What Really Matters for Struggling Readers - Richard Allington

For the opening speaker at my district's big back-to-school kickoff, I was lucky enough to hear Dr. Richard Allington speak. If that wasn't enough, I was able to meet with him in a small group for discussion after the presentation! It was a very exciting and rewarding experience for me. I am a big fan of his work and really enjoyed speaking with him.

Dr. Allington is the author of several books, including his What Really Matters series. Some of his titles include:

As an intervention teacher, I find his work with struggling readers particularly inspiring. His presentation provided some important food for thought. Some of his major beliefs about working with struggling readers include:

1. Match readers with the appropriate text level and include choice

• This might seem obvious. We are constantly running guided reading groups with leveled text, but he also means matching students to appropriate science, social studies, and math texts. This means doing away with the one textbook for the entire class. The struggling readers need to be able to access the information from another source. Students will also be more motivated to read if they are able to select among different texts.

2. 1-to-1 tutoring is ideal, but if that is not possible, groups of 3 or less

• The smaller the group, the better! This can be difficult with school budgets, but the smaller the group, the more intensive the intervention.

3. Gradual Release of Responsibility Model

• All lessons should gradually release independence towards the students. Lessons should begin with modeling by the teacher, move towards guided practice, and finish with independent practice. Many times we rush through the guided practice, or do not give students enough practice working with the skill independently.

4. Coordinate intervention with core curriculum

• This can be especially difficult in large schools. The best interventions align with the core curriculum in the classroom. Students will get very confused if they are learning several different ways to write summaries. Teachers need to collaborate and teach consistently across the board.

5. MORE reading

• It seems like common sense, but the more you read, the better you get! Dr. Allington compares reading to any other sport. You have to practice to get better. Unfortunately, he says many interventions or RTI centers focus too heavily on worksheets and paperwork. Dr. Allington says 2/3 of every day should be spent reading. This means that 2/3 of the intervention block should be spent reading, NOT doing worksheets.

6. Expert teachers

• Dr. Allington truly believes in the power of the teacher. He believes schools should be investing in quality professional development for their teachers instead of purchasing packaged programs. He also believes that the most expert teachers should be working with the struggling readers. During his presentation he discussed how he is against the use of paraprofessionals to instruct the most struggling readers. 

7. Metacognition  and Meaning Making

• Students should be taught to think about their own thinking when they are reading. They should be aware of the strategies they are using and what to do when they are struggling. Students should constantly be reflecting on their reading and pausing to make meaning. Dr. Allington believes the core of comprehension instruction is the teaching of strategies. 

Dr. Allington believes the key to RTI is the strengthening of Tier 1 classroom instruction.

How is RTI run in your school? What strengths do you see in your program? What weaknesses?

Anchoring Our Learning

Hello Readers!  It's Carla from Comprehension Connection here with you today to share a little information on one of our favorite teaching tools, Anchor Charts.  Many of us use them, but it is important to know what our literacy leaders recommend as best practices with using them.

  

Anchor Charts have become a staple in many classrooms, and their use helps increase student engagement, provide visual cues/aids for instruction, serve as evidence of learning, and give students a frame for the learning during the lesson and after. 

The term anchor chart came about as these charts hold learning firmly in place. Just think about the purpose of an anchor for a moment. Without an anchor, boats move freely making it difficult to stay in one place. Like the anchor of a boat, anchor charts focus students on the important concepts of a lesson and keep it grounded. 

Not all anchor charts are equal though.  Sure it's convenient to make charts ahead of time, but according to Wendy Seger at Cornerstone Literacy, anchor charts need the following features to be the most effective for students.

First of all, the chart needs to focus on just one key point of a lesson.  If your objective is broad, narrow the focus of the anchor chart in order to provide a concrete model for your students.  If you have too many concepts on the chart, the student will lose focus. Break the objective down for your students to help them learn each subskill.  As skill knowledge builds, students will be equipped to fully meet the broader objective.

One goal with anchor charts is to increase student engagement and make learning come from the student.  When students generate the information for the chart, they have a vested interest in the content. The information is evidence of their learning, and by showcasing their thinking, we are reinforcing  that we value their thinking and their work. Plus, when they are displayed in the classroom, students can show them off to other school personnel, parent visitors, and their friends.

