Hi, Our school uses Read Well as their Primary Reading Program. We were an underperforming school for 6 years and since we implemented Read Well we have met AYP for the last 3 years. I am a SPED teacher and I use it as well. I am convinced that it is an excellent program. Our school is 75% free and reduced lunches and 60% English Language Learners. Please e-mail me if you have additional questions.
I'm about to finish my Master's in School Library Media Studies. I'd like to ask the teachers on this chatboard what school librarians could do, or teach, that would be of specific help to RF classroom teachers and their students. Thanks for any input or ideas!
I'm also thinking about using a reader's notebook next year and need ideas for how to do it. The post I read mentioned how the teacher tells the students' that reader's notebooks are important because we can't see our thoughts so they need to be written down...or something like that. Have you found this post and can share it? Or do you have other ideas about reader's notebooks? Thanks!
reading coachThis might be the post you were looking for. It was a post in the Reading/Writing chatboard. Check out: > Aimee Buckner's - Notebook Connections > Fountas and Pinnell - Guiding Readers and Writers > > In my student's reading journals (3 subject notebooks) We > have a section for Guided reading, independent reading, Read > Alouds. ...See MoreThis might be the post you were looking for. It was a post in the Reading/Writing chatboard. Check out: > Aimee Buckner's - Notebook Connections > Fountas and Pinnell - Guiding Readers and Writers > > In my student's reading journals (3 subject notebooks) We > have a section for Guided reading, independent reading, Read > Alouds. > In the guided reading section I have them glue in stratgies > (I type up our classs generated charts) I present during my > whole class mini lesson and the students are able to refer to > the strategy notes during our guided reading sessions, as > well as during their independent reading time. > I've utilized many of the ideas from Fountas and Pinnell. The > reading journal really becomes the students' reading > reference and record keeping journal. By the end of the year > most students have completely filled their journals with > books they've read and their thoughts about the books. They > are always impressed with how they've grown as readers in a > nine month block. > And it's an easy step to the reading/writing connection. We > constanly refer back to our reading journals to id mentor > texts to help with our writing during writer's workshop.
On 6/30/09, 4thGrTeacher wrote: > I saw a post on one of the chatboards about reading > notebooks/journals. Now I can't find it! Ugh! > > I'm also thinking about using a reader's notebook next year > and need ideas for how to do it. The post I read mentioned > how the teacher tells the students' that reader's notebooks > are important because we can't see our thoughts so they need > to be written down...or something like that. Have you found > this post and can share it? Or do you have other ideas > about reader's notebooks? Thanks!
I am a middle school reading specialist and my district is considering the Fountas and Pinnell benchmark program. Have any of you 6th-8th grade teachers had any experience using this assessment?
I teach 3rd grade. Last year our grade started using guided reading. The whole year I struggled on how to give grades. I'm still confused on how to give grades when so many groups are at different levels and doing different things. Does anyone have a suggestion?
1. As part of guided reading (GR), ask students to complete a writing connection related to the purpose for the day. Each assignment is a quick grade--somewhere between 2 and 5 points. The grade is NOT a writing grade, but a quick check, does the student understand the concepts being taught or reviewed. For example: After working on character development, students must write up three places the author develops the character. They must write where they found it and how it changed their view of the character. This could be worth 3 points. The points are only related to the content.
2. A checklist of standards is kept for each student. The percentage of standards met is used to calculate a grade.
3. A checklist of center activities/stations/independent work is used. As students complete work in a quality manner, they receive points which are calculated into their grade.
I am nervous about the whole "traing th...See MoreI was wondering if anyone does the Voyager Reading Program at their school. I have worked with it twice but have only done the second semester of it. This new school year, I will start with the program from scratch from day one. Does anyone have tips about how to get kids to rotate and stay on task?
I am nervous about the whole "traing the kids to adapt" thing since everytime I worked with the program they have been trained already. Any hints or tips...
