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Reading First Chatboard

6 minute solution in the classroom

by Christy

Sep 30, 2008

Hi, I wasn’t sure which board would be best for this question, so forgive me for multiple postings. I am a Title I reading teacher and I’m asking this for a second grade classroom teacher in my school. She wants to use the 6 Minute Solution with her class and has questions about management of the program with her whole class. The only other per...See More

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Interview at a Reading First School

by Jen

Oct 3, 2008

I have an interview in Ansonia CT and I know the reading program is Harcourt Trophies. Can anyone provide me with more information about teaching at a Reading First School?

I did not find a curriculm link for the district.

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Former Reading First On 10/03/08, Jen wrote: I felt like it was a nightmare! There is no creativity, nor what is best for your class, you will teach the program, EVERY component as written. Depending on your school, you may or may not have help with your struggling readers. You will also have observations from everyone under the sun, the one good thing is the materials...See More

Oct 4, 2008

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emma Run the other way as fast as you can. Teaching in a Reading first school is a nightmare. I hate it!! Teach anywhere but an RF school.

Oct 8, 2008

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How should I mention Reading First on my resume?

by me

Oct 8, 2008

I am in the process of working on and updating my resume. One of the things I want to mention on it is that I have worked for a Reading First school and have received a lot of reading training. How can I word this on my resume? Any help would be appreciated!

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Reflections on NCLB-please help me with my homework

by first

Oct 9, 2008

For my ethics course, I am working on a research paper on the classroom and curriculum effects of NCLB. I would LOVE and appreciate hearing from you regarding changes you have seen as a result of NCLB - good and bad please

For example, but not limited to: how has curriculum and assessment changed? how has daily life/routines in your class...See More

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emma On 10/09/08, first wrote: > For my ethics course, I am working on a research paper on > the classroom and curriculum effects of NCLB. I would LOVE > and appreciate hearing from you regarding changes you have > seen as a result of NCLB - good and bad please > > For example, but not limited to: > how has curriculum and assessment...See MoreOn 10/09/08, first wrote: > For my ethics course, I am working on a research paper on > the classroom and curriculum effects of NCLB. I would LOVE > and appreciate hearing from you regarding changes you have > seen as a result of NCLB - good and bad please > > For example, but not limited to: > how has curriculum and assessment changed? > how has daily life/routines in your classroom changed? > have you seen changes in student behaviors? > how do parents respond to the demands placed on their kids? > > Thanks in advance for your thoughts and help!

Our school has been under a Reading First grant for @ 2 years now. This is our 3rd and final year. It has been extremely difficult and frustrating to adjust to the tremendous demands of RF. I have had many sleepness nights and shed many tears over RF but am finally adjusting somewhat. The good things that have come out of RF:

1. I have learned many new engagement strategies with my students and have incorporated them into my classroom.

2. I feel that the balance stressed by RF between having whole group lessons and small group instruction is a very good thing.

3. I hated the increased assessement we are required to do but now see the benefits of progress monitoring my students to keep tabs on their reading progress. DIBELS testing is a snapshot but a pretty good indicator of how my students are progressing in their reading fluency.

4. One of the best parts of RF is the Tier system in which the students spend 90 minutes in the Core (Tier One), 30 extra minutes in which the Strategic and Intensive kids get extra rdg. instruction (Tier 2) and 30 minutes more for the Intensive students (really struggling readers) to get extra help and support (Tier 3). This extra time built into the day can't help but be a good thing for our struggling readers. > > Here are some things I very much dislike about RF:

1. LITERACY STATIONS!!!! I detest them because they take sooo much time and effort to set up and to explain them to the children so that they don't play around and abuse them. We are required to have stations that reinforce what we have taught in our Core Lessons, and to have them differentiated so that all different levels of readers can do them at their level. This is almost impossible to achieve so that it all runs smoothly. We are told we must have them so that the teacher can conduct small flexible reading groups during the core time. They also must be literacy stations that cover the big five components of reading: Phonemic Awareness/Phonics, Fluency, Comprehension, and Vocabulary.

2.The planning and prep time in a Reading First School is enormous. I am almost always exhausted. It is getting somewhat better but not a lot better. I spend hours planning small group lessons and literacy stations for my different levels of kids. I can't see that all these groups and levels are really justified but it is a requirement of RF that we do it so I do it. I have always been a concientious and hard-working teacher but this RF stuff is beyond the pale.

3. The Reading Coach, the State Reading Specialist, and our Principal (our school "Literacy Leader") tell us all the things we must do but give very little guidance or explanation as to HOW we should implement all the requirements. It's very much like government mandates. They tell you what to do but give you very few resources with which to implement it all.

4. We must use only an approved RF reading series (ours is Harcourt Trophies) and cannot deviate from this program. It is called "fidelity to the core". We feel very boxed in sometimes by this. Sometimes, I have materials that would work better with the children but I cannot use them unless they are approved.

