Building Confidence In The Struggling Reader

 

 

 

 

Hi everyone! Emily here, from The Reading Tutor/OG. I'm excited to share with you in this brand new year! Today, I'm going to open a discussion. Many of us work with challenged or struggling readers every day. As a classroom teacher, you recognize how vital it is to reach out and help these students not only experience success, but to develop a love of reading.

I work specifically with struggling readers and the challenge for them to gain success is ever present. Reading the written word is a constant reminder of their struggle. And yet they keep on keepin' on. When a lesson is especially tough or you've been working with this child or group on a strategy or skill for what may seem like forever, what pushes them to remain steadfast? What keeps them encouraged and confident?

I've surveyed a group of teachers and teacher bloggers, asking them to share some of their advice. They came up with some great suggestions! At the end of this post, please comment with any ideas you may have. Thank you!

~Ways To Build Confidence~

1. Nicole: "Small realistic measurable goals. Keep a graph and celebrate growth . We have a wall of fame...kids earn an index card brick upon making a goal. They also wear a lanyard for the day that has a sign saying "I met goal! ASK ME ABOUT IT! ". Staff and students ask and they are happy to talk about their success."
2. Michelle: "Students are responsible for completing a reading response journal entry each week. I praise well written entries and the student has the option of reading them aloud to the class. Praise goes a long way and often my strugglers have excellent examples to share with the class."
3. Zanah: "I have done reader's theatre to build the confidence of my struggling readers. They love to put on the play for their friends. I can see a big difference in them after they have a part in the play. We do 1-2 every quarter."
4. Meg: "Personal shopper" experiences...I make "dates" with kids to go to the library for one on one shopping. They love it. I really think that when they read just right books and learn to love reading, so much takes care of itself. I also really try to touch base with them daily as to their nighttime reading, ask them about their books, etc--make that personal connection to show them that I care about their reading...and it usually rubs off on them. I also like to send happy emails/notes home when they finish books or do great things--because families can be HUGE players in this--helpful or NOT helpful!
5. Brian: "Every year I have at least 6 students who are at least one-two levels below grade level. Many of these students come from homes that do not have a lot of books in them. When I send book orders home, I talk with those children individually and ask them what books they like. Then I purchase them, and set them aside for those students."
6. Debbie: "I have my struggling readers read to students in lower grades. We go to the library and pick out books that the "younger students" would like….and they also happen to be books that the struggling readers will be able to read more easily. The younger kids are so excited to hear stories from the "big kids" and my struggling readers feel like super stars!"
7. Lauren: "Selecting books that are at their easy level once a week, selecting books for small group that you know they are interested in and asking students for their choices, allowing choice in take-home books, stickers for first graders, genuine praise and lots of it, happy notes to the classroom teacher and to parents, doing cheers like a round of applause for each other, wearing a "reading expert" hat back to the classroom after reading group, reviewing their reader's log to see how much they have read, reviewing goals and celebrating when they accomplish them, inviting the principal in to observe and to praise and encourage. Just a few I can think of off the top of my head."
8. Deniece: "A teachers can be a great encourager. Tracking fluency growth in second grade and up helps show progress."
9. Stacy: "They also love to read to younger students. So, pairing with a younger book buddy."
10. Carla: "I think one way to build confidence is to find work that is done well from the children to highlight. I agree with Stacy on pairing with younger readers. Reading to a furry friend is a fun way to ease anxiety and improve fluency. We have a therapy dog visit once a week."
11. Jenny: "Letting them go back to a book from the beginning of the year, and seeing how much easier it is. It's especially powerful to record their reading and let them hear the difference.  I also have them graph their progress- fluency, sight words, level, etc. You do have to be careful about that with fluency (progress but not speed reading!) but some way of seeing growth is so important."
12. Melissa: "I tell my students to "kiss their brains" when they've done amazing work."
13. Amanda: "I have a "CHEER" box... when my students do something great we pull a popsicle stick with the name if a cheer or chant... we do it together. It is a great way to bring large muscles into it."
14. Emily: "I believe, encouragement, praise, enthusiasm, positivity, and trusted patience will help a teacher cross the bridge to any struggling reader." Taking the time to listen, find out their interests, what makes them uncomfortable about reading, and building a strong parental line communication is key. 

Thank your for visiting Literacy Land today. I want to extend a special thank you to all my teacher blogger friends for providing me with  their wonderful suggestions. This post was truly a team effort. Have a great weekend. I'm looking forward to reading your comments!
  

Shades of Deep Thinking

Happy New Year Literacy Land friends!!  I am so excited to have been a part of this team for the last year.  This is my first post of 2015 but we are going to reflect back to 2014!

