I usually aim for meeting with 2 groups each period. Sometimes it's only
one (if the lesson doesn't go well) and on occasion it's all 3 if the lesson
doesn't take long. Sometimes I pick up with the same group I left off with
the day before if we just have something quick to finish up.
I operate better when I'm flexible, but that could just be me.
As far as planning, it's a lot easier than teaching to a whole class. Each
lesson is taught in 20 minute segments, so sometimes one lesson can take a
few class periods to get everyone through--especially if there's many
components. For example, when I work through a textbook segment, I often
textmap in one lesson, read and discuss in another, then do an activity or
have the students answer questions on it in another meeting. It's pretty
easy to be prepared. The trick comes to coming up with a good way of
remembering where every group left off. I usually have some sort of
worksheet or writing assignment that I can look at to figure out where to
pick up.
The students use the Read 180 software as independent work. There are a lot
of reports you can use to gauge how well they're using the software and how
well they're doing.
The third component (and the hardest to keep them on track with) is the
SSR. I use a monitoring sheet (I can e-mail electronically if you want to e-
mail me.) that helps, but it is tough to keep them on task since they don't
like to read to start with.
Feel free to e-mail me or post again with more questions. I wrote this
quickly. School's about to start.
On 3/24/08, Literacy teacher wrote:
> Thanks Penny!
>
> Are you able to meet with every group every day? I would think some days
> it might be hard to meet with each group. If not, do you try to meet 3
> days a week or so?
>
> I agree with you regarding the importance of small group instruction!
> When I taught elementary, I felt they got so much more out of small group
> than they did out of shared reading! Is it pretty easy to move things
> around to suit your needs with Read 180? We will be looking at it next
> week and I think this is the program they are leaning towards. Do you
> feel the program is effective and pretty user friendly or do you spend
> alot of time preparing? I know every program is not perfect, but I am
> hoping that it isn't something where I have to do hours and hours of prep
> work.
>
> As far as independant work, do you follow what is in the program? I know
> there is supposed to be a computer componant which I know will be
> supplied. Are there suggestions for the independant work or is that
> something you make up? Is that a good time to incorporate more reading in
> the curriculum.
>
> I like the mapping exercise! Do you do that in small group or independant
> work? It sounds like the program is flexible to allow for it which is
> great. I like your organizational tips! I am looking forward to learning
> more about the program and seeing how it can be adapted!
>
> Thanks much for your response! I appreciate all of the information!
> Mel
>
>
>
> On 3/24/08, Penny wrote:
>> Our classes are currently 50 minutes long--next year they'll be 45.
>> Read 180 ideally would be 90 minutes, but it's easy enough to make do--
>> it just takes longer to get through all the rotations.
>>
>> I don't do much in whole group--just about all my teaching is done with
>> my small groups. I feel they get more out of it and can't zone out.
>> Some teachers do the whole group lesson on Monday as a set up for the
>> week. It's individual.
>>
>> I also don't strictly time my small group lessons. I do have a timer
>> and do set it for 20 minutes, but I find I do better by finding a point
>> in the lesson to get to. I keep my small group until we get to a
>> particular segment of the lesson--sometimes it's for a shorter period
>> and sometimes it's for a longer time.
>>
>> I do use the SRI test to figure out the students' lexile scores, but I
>> also like to do oral assessments--I use the San Diego Quick. I also try
>> to do fluency checks with the students whenever I get a chance (usually
>> about once a month.) I pull passages at their level and time them for a
>> minute to get a gauge of where they're at.
>>
>> As far as content area reading--I love textmapping. I'll post the link.
>>
>> I hope this helped!
>>
>> www.textmapping.org
>>
>> On 3/23/08, literacy teacher wrote:
>>> Penny,
>>>
>>> Can I ask how many minutes long your classes are? I will be teaching
>>> middle school literacy in the fall and I believe we will be using Read
>>> 180. Our classes are 50 minutes long and I know Read 180 recommends
>>> longer class periods. I am wondering if it will work with classes that
>>> are only 50 minutes long.
>>>
>>> I agree with you about pulling supplemental material! We are
>>> considering adding content area instruction into our literacy classes
>>> as well. Our students have difficulty reading charts/graphs, word
>>> problems in math, non-fiction textbooks, etc. We would like to add as
>>> much as possible into our literacy classes as we can. I am glad to
>>> hear that it is doable with Read 180.
>>>
>>> Do you have any tips for classroom set-up or organizational set-up?
>>> We hope to have the training from Read 180 before fall, but I am
>>> looking for things I can prepare for before then.
>>>
>>> Thanks!
>>> Mel
>>>
>>> On 3/08/08, Penny wrote:
>>>> I teach a middle school Read 180 class. I don't agree that "it's a
>>>> scripted program that anyone can do." In my mind, the strength of
>>>> the program is in the small group lesson. There is an Rbook that is
>>>> scripted, but my district hasn't mandated that we use it. Even when
>>>> we do, we don't follow the script exactly and we do implement other
>>>> teaching strategies. I'm constantly pulling in supplemental
>>>> material and the beauty of the Read 180 set up is that I can focus
>>>> on a few students at a time and modify my lesson as needed. I
>>>> haven't used the Rbook since last sememster. I like my own lessons
>>>> much better.
>>>>
>>>> The computer software is not bad and does help their fluency,
>>>> comprehension, and spelling, but I would never solely rely on that
>>>> piece to teach the students. It is a good supplement and keeps the
>>>> students focused and busy while I meet with my small group.
>>>>
>>>> The most challenging part of the program is the SSR component. The
>>>> students don't want to read, hate reading, and since I'm focused on
>>>> my small group, it's hard to keep them on task. I have a good
>>>> monitoring sheet they're required to turn in after the rotation to
>>>> prove to me they've read, understood, and thought about their
>>>> reading. I also allow my students to use that time to do homework,
>>>> since I operate with a loose definition of what "reading" means. I
>>>> also believe I'm there to support other teachers and will sometimes
>>>> replace my small group lesson with a tutorial to assist kids with
>>>> their homework.
>>>>
>>>> I don't think Read 180 is the end all of reading instruction, and it
>>>> is really expensive, but it does have advantages and really the
>>>> program relies on the strength of the teacher.
>>>>
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