5. We are observed quite often. Everything we say and do is written down and critiqued. We are required to post our objectives and must use visual verbs in doing so. We must make sure we restate our objectives during the lesson and make sure that the students repeat those objectives back to us. After every lesson, we must ask the question, "What have we learned today?" The students must repeat back, "We have learned......" and recall and restate the lesson. It really does get old.

RF has taken much of the joy and fun out of my teaching, even though I must admit I have learned some very good strategies. It almost seems schizophrenic to me. The "literacy leaders" will stress something one month and then act like that's not what they really wanted when actually we never knew what they wanted in the first place!! One month they may emphasize vocabulary and act like it's the all important part of reading and then the next month that goes on the back burner and it's on to comprehension. It just gets crazy! I will be so very glad when we no longer have the grant. It has been a true test of my love for teaching. So far my love of teaching and love of my students has kept me going. I hope I can recapture my fervor for teaching before RF hit our school.

Oct 18, 2008

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frack22 On 10/09/08, first wrote: > For my ethics course, I am working on a research paper on > the classroom and curriculum effects of NCLB. I would LOVE > and appreciate hearing from you regarding changes you have > seen as a result of NCLB - good and bad please > > For example, but not limited to: > how has curriculum and assessment...See More

Oct 19, 2008

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Demo Lesson

by Jen

Oct 13, 2008

I am teaching a demo lesson in 2nd grade math at a RF School. I haven't had a lot of experience in Urban schools. How do you differentiate in a lesson for ELL learners vs. a struggling learner or an excelling student?

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Linda/4/AZ For an ELL student, things that help are realia (not a photo of a seashell but a real seashell, etc.), physical demonstrations (I demonstrated water words by having groups of students flow, trickle, gush, etc.), and a lot of scaffolding. What do children need to know before they can understand your lesson? They also need the chance to practice Engl...See More

Oct 23, 2008

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Jen Thanks for your suggestions. I just saw the post today but I got offered the job 2 weeks ago. Very happy to be off the market!

On 10/23/08, Linda/4/AZ wrote: > For an ELL student, things that help are realia (not a photo > of a seashell but a real seashell, etc.), physical > demonstrations (I demonstrated water words by having gro...See More

Nov 2, 2008

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Reading First And NCLB

by Dianne Cratt

Oct 29, 2008

I am doing a research paper on Reading First and NCLB. Can anyone please give me their opinions, websites, or anything that would be useful to me. Also is there anything I should know about how to deal with these programs when I become a teacher?

Thanks

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emma Dianne, Look below at "Reflections" posts for some info. related to your topic.

Nov 1, 2008

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Desperate!

by Jen

Nov 3, 2008

I just took over for a teacher and the class is out of control. The previous teacher used the stop light. It doesn't work. The kids don't listen to any adult and have no respect.

I am working with the parents of the unruly children but progress is slow. I just started a week ago. I am looking for advice on how to gain control two months in...See More

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CathyO Your system of discipline seems pretty good. I am a sub. I have seen different systems. Actually, reading first seems pretty good to me. On 12/13/08, Jen wrote:

> I find that reading first has a negative effect on students.What little > fun that could be squeezed into the school day is officially out? > Everything is math, reading...See MoreYour system of discipline seems pretty good. I am a sub. I have seen different systems. Actually, reading first seems pretty good to me. On 12/13/08, Jen wrote:

> I find that reading first has a negative effect on students.What little > fun that could be squeezed into the school day is officially out? > Everything is math, reading or writing; Pressure to perform and raise > scores in a district that does not have their curriculum well developed > with placing demands on teachers all at once instead of gradually. > > As a new teacher, I wouldn't recommend a priority district to teach in > but I am thankful I have a job. > > For my management system, it is a modification of the stop light. > First it is verbal warning then they are moved to 1 mistake- Oops. If it > happens again they get moved to Think again- Another OOps. Then they get > a time-out in another classroom. The last two steps are Phone call home > and Principal. > > I also let students move back if they make good choices. I give good > behavior tickets out and do a raffle for small prizes on fridays. > > Is my system working? Yes and No. I have 3 boys who are explosive with > anger. They are like a bomb waiting to explode with anger. These kids > interfere with teaching and the behavior system. > > > On 12/06/08, Kerry Mouse wrote: >> Hi Jen, >> I am intested, what new systen are you using? I like the ideas of >> positive reinforcement and redefining your rules. Also do you find >> the reading first classroom has effect on the kids positive or >> negative? I am in a reading first class too.I find the constant >> reassessment add to the classroom problems. >> >> Kerry >> On 11/28/08, Jen wrote: >>> I did find a new classroom management system that seems to be >>> working. There are good and bad days but it seems to get the kids >>> to listen. >>> >>> Thanks! >>> >>> >>> On 11/24/08, Ellie Mae wrote: >>>> On 11/04/08, Tessa- FL wrote: >>>>> On 11/03/08, Jen wrote: >>>>>> Desperate, I think you need to start all over and have your >>>> own "first day of school". Define your procedures, discuss >>>> rules, consequences(positive and negative). How is your >>>> administration? Are they supportive? Good luck!! Be patient, >>>> kids always test to see if the teacher means what she says! >>>> >>>> >>>> just took over for a teacher and the class is out of >>>>>> control. The previous teacher used the stop light. It >>>>>> doesn't work. The kids don't listen to any adult and have >>>>>> no respect. >>>>>> >>>>>> I am working with the parents of the unruly children but >>>>>> progress is slow. I just started a week ago. I am looking >>>>>> for advice on how to gain control two months into the >>>>>> school year. I can't teach or get through what I need to >>>>>> and I work in a Reading First School. >>>>> >>>>> These kids that come from the gutter seem to be determined >>>>> to stay there. They don't know any better. Does your >>>>> district have a clasroom management class you can take? I >>>>> keep my kids focused on the positives: team points that work >>>>> toward a reward they choose. Once they chose popcorn as a >>>>> reward. It's sad to see them working so hard for a simple >>>>> handful of popcorn (some of my kids had never had it) but >>>>> it's a big deal to them. I've had great luck with that. But >>>>> to teach class their own. Good luck.

