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Comprehension Going Forward: Ch. 3

by Teri

Jun 24, 2011

My favorite quotation for this chapter came from one of the sidebars--"Gradual release is not a linear process but rather a recursive and dynamic one." (Stephanie Harvey)

I like the notion that we can "release" the students but then go back to modeling or add more scaffolding if they need it.

I agree with Debbie Miller that studen...See More

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PMo I agree, Judy -- I just loved that way Miller focuses, again and again, on "what are you learning about yourself as a reader"? But I really recognized my class she discussed the way in which a concluding-share can turn into a wearying topic-fest rather than an exploration of what was HAPPENING for the readers as they read. These are pieces that I w...See MoreI agree, Judy -- I just loved that way Miller focuses, again and again, on "what are you learning about yourself as a reader"? But I really recognized my class she discussed the way in which a concluding-share can turn into a wearying topic-fest rather than an exploration of what was HAPPENING for the readers as they read. These are pieces that I will be using a LOT in the year to come, as well as her point that, during one-to-one sharing, we need to "make it clear it's not just one turn each and we're done..." THIS is something I have struggled with, and want to do more thinking about.

aOn 6/24/11, judy5ca wrote: > Thanks, Teri, for getting us started (typing is a little easier > today). > > I love the quotation you selected about gradual release. Most > good teachers used gradual release even before it was called > that, but Miller so clearly defines its meaning and worth. I > was cheering as I read her lesson, her perfect lesson. I love > the way she takes us through the whole process (minilesson, > conference, sharing) while detailing her purpose and her thinking. > > I'm excited about her language "learning about ourselves as > readers" and plan to steal that. She finished her conference > asking, "So what are you learning about yourself as a reader > today?" and made the focus of sharing what we're learning about > ourselves as readers. Brilliant! Her focus never wavers. > > My most favorite concept was putting "children in authentic > learning situations where they practice applying them" because > "digging into the thinking process ultimately leads to > independence." This is always my goal. > > Judy > > > On 6/24/11, Teri wrote: >> My favorite quotation for this chapter came from one of the >> sidebars--"Gradual release is not a linear process but >> rather a recursive and dynamic one." (Stephanie Harvey) >> >> I like the notion that we can "release" the students but >> then go back to modeling or add more scaffolding if they >> need it. >> >> I agree with Debbie Miller that students need to be >> involved with the lessons right from the start, instead of >> just WATCHING us, the teachers, constantly just modeling. >> The need to be actively learning, not just watching us do >> all the work. >> >> Idea about my teaching inspired by this chapter: >> 1. I've been starting my classes with SSR time. However, >> I think I'm going to move SSR to the end of class and have >> students practice the strategy using their SSR >> book/reading. This will, I think, have a second benefit of >> making some of the harder-sell students buy into SSR since >> their will be a "purpose" to it. >>

Jun 25, 2011

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judy5ca Exactly, PMo! I work very hard to make the classroom a safe and caring community, but there are 2 times I curtly cut kids off: during reading when "It's all about me" (personal connection) and during writing when they try to connect an event in another writer's work to their own experiences (then I'm downright rude: "Stop. This is about JoeBob's wr...See MoreExactly, PMo! I work very hard to make the classroom a safe and caring community, but there are 2 times I curtly cut kids off: during reading when "It's all about me" (personal connection) and during writing when they try to connect an event in another writer's work to their own experiences (then I'm downright rude: "Stop. This is about JoeBob's writing, not you. Do you have something to say that can help him with his writing?").

