At the beginning of the year, I do a lesson for Good-Fit books by using different sized shirts. However, I like the shoe lesson described in chapter 3 better than my shirt lesson. The shirt lesson just shows student that there are different fit books for different students. Whereas in the shoe lesson discuss different books but different purposes and reasons to read. Also, I loved the I PICK to explain to students how to choose correct books for them. In my room, I use a call back chime and a check-in. I never thought of making an anchor chart of what it should look like when I sound the chime. I love this idea! I just told my students what I expected thus creating a different classroom environment then the one I wanted to create. My goal was to have students buy in and sense of ownership of their room. However, when I told them the expectations instead of them creating the expectations the ownership was mine and not my students.
I agree with the observation that our students become adept at avoiding reading during library check out and spend all their time "looking" for a book because they don't know how to identify a good fit book. Kids need to know what to look for, and this chapter provides guidelines for the student as well as the teacher. I was pleased to observe that my summer school kindergarten students were, for the most part, familiar with the text features of a book that help you find your way around. When I asked them to tell me how they would decide if a book was just right for them, several students replied that they would look through the table of contents first to see if the book had information in it that was interesting, and then they would see if they could read most of the words. When I asked what they would do if they couldn't read some of the words, one girl replied that if she really liked the book, she would get help from a friend who was a really good reader or ask the teacher for help on the parts that were difficult. One of the boys told me that the pictures really help him with reading the story. I liked their analysis, especially the fact that they weren't ready to give up on a book they were drawn to that was slightly above their reading level. Teachers can provide guidance to students in helping them select books they can read mostly by themselves and assisting in places where support is needed.
I used the Daily 5 for the last month or so of the year and the kids really liked it. I had a check off schedule that really helped kids keep track of what they had done so far. I will keep reading silently, writing, work with teacher,and computer/word work. The students really liked working with the teacher.
I wanted to comment on finding the right book. It does take work to help students pick out the right book. In the library you have to be involved with the students to find the right fit. It is especially important to help the struggling readers, because they always want the popular books that might be too hard for the them. Eventually, they find books that work for them.
Last year we let the students read the first 20-25 minutes in the morning after announcents, in addition to reading during the Daily 5 time, students really were engaged in their books. This worked much better than a 15 DEAR time like we did in the past. It became habit and they would get a book out when it was time to read. When students have books that they selected they will read if they have the opportunity.
I like the 20-25 minute time right after announcements. It gives the kids something to look forward to. If we want the kids to be involved in more authentic reading for their own purposes, we have to provide a suitable amount of time that is free from distractions.
It really sets the mood for the day. Kids are relaxed and ready to learn after they have time to read. It really is effective. I would love to keep that in my daily routine since they are used to it.
I love the idea of using the gathering place which to me is the very important in establishing a routine for your class. Plus like it states it establishes and it prepares the students to shift gears and help keep their brain moving. This chapter is helping me in how to set up my reading corner for my kinder class. The book boxes are a great idea to help the students on the road to becoming independent readers!
At the beginning of the year, I do a lesson for Good-Fit books by using different sized shirts. However, I like the shoe lesson described in chapter 3 better than my shirt lesson. The shirt lesson just shows student that there are different fit books for different students. Whereas in the shoe lesson discuss different books but different purposes and reasons to read. Also, I loved the I PICK to explain to students how to choose correct books for them.
ReplyDeleteIn my room, I use a call back chime and a check-in. I never thought of making an anchor chart of what it should look like when I sound the chime. I love this idea! I just told my students what I expected thus creating a different classroom environment then the one I wanted to create. My goal was to have students buy in and sense of ownership of their room. However, when I told them the expectations instead of them creating the expectations the ownership was mine and not my students.
I agree with the observation that our students become adept at avoiding reading during library check out and spend all their time "looking" for a book because they don't know how to identify a good fit book. Kids need to know what to look for, and this chapter provides guidelines for the student as well as the teacher.
ReplyDeleteI was pleased to observe that my summer school kindergarten students were, for the most part, familiar with the text features of a book that help you find your way around. When I asked them to tell me how they would decide if a book was just right for them, several students replied that they would look through the table of contents first to see if the book had information in it that was interesting, and then they would see if they could read most of the words. When I asked what they would do if they couldn't read some of the words, one girl replied that if she really liked the book, she would get help from a friend who was a really good reader or ask the teacher for help on the parts that were difficult. One of the boys told me that the pictures really help him with reading the story. I liked their analysis, especially the fact that they weren't ready to give up on a book they were drawn to that was slightly above their reading level. Teachers can provide guidance to students in helping them select books they can read mostly by themselves and assisting in places where support is needed.
I used the Daily 5 for the last month or so of the year and the kids really liked it. I had a check off schedule that really helped kids keep track of what they had done so far. I will keep reading silently, writing, work with teacher,and computer/word work. The students really liked working with the teacher.
ReplyDeleteI wanted to comment on finding the right book. It does take work to help students pick out the right book. In the library you have to be involved with the students to find the right fit. It is especially important to help the struggling readers, because they always want the popular books that might be too hard for the them. Eventually, they find books that work for them.
Last year we let the students read the first 20-25 minutes in the morning after announcents, in addition to reading during the Daily 5 time, students really were engaged in their books. This worked much better than a 15 DEAR time like we did in the past. It became habit and they would get a book out when it was time to read. When students have books that they selected they will read if they have the opportunity.
I like the 20-25 minute time right after announcements. It gives the kids something to look forward to. If we want the kids to be involved in more authentic reading for their own purposes, we have to provide a suitable amount of time that is free from distractions.
ReplyDeleteIt really sets the mood for the day. Kids are relaxed and ready to learn after they have time to read. It really is effective. I would love to keep that in my daily routine since they are used to it.
ReplyDeleteI love the idea of using the gathering place which to me is the very important in establishing a routine for your class. Plus like it states it establishes and it prepares the students to shift gears and help keep their brain moving. This chapter is helping me in how to set up my reading corner for my kinder class. The book boxes are a great idea to help the students on the road to becoming independent readers!
ReplyDelete