My first post last year was about how we (my teammate and I) implemented the reading salad outlined in Comprehension Connections by Tanny McGregor.  We found that it had a lasting impact to our year and we really wanted to do the lesson again with our firsties this year.  So we did.

We followed the different activities that Tanny McGregor has laid out in her book, including the reading salad, metacognition poster, and thinking stems.  But we made just a few changes to our instruction this year.

First of all, we decided to use the Otis books by Loren Long for all the metacognition lessons.

We found that these books are perfect for the lessons that we had outlined for the week because the stories follow a predictable pattern.  Otis has a friend that runs into a problem and Otis makes the choice to solve the problem.  The problems are hard to solve and you discover that Otis is brave, kind, caring, and an amazing friend to all.  This leads to some great connections, insightful thinking, fantastic conversations, and an ABSOLUTE love for the books.

We also decided to add more deep thinking to our reading salad.  Deeper thinking does not come easy to all of our little firsties.  But I wanted to make it as concrete and successful as our reading salad lessons have been.  Then...it came to me!

My writing teammate and I use paint chips to teach adjectives and the "shades of meaning."  Our students really seem to understand that the deeper the color of paint chip, the richer the word is.  I decided that this would also work of thinking.  The deeper the color, the deeper the thinking.

I decided to start with making deeper connections because I found this to be a weakness during our DRA testing.  The firsties made many, many personal connections but not as many text to text or within text connections.  I created a poster that looked like this.

I modeled what this poster meant and how to use it by referring to the previous Otis books that we had read.  As I read a new Otis text, students shared their thinking to make a reading salad.  If a deeper connection was made, students got to put in a deeper, darker thinking strip.

By the end of the text, our salad was overflowing with deep connections and thinking.

To practice deep thinking the next day, we read another Otis book but used this poster:

Now that we have built a strong, concrete foundation for metacognition and deeper thinking, our students will know how to refer back to these posters and resources.

If you would like to use these posters in your classroom, you can download these sheets by clicking on the image below:

I hope these can help your students deepen their thinking, as well!  Happy thinking!

Word Study Made New Again: Routines and Procedures for Phonics Study

In the fall of 2005 I transferred to a school that was one year into Word Study training, so that year was a trial by fire.  I learned the basics of the assessing, grouping, instructing, sorting, and assessing.  The routines were set and the cycle continued.  I felt pretty good about what I was doing.

As the years past, I added and deleted activities and routines as I thought I should.  I’ve taken classes here and there and was comfortable.  This summer I decided I needed to take an “official” class to update what I know.  I also wanted some credibility with the staff at my new school.  If I’m the one doing training, I wanted them to have confidence in me.

Feeling pretty good about myself and thinking I’d just sit back and take the class, I found myself taking page after page of notes.  All of the information wasn’t new, but some was a new way of thinking.  I did have an earth-shattering (almost) a-ha.  I'll post it at the end...stay tuned.  I was excited about word study all over again.  Here are some of my notes.

Meaningful Introductions and Sorting

It is important to make sure students are given explicit and meaningful introductions to the sort.  Each word in the sort should be described and discussed carefully.  The headers should be used, not only, as the title of the column, but as a point of reference for the generalization.  Each picture or word should be matched to the header.  As the words are added to the columns, they are described as to why they belong in the column.  It’s not enough to say, “camp belongs on this column because it ends like stump.”  We need to make sure students are using the words to explain the generalization EACH time.  “The picture “lip” belongs in the “ip” column because I hear a short i in “lip.”  Students need to be able to explain the generalization as they sort. 

Meaningful Guided Practice

The practice activities MUST enhance the feature.  If they don’t, don’t do it!  Word triangles, pyramids, or steps don’t teach the feature.  They don’t explain the generalization.  Create meaningful ways to practice the sorting. 

1.  Labeling the sort cards is a valuable experience.  Students need to see the cvc, cvcc, or cvce codes when they sort, so the generalization is more concrete.  When students need to add endings to words, learning that most cvc words double the final consonant before adding the ending students will be able to spot a cvc word without much effort.   Labeling is a stair-step skill. 

2.  Word Hunts - Another meaningful practice is the word hunt.  Students can use their independent books, words in the room, or poetry folder to find words that match the feature they are studying.  If their feature is a short a sort, finding short a words in their environment is important to making connections.  As they find words, they should label with cvc.  When they share their word hunts, students should be asked to explain the generalization to prove their case.  Word Hunts are more effective if they are discussed and not just checked. 

3.  Speed Sorts - A new take on an old favorite would be: Speed Sorts.  That’s right, speed sorts.  Nothing new, right?  Wrong.  Students should not be racing against each other.  It puts the emphasis on the contest, not on the generalization.  The new-and-improved speed sort asks students to race against themselves.  It’s still a partner sort…one person has the timer, while one person sorts against it.  Each race is recorded for speed and each person races against their own speed.  (This can also be a great homework lesson with mom’s cell phone timer.)