On 6/25/11, PMo wrote: > I agree, Judy -- I just loved that way Miller focuses, again and > again, on "what are you learning about yourself as a reader"? > But I really recognized my class she discussed the way in which a > concluding-share can turn into a wearying topic-fest rather than > an exploration of what was HAPPENING for the readers as they > read. These are pieces that I will be using a LOT in the year > to come, as well as her point that, during one-to-one sharing, we > need to "make it clear it's not just one turn each and we're > done..." THIS is something I have struggled with, and want to do > more thinking about. > > aOn 6/24/11, judy5ca wrote: >> Thanks, Teri, for getting us started (typing is a little easier >> today). >> >> I love the quotation you selected about gradual release. Most >> good teachers used gradual release even before it was called >> that, but Miller so clearly defines its meaning and worth. I >> was cheering as I read her lesson, her perfect lesson. I love >> the way she takes us through the whole process (minilesson, >> conference, sharing) while detailing her purpose and her > thinking. >> >> I'm excited about her language "learning about ourselves as >> readers" and plan to steal that. She finished her conference >> asking, "So what are you learning about yourself as a reader >> today?" and made the focus of sharing what we're learning about >> ourselves as readers. Brilliant! Her focus never wavers. >> >> My most favorite concept was putting "children in authentic >> learning situations where they practice applying them" because >> "digging into the thinking process ultimately leads to >> independence." This is always my goal. >> >> Judy >> >> >> On 6/24/11, Teri wrote: >>> My favorite quotation for this chapter came from one of the >>> sidebars--"Gradual release is not a linear process but >>> rather a recursive and dynamic one." (Stephanie Harvey) >>> >>> I like the notion that we can "release" the students but >>> then go back to modeling or add more scaffolding if they >>> need it. >>> >>> I agree with Debbie Miller that students need to be >>> involved with the lessons right from the start, instead of >>> just WATCHING us, the teachers, constantly just modeling. >>> The need to be actively learning, not just watching us do >>> all the work. >>> >>> Idea about my teaching inspired by this chapter: >>> 1. I've been starting my classes with SSR time. However, >>> I think I'm going to move SSR to the end of class and have >>> students practice the strategy using their SSR >>> book/reading. This will, I think, have a second benefit of >>> making some of the harder-sell students buy into SSR since >>> their will be a "purpose" to it. >>>

Jun 25, 2011

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Comprehension Going Forward: Ch. 4

by Teri

Jun 24, 2011

"There is no 'game of school' here, there is only getting better at a complex skill for an authentic purpose."

This quotation reveals the biggest problem with my class. There is no authentic purpose. The sole rationale for my class is to get the students to pass the state test (which is a graduation requirement). No matter how much I try t...See More

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dc I can start the discussion, Judy. Chapter 5? On what date should I lead off? Enjoy your vacation!

Jun 27, 2011

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judy5ca Thanks! Please start Chapters 5 & 6 on Friday. I have some computer access, but my book is at home.

On 6/27/11, dc wrote: > I can start the discussion, Judy. Chapter 5? On what date should I > lead off? Enjoy your vacation!

Jun 28, 2011

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Going paperless

by Parker-showing her ignorance

Jun 24, 2011

I've been pondering annnotation of text lately. (This tangentially relates to the annotation work described in many professional books and tools...Mosaic, Comprehension Going Forward, Comprehension Toolkit lessons, etc.) of technology.

I love teaching students to annotate. I think it's a very valuable tool for comprehending text, it slows...See More

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dc You can highlight, underline, and book mark on a Kindle. I'm not sure if I remember if you can make notes in the margins or not. I think you can, but I'm not 100% sure. My husband has the kindle right now, so I'll check on that later.

Yes, Parker, I HATE that we teach them so many marking strategies all year long and then on the STAR test,...See More

Jun 24, 2011

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Teri On 6/24/11, dc wrote: > You can highlight, underline, and book mark on a Kindle. I'm not > sure if I remember if you can make notes in the margins or not. I > think you can, but I'm not 100% sure. My husband has the kindle > right now, so I'll check on that later. > > Yes, Parker, I HATE that we teach them so many marking strategi...See More

Jun 24, 2011

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Comprehension

by annette

Jun 28, 2011

I am a little late but I would love to join the latest professional reading.

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judy5ca Welcome, Annette. Jump into any chapter of Comprehension Going Forward (hope that's the title--scroll down if you want to check). I'm still thinking a lot about the early chapters, so feel free to post there. Judy

On 6/28/11, annette wrote: > I am a little late but I would love to join the latest > professional reading.

Jun 28, 2011

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MTEL-Reading specialist

by Karen

Jun 28, 2011

I am struggling to pass this test-both times by 2 or 4 pts. Is there any prep for this in western mass. area that anybody can RX? I have taken a zillion practice tests but am very frustrated. Changed jobs recently to Title One high school level and I feel like I should give up teaching after 34 years, M.Ed and 40 credits beyond!!!

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dc I'm sorry, Karen. I'm not familiar with this test or with test prep for it. You've tried googling test prep for this test, I'm sure, right? Try asking your state union association? Sorry I can't be more helpful.

