-04:002018-06-14T08:03:05.482-04:00Support with Ice Cream<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-8ZURwESyHBp2fMNLyGQSoeoyd0wPEFLUiZZBSTBBQN4EvorqbDG8XABNmsY6URL38MC6aXzjEkbluWwOBx8WmWKbhUH4Rn-Jx172JnfXtrIKRTc8H6upOcC_FgoYL4Qln_b3On8YAGZp/s1600/Lit+Land+Facebook+Template-2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Support with Ice Cream" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-8ZURwESyHBp2fMNLyGQSoeoyd0wPEFLUiZZBSTBBQN4EvorqbDG8XABNmsY6URL38MC6aXzjEkbluWwOBx8WmWKbhUH4Rn-Jx172JnfXtrIKRTc8H6upOcC_FgoYL4Qln_b3On8YAGZp/s1600/Lit+Land+Facebook+Template-2.png" title="Illustrate finding support for answers using an ice cream cone" /></a></div>
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Ask a student to support their reasons for an answer can sometimes be as fun as dental surgery. (No offense to all of you wonderful dental surgeons out there--it is an utter fear of mine!!) Over the years, I have come to realize a few things. Providing support for an answer can be difficult because it certainly requires a higher level of thinking, it requires language skills, and it may not be an inherent skill for many students. Formulating an answer to that question..."Why?"...just isn't as easy as we would like it to be for so many; therefore, it may be important for us to provide a visual to help out.<br />
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A few years ago, as my daughters and I were playing "kitchen," I realized what a great tool I had right in front of me.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhF5PWsQ_e4ji2RzpB_9kjypao-TchWeIV7uW7XJZBLQ_k5uBhLJWyWjEd7ReA7AsCsczYFYobhYhBWN6LDBbh-U3uqJxeezVbDWDzkVFPgq08vW1p77LzjLOZdt0ET2xiz6H8qwiiTJcs/s200/IMG_8789.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhF5PWsQ_e4ji2RzpB_9kjypao-TchWeIV7uW7XJZBLQ_k5uBhLJWyWjEd7ReA7AsCsczYFYobhYhBWN6LDBbh-U3uqJxeezVbDWDzkVFPgq08vW1p77LzjLOZdt0ET2xiz6H8qwiiTJcs/s200/IMG_8789.JPG" width="200" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5IM5wHg100yrKXv1XLFN3KbSIgHZF0fEFpoOsi8SHeUY08w-n7NA9YAp3TcWzyI9BQOXEkpnSBauhE23pya517bDkY6R1LiNwuF0aVl-P0DLXBJkFzZ7rO9scgYHHWk3NuBd6zhwssMY/s200/IMG_8791.JPG" imageanchor="1" style="display: inline !important; margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5IM5wHg100yrKXv1XLFN3KbSIgHZF0fEFpoOsi8SHeUY08w-n7NA9YAp3TcWzyI9BQOXEkpnSBauhE23pya517bDkY6R1LiNwuF0aVl-P0DLXBJkFzZ7rO9scgYHHWk3NuBd6zhwssMY/s200/IMG_8791.JPG" width="200" /></a></div>
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This ice cream cone is just a plastic play toy. But it holds a lot of teaching power. The ice cream pulls off the cone; therefore, it is easy to illustrate the support that the cone provides the ice cream. Of course, you can also do this with real ice cream and allow it to melt in your hands when support is not provided. Then you can eat it all up!! <br />
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I told the students that the best part of an ice cream cone is the ice
cream. We talked about
how important the cone is because it SUPPORTS the ice cream. If we did
not have the cone, all the ice cream would just melt in our hands. I
related this concept to supporting or giving reasons of support either to an answer or to our opinion.<br />
Honestly, I have been able to use this concept in many different situations in which students need to provide support:<br />
<ul>
<li>the details that SUPPORT the main idea</li>
<li>reasons to SUPPORT that you like or dislike a book</li>
<li>providing SUPPORT for the best part or favorite part of the book </li>
<li>providing EVIDENCE when answering a question</li>
</ul>
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<a href="https://drive.google.com/file/d/0B3eyEJCd5J5kWDdudWR1NnJhVGM/view?usp=sharing"><img alt="https://drive.google.com/file/d/0B3eyEJCd5J5kWDdudWR1NnJhVGM/view?usp=sharing" border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBTKKScrO3nv3Agwjfp-legZQT4txBbrlA__JeZEHGQM3rjrLE9YA5QBx9m3jDaY5mOao7expSFFrLAEtXWoW-pIAqnj0bjPRM3twMDMD6V-_CDGehfxiWeZiovmCFS-zbIFSPq6X5jxuP/s400/ice+cream+graphic+organizer3.png" title="Illustrate finding support for answers using an ice cream cone" width="308" /></a></div>
I have used this simple graphic organizer to help students provide support for their opinions. Please click on the graphic above, if you feel that this may benefit your students, as well! There are two versions within the FREEBIE. If you have any great tips to help students explain their reasons of support, I would love to hear them!!<br />
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<br />Em Hutchisonhttp://www.blogger.com/profile/02714399463592010921noreply@blogger.com0