Adrienne LauderOn 7/26/09, Mira wrote: > Maria: We always have had about 30 kids in our class (sometimes even > a bit more). Voyager has 2 independent stations plus the teaching > station (which is intended for about 6 kids , maybe 8 tops). That > would have still left me with 12 kids per station which I think is > way too many (especially in kinde...See MoreOn 7/26/09, Mira wrote: > Maria: We always have had about 30 kids in our class (sometimes even > a bit more). Voyager has 2 independent stations plus the teaching > station (which is intended for about 6 kids , maybe 8 tops). That > would have still left me with 12 kids per station which I think is > way too many (especially in kindergarten). I aimed to have about 6 > kids at each station (sometimes less). I found that this made a > huge difference in the overall atmosphere and management of station > time. It made each station more manageable (in terms of materials > and also allowed the team leaders to really "lead" their group). If > you have a smaller class size, you wouldn't need as many stations. > Just remember: the key to the whole program is the teaching station > so try to implement the independent stations with as much > "fidelity" as you can, but remember they are not the focus and as a > teacher you need to adjust them to meet our class's needs. Hope > this has been helpful. -Mira > > On 7/22/09, Maria wrote: >> Wow! thanks a million Mira! The way you describes it sounds so >> easy. I know it won't be easy, but it really helped me put a >> picture in my head as to what I need to do. One question: You >> say that you added two extra stations, how many kids are there >> per station? In total you have five stations plus "teaching >> station" right? >> >> Thanks, Maria >
> Maria: We always have had about 30 kids in our class (sometimes even > a bit more). Voyager has 2 independent stations plus the teaching > station (which is intended for about 6 kids , maybe 8 tops). That > would have still left me with 12 kids per station which I think is > way too many (especially in kindergarten). I aimed to have about 6 > kids at each station (sometimes less). I found that this made a > huge difference in the overall atmosphere and management of station > time. It made each station more manageable (in terms of materials > and also allowed the team leaders to really "lead" their group). If > you have a smaller class size, you wouldn't need as many stations. > Just remember: the key to the whole program is the teaching station > so try to implement the independent stations with as much > "fidelity" as you can, but remember they are not the focus and as a > teacher you need to adjust them to meet our class's needs. Hope > this has been helpful. -Mira > > On 7/22/09, Maria wrote: >> Wow! thanks a million Mira! The way you describes it sounds so >> easy. I know it won't be easy, but it really helped me put a >> picture in my head as to what I need to do. One question: You >> say that you added two extra stations, how many kids are there >> per station? In total you have five stations plus "teaching >> station" right? >> >> Thanks, Maria >
SharonI hope this is true. Reading First was a HORRIBLE idea & NCLB - while perhaps initiated with good intentions - was totally, totally horrible, too!
Chloe_teachKWell, I hope this is true, but remember Arnie wants to extend the school day and year. I think the kids and I work hard enough as it is. I hope he's not planning a trade: NCLB for even more hours of work...
I was wondering if your coach was making you do a story every two weeks? Our children get so bored that we try to do a new story every week then at the end we do EOG Practice. Just wondering how you do things at your school.
What happens when a school does not meet AYP for the 5th year. We just missed AYP in one sub-group...We have practically beat ourselves senseless trying to bring up our scores...yet we miss in a different area each time. Grrr.
Now we are low in Math first level. Is it ever going to get better?
I am looking for teachers (Grades 1-5) to participate in a 20-min online study for my dissertation. I am almost finished collecting data but I need 5 more teachers to participate. The study will examine how teachers evaluate school-based consultation services for students with reading difficulties.
To participate in the study, please click on the following link (or cut and paste the link into your web browser):
[link removed] .
This link will direct you to an online survey that contains two video clips depicting a school psychologist and teacher discussing strategies to help a child with reading difficulties. You will be asked to complete 45 rating scale items following the videos.
I hope you will consider participating! Thank you for your time and contribution to the field of education!
Hi, Our school uses Read Well as their Primary Reading Program. We were an underperforming school for 6 years and since we implemented Read Well we have...See More