Jun 29, 2011

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Comprehension Going Forward--Chapter 5

by dc

Jul 1, 2011

Building a Better Book Club, by Leslie Blauman

What did you all think of this chapter? I really liked her approach and I plan on buying her book just to read more about her Book Lover's Book. She seems to have her kidskeep a simple book log, notes, and responses all in one notebook that she uses for accountability and assessment, as well a...See More

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Comprehension Going Forward--Chapter 5

by dc

Jul 1, 2011

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Teri On 7/01/11, dc wrote: > Building a Better Book Club, by Leslie Blauman > > What did you all think of this chapter? I really liked her > approach and I plan on buying her book just to read more > about her Book Lover's Book. She seems to have her kidskeep > a simple book log, notes, and responses all in one notebook > that she u...See MoreOn 7/01/11, dc wrote: > Building a Better Book Club, by Leslie Blauman > > What did you all think of this chapter? I really liked her > approach and I plan on buying her book just to read more > about her Book Lover's Book. She seems to have her kidskeep > a simple book log, notes, and responses all in one notebook > that she uses for accountability and assessment, as well as > for the kids to "capture their thinking". > > What do you all use to capture kids' thinking? Do kids > write on a worksheet on a clipboard? Do they write in a > journal? A piece of paper? Sticky note? > I've tried worksheets and journals and sticky notes. Not sure which I like best. I think maybe it depends on the class???? I think I'm going to try a modified interactive student notebook next year and I'll have response pages incorporated into that.

> I also liked that she does whole class novel studies. I have > seen the power of doing that more and more and enjoy our > whole class novel studies in third grade. I have seen more > kids "turned on" to reading chapter books just from this > approach. The trick is to balance the reading enjoyment > with the discussion, so you don't tip away from the power of > the book itself with too many "teachable moments". She > recommends doing only one or two (max) whole class book > studies a year. I do many more than that. She then uses > those book studies as anchor studies for her book clubs. > This was the part of the chapter I liked best--it validated something I had planned to try this coming year. A colleague and I had discussed having some sort of "anchor text" although we didn't call it that. Now I am even more determined to begin the year this way. I have a novel picked out for my senior reading students (a novel called Meg by Steve Alten about a 60 foot prehistoric shark that wrecks havic in the modern day Pacific) but now for my juniors. I was going to use Harry Potter and the Sorcerer's Stone (the original British version, which is just different enough to "hook" the kids who have already read it) but Blauman said the anchor text should be at a level to challenge the students. Harry Potter is too easy for that. So now I'm stuck. Any suggestions for a novel for 11th grade reluctant readers????

> How many of you do whole class novel studies? Do any of you > do "book clubs" in the same way that she does? She sits > outside of the book clubs and listens in, while scripting > their conversations and discussions. She is available as a > resource but only when they ask for her help. Interesting! >

I love book clubs/literature circles and have used them successfully, but I have never scripted their conversations. Something else to try this coming year :)

Jul 1, 2011

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judy5ca This chapter was affirming (notice their thinking and discuss). I loved her idea of linking to an anchor novel. That actually happened (accidentally) with my first novel read aloud 2 years ago. Last year I switched 1st novels and there were few connections. I'm going to work harder to pick a good anchor for the 1st read next year (or go back in tim...See MoreThis chapter was affirming (notice their thinking and discuss). I loved her idea of linking to an anchor novel. That actually happened (accidentally) with my first novel read aloud 2 years ago. Last year I switched 1st novels and there were few connections. I'm going to work harder to pick a good anchor for the 1st read next year (or go back in time, LOL).

I tried "book clubs" 2 years ago and I was quite unhappy with the way I made it work. Last year I just couldn't figure out a way to fix it. I have lots of book sets and really need to come back to the fold. I want the kids to independently discuss the book (and I teach what a discussion entails), but I'm rarely happy with their independent discussion. Control freak?

Judy

On 7/01/11, dc wrote: > Building a Better Book Club, by Leslie Blauman > > What did you all think of this chapter? I really liked her > approach and I plan on buying her book just to read more > about her Book Lover's Book. She seems to have her kidskeep > a simple book log, notes, and responses all in one notebook > that she uses for accountability and assessment, as well as > for the kids to "capture their thinking". > > What do you all use to capture kids' thinking? Do kids > write on a worksheet on a clipboard? Do they write in a > journal? A piece of paper? Sticky note? > > I also liked that she does whole class novel studies. I have > seen the power of doing that more and more and enjoy our > whole class novel studies in third grade. I have seen more > kids "turned on" to reading chapter books just from this > approach. The trick is to balance the reading enjoyment > with the discussion, so you don't tip away from the power of > the book itself with too many "teachable moments". She > recommends doing only one or two (max) whole class book > studies a year. I do many more than that. She then uses > those book studies as anchor studies for her book clubs. > > How many of you do whole class novel studies? Do any of you > do "book clubs" in the same way that she does? She sits > outside of the book clubs and listens in, while scripting > their conversations and discussions. She is available as a > resource but only when they ask for her help. Interesting! >

Jul 1, 2011

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I'm excited about a new book for older kids

by judy5ca

Jul 1, 2011

I read somewhere that it's for grades 6+, but of course I can't find the grade recommendation now.