Dec 20, 2008

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Jen Thank you for all the suggestions. My class is much better behaved now. I added star table points in addition to my management system. What this means is that the table who gets the most points at the end of the week for good listening gets a prize. Points can also be taken away if they are not on task or following directions. The kids seem to resp...See MoreThank you for all the suggestions. My class is much better behaved now. I added star table points in addition to my management system. What this means is that the table who gets the most points at the end of the week for good listening gets a prize. Points can also be taken away if they are not on task or following directions. The kids seem to respond to this idea.

On 12/20/08, CathyO wrote: > > Your system of discipline seems pretty good. I am a sub. I have seen > different systems. Actually, reading first seems pretty good to me. > On 12/13/08, Jen wrote: > >> I find that reading first has a negative effect on students.What little >> fun that could be squeezed into the school day is officially out? >> Everything is math, reading or writing; Pressure to perform and raise >> scores in a district that does not have their curriculum well developed >> with placing demands on teachers all at once instead of gradually. >> >> As a new teacher, I wouldn't recommend a priority district to teach in >> but I am thankful I have a job. >> >> For my management system, it is a modification of the stop light. >> First it is verbal warning then they are moved to 1 mistake- Oops. If it >> happens again they get moved to Think again- Another OOps. Then they get >> a time-out in another classroom. The last two steps are Phone call home >> and Principal. >> >> I also let students move back if they make good choices. I give good >> behavior tickets out and do a raffle for small prizes on fridays. >> >> Is my system working? Yes and No. I have 3 boys who are explosive with >> anger. They are like a bomb waiting to explode with anger. These kids >> interfere with teaching and the behavior system. >> >> >> On 12/06/08, Kerry Mouse wrote: >>> Hi Jen, >>> I am intested, what new systen are you using? I like the ideas of >>> positive reinforcement and redefining your rules. Also do you find >>> the reading first classroom has effect on the kids positive or >>> negative? I am in a reading first class too.I find the constant >>> reassessment add to the classroom problems. >>> >>> Kerry >>> On 11/28/08, Jen wrote: >>>> I did find a new classroom management system that seems to be >>>> working. There are good and bad days but it seems to get the kids >>>> to listen. >>>> >>>> Thanks! >>>> >>>> >>>> On 11/24/08, Ellie Mae wrote: >>>>> On 11/04/08, Tessa- FL wrote: >>>>>> On 11/03/08, Jen wrote: >>>>>>> Desperate, I think you need to start all over and have your >>>>> own "first day of school". Define your procedures, discuss >>>>> rules, consequences(positive and negative). How is your >>>>> administration? Are they supportive? Good luck!! Be patient, >>>>> kids always test to see if the teacher means what she says! >>>>> >>>>> >>>>> just took over for a teacher and the class is out of >>>>>>> control. The previous teacher used the stop light. It >>>>>>> doesn't work. The kids don't listen to any adult and have >>>>>>> no respect. >>>>>>> >>>>>>> I am working with the parents of the unruly children but >>>>>>> progress is slow. I just started a week ago. I am looking >>>>>>> for advice on how to gain control two months into the >>>>>>> school year. I can't teach or get through what I need to >>>>>>> and I work in a Reading First School. >>>>>> >>>>>> These kids that come from the gutter seem to be determined >>>>>> to stay there. They don't know any better. Does your >>>>>> district have a clasroom management class you can take? I >>>>>> keep my kids focused on the positives: team points that work >>>>>> toward a reward they choose. Once they chose popcorn as a >>>>>> reward. It's sad to see them working so hard for a simple >>>>>> handful of popcorn (some of my kids had never had it) but >>>>>> it's a big deal to them. I've had great luck with that. But >>>>>> to teach class their own. Good luck.

Jan 18, 2009

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