Let's face it.  We all love to have our work look polished and pretty. This may seem difficult to do when creating charts with students, but it is possible.  Teachers can certainly add borders and "pretty it up" before or after creating the chart with students.  The more important point with organizing the information though is for student learning.  By organizing the information, we are helping our students organize their thinking.  One very effective teaching strategy is Think Aloud, and when we create charts with our students, we can use this strategy AND help our students categorize the information more easily through the anchor chart.  

Just like we match our objectives to the needs of our students, our anchor charts need to fit the developmental stage of our readers too. When you think about skills such as main idea, it's important to keep the language at the level of the reader.  We should use their language to make the chart.  Using leading questions to guide the discussion will help elicit student responses you can record.  When there are misconceptions, we see it through the responses and can clarify errors. One added benefit to questioning is that it allows the kids to talk.  They are social little beings and enjoy giving their opinions for sure!

As students learn new skills, anchor charts from prior lessons can provide students with the background information and skills they need for the new content.  Many students need multiple exposures in order to master a skill. Having your anchor charts to refer to during remediation or for work stations can give students that extra reminder they may need in order to master the content.

As we know, anchor charts can be very, very helpful to students.  They can be made on chart paper or electronically, and with new applications being added all the time, students even have the ability to compose anchor charts with teammates in cooperative groups through programs like Popplet, the Notes App on the I-Pad, or for longer notes, students can use the Page App.  Anchor charts can also be photographed and kept in a photo gallery for times that students need the information, but it's hard to see or put away. For my groups, I enjoy using these printable charts for reference after we've made one as a class.

Here is my board for anchor charts on Pinterest.  I love that they stimulate discussion as the charts are made, but also provide cues for deeper thinking after. This board is always growing, so follow along if you love anchor charts too.

I don't know about you, but I am always on the look out for new and clever ways to present information to my students.  If you have favorite anchor charts you'd like to share, we'd love to see them.  Feel free to post them in your comments or share a pin address with us.
Have a great week, and until next time...happy reading!

Independent Reading: Whose Choice is It?

Happy Teacher Appreciation Week!

Frame:  Pink Cat Studio; Font: Kimberly Geswein  (KG) Fonts

Independent reading. D.E.A.R.  Read to self. S.S.R.  No matter what you label it, there is no arguing that giving students quality time to read is not only important, but is critical to reading development and to fostering an authentic love of learning in our students. This summer I read Donalyn Miller's wildly popular The Book Whisperer and have blogged about it numerous times. Two major points from her book that resonated with me are~

•  Miller cites researcher Stephen Krashen who identified fifty-one studies that “…prove that students in free-reading programs perform better than or equal to students in any other type of reading program” (p .3).

•  An effective literacy program focuses on engaging students, not writing “pretty” novel units. Students’ goal: read for pleasure, not to complete endless activities.  Let me (Lauren) clarify:  this does not mean that students never respond to their reading, complete vocabulary tasks, or are not held accountable for their reading, comprehension, and learning.  However, students are not bombarded with endless activities that diminish the pleasure one gets from reading.

For years, I have not only promoted and allowed for a large chunk  of uninterrupted reading time in my classroom, but have also been a strong advocate of reading at home as well.  Whether students are reading in class or at home, the number one motivator is student choice.  Allow students to choose books that interest them and there is a very, very strong likelihood that they will actually complete the reading.  I do not hover over my students micromanaging their book choices, much as Miller stated in her book. Whether I am teaching a reading/language arts class or instructing an intervention group, they know that they are expected to read at home.  They also know that I trust them to make good decisions. Of course, this is after modeling and supporting them with how to choose an appropriate text that interests them and is a "good fit".  And I am talking about kids from ages four to eighteen.

With elementary students (and the preschool enrichment students I have worked with), I guide their choices, keeping in mind their reading level and interests, but I always, always allow them to choose a book that they want to read, even if it appears to be too easy or too difficult.  If they are reading at a Guided Reading level of  "F" and they want to take home a chapter book, I allow them to do so. If they are begging me to allow them to reread an easy picture book, I allow them.  But why?