I'm VERY excited about this book that was on my doorstep today when I got home from vacation: Texts and Lessons for Content-Area Reading by Daniels and Steineke (pub. Heinemann) 23 great strategy lessons with 1 page text (from newspapers, mag...See More

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Teri On 7/02/11, Parker wrote: > 1. It's good to know the articles seem appropriate and engaging. I > think I might have to get this book. > > 2. I caught that too, and at first I thought it was a typo and he > meant encourages, not discourages. > > But, on pondering, re-reading a bunch of times, thinking about what > the Common ...See More

Jul 2, 2011

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Teri On 7/01/11, judy5ca wrote: > I read somewhere that it's for grades 6+, but of course I > can't find the grade recommendation now. > > I'm VERY excited about this book that was on my doorstep > today when I got home from vacation: > Texts and Lessons for Content-Area Reading by Daniels > and Steineke (pub. Heinemann) > 23 gre...See More

Jul 2, 2011

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Comprehension Going Forward Ch. 6

by dc

Jul 2, 2011

Chapter 6 Thinking and Talking Our Way Through the Words by Chryse Hutchins

This just seemed to piggy-back on the previous chapter about Leslie Blauman's Book Clubs. She seemed to be commenting on her observations of the book clubs in that classroom.

Leslie seems to do a very good job (much better than I do) of "visiting each fou...See More

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Leslie Blauman Hi Teri and Judy, I absolutely had to respond to your conversation - because, like you, I live it. I'm still in the classroom! Test scores. Accountability. (Our state test scores were just released today) I get your frustration about the transfer from authentic instruction to those tests - that we're held accountable for. But hang in there. Believe...See MoreHi Teri and Judy, I absolutely had to respond to your conversation - because, like you, I live it. I'm still in the classroom! Test scores. Accountability. (Our state test scores were just released today) I get your frustration about the transfer from authentic instruction to those tests - that we're held accountable for. But hang in there. Believe me - it works. And isn't the bottom line to get our students to be readers and writers? And since I live it, I can say that when the kids LOVE reading and writing (but know how to take the test - as a genre) - they improve on the test. The last entry in your conversation ends with the idea to take away what works for you - and to use it in your classroom. I don't know if that point came through in my chapter on Book Clubs - but in my book, The Inside Guide to the Reading and Writing Classroom (yes, it's for grades 3-6 - but could be applicable to high school.) I emphasize that it's so important to set it all up - have to have the classroom running seamlessly - otherwise book clubs are chaotic. Gotta have that training in place first. Don't rebel - I don't - and yes, I sit with administrators going over my test results. Think about what your kids NEED! Drill and kill does kill the kids - but we have to be wise and make sure that we are giving our kids the skills that the test requires. It's tough. Start slow - Does this make sense? I'm just thrilled you're thinking about it. Teaching is tough these days. But just know that I'm in it with you.... LeslieBlauman On 7/02/11, dc wrote: > Chapter 6 Thinking and Talking Our Way Through the Words by > Chryse Hutchins > > This just seemed to piggy-back on the previous chapter about > Leslie Blauman's Book Clubs. She seemed to be commenting on > her observations of the book clubs in that classroom. > > Leslie seems to do a very good job (much better than I do) > of "visiting each four-way share, nudging, celebrating, > assessing, and gleaning new discoveries to bring back to the > whole group." I'm thinking that this is why I am (like > Judy) not always satisfied when I have attempted book clubs > in the past. I am not nudging them enough. I am not > pushing them enough. I get frustrated with the surface > level discussions and am not skilled enough yet at nudging > them forward into deeper thinking and conversations. > > And of course, I'm frustrated with the lack of transfer with > this type of teaching/learning and success on THE TEST! I > GET that these authors are trying to convince us to "rebel" > and teach this way anyway (I would LOVE to teach this way > full-time), but they are not the ones in the meetings with > admin going over test results and comparing one classroom's > results with another. When you see that drill and kill DOES > translate to success on the test in other classrooms, you > feel the pull to put more of that into your teaching day. I > wish I could be the type of person that just says, "Screw > it! I know that real reading and real writing full time is > the best way to life-long success, so that's what I'll > do...who cares about my test results!" but I'm not there yet > in my evolution as a teacher. How many of you are? How do > you think this through in your head each day?

Aug 4, 2011

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dc WONDERFUL! Thank you Leslie for dropping by and sharing your insights. You responded to Teri and Judy but I think your comments were directed to my post about "rebelling" and feeling under the gun when admin meets with me about test scores. I went out and bought your book after reading Comprehension Going Forward. I enjoyed it and felt like it woul...See More

Aug 5, 2011

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