Tuesday, June 27

Tuesday, June 27

8:00- Informal Conversation Supporting School-Wide/District-Wide Change in the Teaching of Reading- Lucy Calkins, Lorrie Pessah

Brook Geller-Guided Reading in the Middle @ 8:30

Today’s focus: Talking books and supporting students in books they are reading & Book Introductions

Amy Cuddy- TEDtalk on Power Pose Research (Fake it until you become it). I need to watch this

We watched a video thinking about the levels of support for children in the book introduction. It should feel like a conversation, not a formula

In video she shares the book. Each student their own copy. Asks, what are you noticing? What do you think the book is about? After responses, teacher goes through the introduction...sharing it’s genre, special names/vocabulary in book. Attends to book structure by saying there is going to be a struggle to look for in the book. She say’s there is going to be a tricky part which covers for specific non-fiction vocabulary. She attends to some of the text features in non-fiction just a bit to help students attend to non-fiction glossary info.

Guided Reading Session shouldn’t be longer than 10 minutes. Keep it tight...ideal size 4 students. Think carefully about the level of scaffold that you want to provide.

Structure of 3-8 GR lesson:

1. Introduction
2. Each child starts reading in front of you (you are observing accuracy, fluency, comprehension prompts then move on)
3. End with a brief book talk where the students are talking or wrapping up the book (if a larger chapter book...wrap up to a point) You really shouldn’t  need to have guided reading session with a specific group on a specific chapter book more than 3 times

She showed us a video of how Oprah invites her audience into books...her book talk...it’s very inviting. She assumes you are reading and that you have read the last book of the series...her enthusiasm for it sells the book to you. We as teachers must be as enthusiastic in our book introduction so we wet their appetite...make them thirsty for the  book.

She had us bring a book that we know nothing about. She gave us tips on how to learn about a book quickly .

1)cover

2) sleeve

3) library of congress blurb

4) chapter one

5) ask a friend

6) YouTube the book

7) Amazon or Good Reads summaries

We had 5 minutes to create an inviting book introduction for our group based on what we learned.

Janet Steinberg @ 10:30

Supporting Kids with IEPs: Assessment, Data, and Responsive Instruction

We watched the I LOVE LUCY chocolate factory video (level R). I want to know more about how she used digital media video’s to pair with reading and how she decides what level a video is...this is a new concept for me.

Bootcamp for kids that are not ready for the unit. She looks at the expectations, assessments, etc. to provide a scaffold for the students into the unit.

We did a gallery walk with different lens (administrators, 3-4 teachers, 5-8 teachers, instructional facilitators) of “what would you expect to be in place in literacy classroom the first week of school for a new unit?

We examined photo’s of classroom libraries to evaluate if the library is undeveloped, developing, effective, highly effective (she will share this chart with us)

When assessing a student with disabilities you need to make accommodations based on student needs. (Example: Gary Paulsen’s level W. Need to show a picture of the plantation so they understand what it is) We examined the students running record to see where to go next.

If a kid has a processing problem they may do better with writing the comprehension piece rather than retelling. If the child can’t answer the first 2 comprehension questions, don’t go any farther, because then we are coaching them. It must be standardized.

Need her copy of Protocol’s for Running Records. We must create a school protocol with student’s disabilities in mind. (for fiction and non-fiction) If the kid can’t answer that questions for that band, they can’t do that work in that unit.

Need Test Band RST for her for coaching prompts for the particular skill development for the student.

Need a copy of her literacy framework, list of leveled videos and word work

Assignment for tomorrow. Bring in a book and newspaper for some work tomorrow. We are going to create stations/centers tomorrow.

Choice Session @ 1:40 Jennifer Kean-Thompson

Conferences and Small Groups Can Support Oral Language Development: Strategies to Support Students for Whom English is a New Language

Ways to assess Oral Language (she used a language survey from:)

English Language Learners Day by Day, K-6

A Complete Guide to Literacy, Content-Area, and Language Instruction

$29 Companion book for RUOS from Heinneman

Best way to analyze student’s oral language level is informal assessment by simply writing down what the student says on a post it note.

Partner Behaviors for ELLs:

1. Be Prepared
2. Know your Role
3. Ask Questions
4. Make Connections

Once students can do the partner behaviors, then they can do the following work of language talk

Language Talk:

1. Use Evidence
2. Connect your ideas to others
3. Organize your language
4. Use academic language

Ways to Access oral language through researching readers: (Hold out and give them lots of wait time...kids will wait you out because they have been trained to wait until the teacher rescues...don’t rescue) ELL kids need more time to process what to say.

1) Take a minute and get ready to show me something you’re proud of

2) I saw you were…

3) Show me how you…

4) How did you do that?

5) You’re saying that you…

Literal language to eventual Analytical language

Feedback Prompts:

1. You used to...Now you….Look how far you’ve come!
2. You didn’t just…., you …. And …..
3. When you…., you ……(strategy)

Great place to build oral language is in book clubs