Meaningful Centers and Homework

Centers and Homework are areas where word study needs to be updated.  Teachers have fallen into a rut of sorts.  Monday – write your words.  Tuesday – triangle words (UGH).  Wednesday – rainbow words (double UGH).  Thursday – practice test.  Don’t forget the new rule:  If it doesn’t ENHANCE the feature, don’t do it!  This also applies to homework.  Without using, “It’s easier on the parents” or “But the parents don’t know what to do” as an excuse…it’s about the student and it’s about the feature.  There are great ways to practice the sorts that can enhance the feature. 

1.  Magic Criss Cross are a great way to show the similar short vowel feature.  Students fill in the magic boxes with crossing vowels.  Vowels can be written with marker and pictures can be illustrated to show meaning.

2.  SAW – After Feature A students can use the SAW to practice.  Students SORT, ALPHABETIZE, AND WRITE.  Students should sort their cards.  Alphabetize each column individually.  Then, write the columns alphabetically.  Highlighting the features of the words in each list is mandatory.

3.  Sentence Triple Threat – This is not the usual “Write a sentence” activity.  This activity requires students divide their list into thirds and write three types of sentences.  One-third of the words need to be written as a declarative sentence.  One-third of the words need to be written as a question.  One-third of the words need to be written as an exclamatory sentence.  Students should make sure to highlight the feature.

Meaningful Assessments

Of course, assessments are crucial.  We have to know what the students know and what they don’t know to be able to move them forward.  One of the biggest shifts in thinking is the difference between teaching in learning.  Teachers need to know if the students understand the features and are able to transfer their understanding to their own writing.  Frustrated teachers will come to me saying, “They know it on the test, but they aren’t using it in their writing.”  Well, I take a deep breath and ask, “If they aren’t using it they don’t know it.”  The teachers need to make the distinction between what they have “taught” and what the students have learned.  One way to make sure the students are applying their knowledge is to have one word that demonstrates the feature on the test that the students have not practiced.  The easiest way to do this is by cutting off the bottom row on the sort and saving it for the test.  With good practice and homework, students should be able to recognize the feature and sort it appropriately on the test.  Another shift in thinking is about the score the students get on a test.  Students should always get a 100% (or very close) on the test.)  If they don’t, they don’t know it and they haven’t generalized it.  Sooooo…Do it again.  Yep, do the same generalization with different words.  If everyone in the group makes a 100% except one child, then that child will need a review and a retest while the group moves on.  The bottom line is:  it doesn’t matter what you teach…it only matters what they learn.

By the way, here's my EARTH-SHATTERING change in thinking.  
Yep, I was in the awful habit of interchanging the terms "word study" and "spelling."  I am so so glad I took that class last summer...and I'm not afraid to say it.

I hope you have something new to try in your word study.  If you do, let me know how it works.

Click here if you’d like a Classwork/Homework Idea Sheet.

Click here if you'd like a Magic Criss Cross sample, click the link.

An Easy Fluency Fix

Hello to everyone!  It's Andrea from Reading Toward the Stars with an idea for helping with fluency in your classroom.

I have been working with my third graders to help them read with fluency.  They love to ramble through words or read soooo s-l-o-w-l-y that anyone that would fall asleep.  Each week we work on a new passage and different strategy to help with their fluency.  Several weeks ago, we worked on using punctuation to help build our fluency.

After reading the passage several times, we talked about how to read it, so it would be understood more clearly.  I read it with NO punctuation, and they laughed at me.  I made lots of mistakes and sounded awful.  I then read it as it was supposed to be read, and they "got it".

We talked about the punctuation in the passage, and they highlighted all of the punctuation.  Then when they read it, they read it with better fluency, pausing as needed to make it sound right.

Using punctuation is an important factor in fluency.  Students need it to help with prosody and inflection.  It helps to make sense of what they are reading and leads to better comprehension.

What are some ways you help your students attend to punctuation when reading?

Have you Fallen in Love with Close Reading?

Hello Lit Land Readers!  I hope you're enjoying a happy Sunday, but if you're like me, you are most likely chained to your laptop today to fine tune your plans for the week. I'm here today from my home blog, Comprehension Connection, to gather and share my thoughts on Close Reading. In a few weeks, I am presenting a workshop for the staff at my school, so putting together this blog post will hopefully help me narrow down the important points I need to and want to share.

Last spring, Chris Lehman, author of the book, Falling in Love with Close Reading, presented at the Virginia State Reading Association conference which I attended. At the time, Close Reading was certainly becoming the rage in reading instruction, and although I'd read blog posts and purchased materials to use with my students, I wanted to know more.  Of course, I left with his book and a clearer picture of what I needed to do and how.