• Because I feel that motivation to read/learn is paramount.  Students may choose a chapter book even though it is beyond their instructional or easy level because they feel proud to have a chapter book and view themselves as a reader. Maybe they want to be accepted by their peers and fit in with their classmates who are already reading these more challenging books. If students do not view themselves as a reader and are not motivated to read, they will not choose a chapter book, something that is much longer and intimidating than a book that is on their easy level. My first goal with any student is for them to view themselves as a reader, no matter what their reading level and to be interested in selecting books to take home to read.
• Because they must see reading as enjoyable if they select a book and beg me to allow them to take it home or read in class. There is no way that I will squelch that enthusiasm.
• Because I know that by rereading books, reading books that are too easy, and choosing to read books that interest them, students are building fluency and may for the first time actually find reading to be pleasurable.

Parents sometimes are concerned that the books their child is reading is too easy.  My response:  "But they are reading, enjoying it, and are identifying themselves as a reader.  Isn't this what it is all about?"  Miller concurs when she states:  

"They [students] must choose and read many books for themselves in order to catch the reading bug". (p.77)

 Now, this does not mean that I allow students to choose easy books or reread books all year long.  Not at all. Once the student is "hooked", I can then nudge them toward books that are on their reading level and provide more of a challenge.  But if I don't have their buy-in, if they don't sincerely develop an interest in reading, then I can dictate their reading choices all I want or limit them to books at their exact level, and they may or may not read and they most likely will not enjoy the experience. Usually, we will compromise.  They will select a book they want to read and I will urge them or require them to take home a book that I want them to read (because it is on their easy level, allows them to practice/apply a skill or strategy we have been learning in class, etc.).

To communicate with parents and to avoid confusion, I place little notes inside the front cover of the books the students take home.  This allows the parents to know if the book is too hard and they need to read it aloud to their child, if they may need just a little help, or if they can read the book independently.

The notes I use look like this~

Frame:Pink Cat Studio; Font: Kimberly Geswein  (KG) Fonts; Graphics:  Scrappin' Doodles

As students are selecting books to take home, I simply place one of the notes inside the front cover as in the above picture.  Eventually, even the little ones can do this independently.

Click here to download a copy of the notes from Google Drive.  You can print them on card stock and laminate for durability.  They should also print out nicely in black and white or gray scale.

How do you manage take-home or independent reading?  I'd love to hear your tips and tricks!

 

Using Cartoons to Teach Inferences + Freebie

Hi friends! It's Erin from Lovin' Lit. Today's post is going to be short and sweet. Now that I think about it, shouldn't everything in May be short and sweet?

My 6 year old son, Brandt, has a new obsession lately - Angry Birds! He is so inventive and creative and loves making things. A few weeks ago, he got on the computer by himself, printed some Angry Birds characters, and with markers and scissors came up with this:

And so now you can understand why, when I came across a DVD of Angry Birds Toons at Kroger, I had to purchase it for my darling, deserving son!

Fast forward a few days and the entire family is sitting around the TV watching Angry Birds Toons. I noticed that the characters NEVER talk during the episodes but only make sounds and grunting noises.  Yet these episodes tell complete stories and all 3 of my boys (13, 9, and 6) just love them. As I watched my 6 year old watching and giggling, it occurred to me that, despite the lack of dialogue, he was following along perfectly as he figured things out. My teacher instinct kicked in and I knew that these toons would be perfect for practicing inferences!

There are dozens of short (around 3 minutes) episodes and you can find them easily on YouTube. Preparing a worksheet for them or even watching them ahead of time isn't necessary if you're in a pinch. I don't always watch them before using them, either, and it's easy enough to ask the right questions on the spot to force those inferences by adding the "How do you know?" to the end of each question.

So that you could see the types of questions that I ask, I put together a little viewing guide for one of my favorite episodes. It's #45, Bird Flu, and can be found here. If your school blocks YouTube, then use this alternate download link. 


You can download the questions (and answer keys!) by clicking on the image below.

And while you're at it, be sure to nab my FREE Making Inferences Interactive Notebook (or Craftivity) Lesson on Teachers Pay Teachers!