According to Chris, Close Reading is "making careful observations of something and then developing interpretations from those observations. In other words, we stop to look carefully at choices an author (or painter or musician or director or architect) has made, and then develop ideas from what we have noticed." In other words, students read with different lenses to match the purpose we give them and observe text evidence to fit that designated purpose. Readers use the Close Reading strategy to meet the expectations we set, and then, expand upon those observations by connecting to other texts, synthesizing the information for deeper meaning, and analyzing the author's style and word choice for example by citing the text evidence. Children need to see how the information they read connects to build the full meaning.

We want our readers to be strategic in their reading and thinking. We want them to observe the author's use of language to convey meaning and apply that learning in their own work.  I tell my students all the time that reading and writing go hand-in-hand. When I share a read aloud with them to introduce a new writing assignment, I'm not simply reading the book. We are ANALYZING the author's craft to apply it to our own writing ideas. The best way to become a strong writer is to read strong writing that is filled with vivid vocabulary, includes varied sentence length and type, that's well organized, and that shares a strong message or idea.  

As students work with the Close Reading strategy, their level of understanding improves.  With the first reading, I see my students navigate through the decoding process with some of the vocabulary, get the gist of the reading, and observe basic information with a pencil in hand to mark it.  They scratch the surface. With the second and third visits to the text, we hone in on specific skills, record annotations in the margins of the evidence that proves our thinking and that match the assigned purpose, and share our learning and opinions with one another.  It is through group discussions that we quickly see the depths of understanding our students have achieved.

Close Reading is a strategy that can be used with all sorts of text types, so don't confine it's practicality to just short fiction and nonfiction stories.  It works well with video clips, song lyrics, poetry, television ads, and movies. Students in middle school and high school have a need to talk and crave controversy.  Chris gives examples of how we as teachers can capitalize on that energy in studying point of view, argument, and text structure across multiple texts. Although Chris recommends Close Reading for grades 5-8, I believe this gives evidence of how the strategy can be used with younger students as well.  We can use Close Reading with poetry as we think about the author's choice of words and use of rhythm and rhyme, with class read alouds or youtube showings of a story, and with songs...even in kindergarten.  You see, kinders love to talk too, and they can be very observant. If you decide to wear one red sock and one blue, I would place a strong bet that you wouldn't make it through the day without your kinders telling you.

With all of this in mind, there is a routine that is used with Close Reading. Chris talks at length about what Close Reading is and is not, so be sure to use the term accurately. It is not answering the ol' textbook questions, listening to a read aloud, doing book reports, jotting post its (unless it's for a specific piece of evidence from the text), or filling out a worksheet. It is a strategic method of looking at and using text. It is about the interactions between reader and text, the ideas drawn from the reading, and the conclusions made. Here are the general steps I use when doing a Close Read with my students.


First Reading-Lenses
Ø Briefly assess schema for the text.
Ø Set the purpose for the reading lesson. Tell your students the text evidence they are to record.
Ø Keep each student actively engaged with the text by questioning their thinking. Flush out confusions and help the student clarify the meaning.
Ø Allow time for discussion and debriefing about the reading afterwards.  Students need to share their observations and respond to each other.  

Second Reading-Patterns

Ø Review previous observations briefly.

Ø Set a new purpose for the reading lesson. During the second reading, students begin to rank the importance of text information and observe how ideas are connected.
Ø Read and record new evidence to match the purpose.  (and improve reading fluency).
Ø After reading is completed, the response is the best assessment of understanding.  Students need to independently record their thinking and share it for clarification. 

Third Reading-Ideas

ØSet a new purpose for the reading lesson. During the last reading, students use high level thinking skills and observation to analyze the ideas shared.

ØReread all or part of the text to gather ideas.
ØAfter reading is completed, students respond with their learning via a written prompt or through discuss about their learning.

Lesson Example

I am sharing a sample lesson today with this post to show how I work with my students with a Close Read.  To begin, I use a before/during/after approach with every lesson, and Close Reading is no exception.  I build schema for the reading with my students typically with an organizer, anchor chart, or response form of some sort and a key question for them.  For this lesson, I plan to begin with a Penguins Tree Map for brainstorming prior knowledge followed by our first read.  During the first read, students are asked to find penguin characteristics.

On day 2, we will read to respond to the Four Squaring Thinking organizer. 

On the final day, students may reread the full article, but with the final day, the focus is using the information gathered to develop a writing plan that uses the information.  Students will explain how they'd use the information to protect endangered penguins.  

To download the Close Reading set I made, just click the collage below, and remember, throughout the process to talk less and observe your students' thinking.  

Have a wonderful Sunday, and now...I'm off to get my own plans done. Until next time..