Have a great week!

Figurative Language Writing for Mother's Day

Hello, Royal Readers! Are you feeling the stress and insanity of the end of the year yet? I know I am! Today's post is a little idea for writing that you could use to review figurative language, character traits, AND you can send it home for Mother's Day.

I know I am all for combining as many things as possible, especially in the limited amount of time we have left to teach. This idea I borrowed from a sweet friend of mine who taught 2nd grade. Here's the short version:

• Have students make a list of characteristics for their mother. 
• Then turn those traits into similes!

As with any teaching (writing especially), you will want to model everything first. So I will share the process for my own mom! I kept it to just 5 traits. You could have them list as few or as many as you wanted. It may not be a bad idea to have them list more than they need and then choose the best for step 2.

You may want to provide a list of possible character traits to help them brainstorm. This list from TPT is very full AND free!

Once students have their list, get them to think about what jobs, animals, or objects also show those traits. I modeled the same pattern in each line so the only part they have to think about is the simile.

Once they've got a few that they are proud of, give them some pretty paper to write it, and you've got a sweet, unique card to send home!

Reading Homework Routine

Good Day, Literacy Land Followers!  I'm Deniece from This Little Piggy Reads.  Today's topic is a HOT one!

Homework.  

Did you cringe or smile?  Teachers have definite opinions on homework - some assign homework every night and some see it as a chore.  So, here are my 2 cents.

Personally, I'm not a fan of homework.  I prefer to spend my evenings not grading.  All that said, at my school it is an expectation to send homework (no more than 30 mins. per subject per night).  I prefer to send a homework packet on Monday that is due on Friday.  Here is what I put inside my packet.

Cover Page - spelling words, homework schedule, notes at the bottom. 

On the inside, I include my Spelling Homework Choice Boards. 

I also include a Reading Log. 

I also include a differentiated fluency passage from our state adoption.  There is usually a short vocabulary worksheet.  If it's testing season, I include a testing style passage that students must use their strategies on. 

My packets are due on Friday.  During bell work, my students put their packets on the corner of their desk, I stamp and collect the packet.  If their spelling choice board is complete, I put a ticket on their desk.  Then, right before our spelling test, I draw 1 ticket out of the hat and that person gets an automatic 100!  The winner goes to my classroom library and reads while I'm giving the test.  I go through and quickly call the parents of students who didn't turn in their homework packets.  This is an expectation from our administration.  Then, I grade while students are testing and return their packets the same day they turned them in.  

How do you do homework in your classroom?

Keep Kids Active and Engaged While Learning Reading Skills!

Hi everyone! It's  Bex from Reading and Writing Redhead. Before my school vacation started, I had been thinking a lot about movement. In New England we had a VERY long winter in which we rarely went outside for recess. I had come up with new ways to get my kids moving and new brain breaks, but I had been thinking of ways to get movement involved during the academic blocks. Why save it just for breaks?

 

Today I have compiled a resource of some activities that will get your kiddos moving while they are working on their reading skills. Sometimes it is just a little movement, but if you want to really go all out, some of them require you actually going outside to the playground! Most of the ideas are not mine - many have been around for years, so I have no idea who came up with the ideas originally. Some I found recently so I will share with you where and give you a link and a few I thought up myself, although I am sure the idea came from somewhere - someone did something similar or with the same material but I am using it in a different way. You also may have your own great ideas or ones that are not here so please comment and let us know!



Phonemic Awareness and Phonics

Catch it! For this, students stand in a circle (or sit) and the teacher says a one syllable word. She tosses a bean bag or small soft ball to a student, who catches it and says the initial sound, tosses it to another student who says the medial sound, and tosses it to another student who says the final sound. The whole group says the whole word again as the bag gets tossed back to the teacher and she picks a new word to try.

Dribble the Sound or Syllable: Dribble a ball (and say each phoneme in a word or each syllable in a word.
Dribble ball, switch from left to right hand, as say phonemes in a word or syllables in a word for extra challenge and brain work, switch hands as you say each sound or syllable).

I'm Going on a Camping Trip: You know the song! Sit in a circle and clap with a steady beat. Go around the circle and everyone repeats the sentence - "I am going on a camping trip and I am going to bring (fill in blank)". At each student's turn, he says the word of what he is bringing. Each student could think of a word with the same initial, medial or final sound as a word you are working on, or a rhyming word.

Twister with Blends: I have found phonics and other reading games for Twister all around the web, but this is a new "twist" (haha!) on it. Head over to  Apples 4 Bookworms to get the simple and easy (and really fun) directions!

Walk this Way: The teacher says a simple sentence like"The lion roars".  Students repeat it and take one step forward for each word in the sentence. Then, students say how many words or steps there are in the sentence. It might  help for students to hold up a finger for each word to help them count the number of steps/words. A variation is that students can also walk backwards or  sideways for this activity.

Sight Words

Move, Groove, and read: This game is from the blog Mom to 2 Posh Lil' Divas. She has some terrific, creative ideas for learning games.  Head over to her blog for details but it involves target words, music, and lots of moving. I want to play this one!

Word Family Slam: This one was spotted over at the blog Toddler Approved, but I think kids well into elementary school would enjoy it. You could even do it indoors with a free wall and a soft ball. Head over to get the info.

Twister Sight Words: A variation on the Twister game I mentioned that would work well for phonics skills. You use sight words instead. I am not claiming this idea either - A Year as a Reading Teacher has a great post on it. Head over to her blog to read it.

Beach Ball Sight Words: You probably have seen or heard of this idea before, but grab a beach ball, a permanent marker, and write your target words. Toss the ball and read whichever word your finger (or thumb - choose one in advance)  lands on!


Hopscotch: Have hopscotch on the playground? Why not use chalk and on each spot, write a sight word, then toss a pebble, read the word it lands on, and hop away, skipping that space.

Bean Bag Toss: If you have bean bags and one of those bean bag toss goals with the holes in it, try labeling each hole (with a taped on sticky or index card) with a target word and kids have to read the word they are aiming for and then read the word (it might be a different one!) that they actually toss the bag into. What else could you use if you don't have something with holes in it already? I bet someone has a creative and easy idea - let us know!

Sight Word Bowling - use dry erase markers to write sight words on an indoor bowling set, and after knocking pins down, students read the words on the pins they have to stand back up for the next player.

Grammar

Jump Roping Rhymes: With your group, create a jump rope rhyme with antonyms, synonyms, homophones etc. (or words from a word family you are working on), then go outside and try it. Kids can teach their classmates at recess, too!

Step Forward/Back: Group could line up and students could suggest antonym pairs (students would take one step forward and one step back for each word in the pair) or synonyms (2 steps forward)

Syllables

Sound Marching: Teacher says, "We are going to say some words that have more than one syllable. We will march as we say each part of the word." Model by saying the whole word, such as "doorknob" , marching first with your right foot as you say "door" and then with your left foot as you say "knob." Practice together and then try some words with students. After each ask them "How many marching steps did you take for the word? That is the number of syllables."

Raise Up: Teacher says a two (or more) syllable word. Students repeat the word as they raise both their arms above their heads. Students drop one arm as they say each syllable.


Vocabulary and Comprehension

Students move like the animals in the story they are reading

Teaching prepositions using movement

Using body language to show how characters are feeling in the story

Playing charades to review main ideas

Role play or pantomime to retell important story parts

Letter Recognition

Alphabet Hunt on the Go: With clipboards, pencils and papers walk around the school looking for examples of each letter of the alphabet. Kids could write the letters as they see them or you could provide them with a checklist.

Also, any of the Read the Room and Write the Room activities you see all over the web, at TPT and so on are great for getting students up and moving.

Here are a few other resources I found with some terrific ideas:
RMC Health - great post on the importance of exercise and movement based learning opportunities in schools
Reading.org - useing movement andmusic to improve  insttuction
Ascd.org - resources on movement and learning
Pbs.org - lesson plan resources that involve movement
Dr. Martha Eddy's resources for incorporating movement in the classroom

Please comment and let us know how you use movement in your language arts lessons. The more ideas we have, the better our instruction can be!