I recently retired after 25 years of teaching (yay!) I started my own tutoring and consulting business and am now anxious to share my passion for teaching and many lessons, projects and activities I did with my students over the years, as well my current practices for tutoring.
In my last blog post, I shared resources for helping students learn about our nation’s capital and national monuments, as well as a new TpT product I created, inspired on my trip to Washington D.C. I have been using this activity with a few of my tutoring students, and it’s going SO well! I hope that you will get just as excited about this idea as I am and consider using this in your elementary or secondary classroom next year!
I first started out showing a presentation (the TpT product) to see if they recognized and knew what the monuments were for and who/what they honored. Next, I showed my students photos of some Americans who do NOT have a national memorial and may deserve one (this is also in the presentation).
I had my students choose one of these individuals or groups I had on a list (see right) or they could also choose someone of their own choice). Next came research to find out what these people did to make them worthy of our acclaim. To save time in our hour-long tutoring session, I linked some Newsela articles and web pages from kid-friendly sites such as Ducksters and Kiddle. After researching and taking notes, I let the students choose to do either a persuasive writing piece or presentation to convince others that this person or group deserves a monument!
Finally, I plan to have the students design the memorial, using online tools/apps, drawing or building. (I will update on that later!) I also love the idea of using Legos…this idea came from a recent blog from Diary of a Not So Wimpy Teacher!
One of my students chose Katherine Johnson, the famed NASA “computer” whose work helped astronauts get to the moon. She is using this graphic organizer on the left to research. Another student chose the female codebreakers from WWIIand chose to not do the organizer, but still is taking notes in an organized method (photo on above right). This student and I are beginning our tutoring sessions with code-breaking activities; some from the Kid’s Zone on the CIA website and some Crypto Mind Benders from The Critical Thinking Co. He brought one of his school papers to show me that he had written his name in code and his teacher figured it out! Check out our photos below:
To help him with his thesis statement for his persuasive presentation, I had him use a graphic organizer from ASCD that I’ve used with students in the past. It is such a simple, visual way for students to craft this statement. I first modeled for him as if I was doing my research on why Sacagawea needs a national monument. Our thesis statements actually ended up more like opening paragraphs, but that’s okay. He got the idea!
I am so excited to see what my other students do with this activity; I plan to have more do it over the summer, so watch for further updates! My next blog will continue my “Travel and Teaching” theme, with more resources for students to learn about our nation’s capital and another TpT product to go along!
A long time ago (well two years ago today), in a school far, far away (actually about a 30 minute drive), my students and I planned a school-wide Star Wars Day for May the 4th! Enjoy our photos and hopefully this will give you some ideas for your own classroom or school Star Wars Day! May the 4th be with you!
During my last year before retirement, while working as a GT Facilitator, my entire theme for my gifted and talented students was Growth Mindset. Check out this past blog on how I used this theme throughout the year. My students and I were all big Star Wars fans, so I led them through some project-based learning to plan and carry out a school-wide Star Wars Day! I gave the reins to the kids and had them meet with the principal to get permission, plan with the building engineer for what we would need for the day, and create presentations, a trivia game, and morning announcements promoting the event. Check out the slideshows below to see all we did! And a HUGE thank you to my former students who helped me plan and carry out this day!
“What one learns in a classroom is just a very small part of learning process . The real learning starts when one crosses borders and travels miles for the real knowledge.” – Vivek Sahni
One of my passions, besides teaching, is travel! I have always believed that the classroom is not the only place to learn; in fact, I’ve learned some of my most lasting lessons while traveling. Back in my classrooms days, I brought back my experiences and lessons to my students so they could experience more of their world as well. I did this in a number of ways: through slideshows, displays of souvenirs and photos, and research activities on people and places. While working as a GT facilitator, I would post photos of my travels on Edmodo or Google Classroom and give the students challenges where they had to find out information about whatever was in the photo. I offered digital badges to those students who would complete the challenge first. I am still doing this with my tutoring students; when my husband and I took a two week trip to Italy in 2017, I left all of my students with some reading, writing and research activities on Italy.
Last week, I finally made it to Washington D.C.! I can’t believe that someone who loves traveling and history, and has gotten to be this old and has never been there! I was also passionate about teaching my students American history and government! We were headed there to attend my stepson’s army reenlistment ceremony; it was going to be held at the National Archives Museum in the rotunda (more on that in my next blog!). I began planning in earnest to visit the places that my students (and my own daughters) and I had read about or seen in photos and movies. I have provided photos and links below that you help your students learn about these places and people. In addition, my visit has inspired me to create some learning activities for my tutoring students, and you will be able to use these activities with your students a well (more at the bottom of the blog)! Off we go to our nation’s capital. (All photos are by me unless otherwise credited.)
First, some general resources for you and your students on Washington D.C.
Our first day was spent on the National Mall. We, unfortunately, chose to go there on not just a Saturday, but on a day when the cherry blossoms were in full bloom! The crowds and traffic were insane, and to get anywhere on the mall, you had to walk quite a bit. But we managed to see several sites and loved learning about them with an audio tour from Atlantis Audio Tours. Here’s what we saw on the mall, with links for you and your students:
Washington Monument: The Monument was closed for repairs…but I didn’t mind…just seeing it was amazing!
A lesson from the National Park Service in which students can see and analyze primary sources, as well as learn about the qualities of a leader and why George Washington was chosen to have a monument built in his name, as well as design their own monument for a leader of their choice.
World War II Memorial: Another amazing place to visit! In the audio tour, we learned about the features of the memorials and the significance of the bronze wreaths and rope connecting all the state and territory columns. In addition, there are famous quotes, engraved on the walls, from Franklin Roosevelt and others about this war.
Five lesson plans from The Friends of the National WWII Memorial, featuring “a culminating activity called, “World War II at the Memorial” connecting the lesson directly to features of the National World War II Memorial addressed in the lesson.
Lincoln Memorial: We arrived here with tired feet after starting at the Washington Monument, and slowly climbed the crowded steps. But it was all worth it when we turned around to view the iconic view toward the Washington Monument, the same one Martin Luther King, Jr. saw during the “I Have a Dream” speech.
On this interactive site, you and your students can view panoramic views as well as videos that discuss Lincoln and his memorial.
The Jefferson Pier: I know, you’re saying…”The what?!” But this is actually quite interesting and we would not have known about it except for our audio tour. This little nondescript marker (almost looks like a “mini” Washington Monument!) once had great ambitions of marking the prime meridian of the United States…if Thomas Jefferson had had his way! From the website Adventures in DC website: “He (Jefferson) had it located on the southern bank of Tiber Creek due south from the center of the White House and due west from the center of the U.S. Capitol. The creek no longer runs through the National Mall, but the stone remains.” Boats used to dock near this marker (the Potomac at that time came up near this point) to unload materials for building the Washington Monument. This poor little marker never became the U.S. Prime Meridian as our country chose to use the more standard Greenwich Meridian.
There were several memorials we were not able to get to, either due to time or exhaustion…but here are some teaching resources for them:
National Monument and Memorial Challenge: I wonder how many of our students across the country, who have not been to the DC area before, know about all the memorials for famous Americans…not just those on the National Mall, but many more located around our country. I created a visual challenge in Google Slides for my students to see how many they could identify and if they knew who that famous person was. In this presentation, you have a photo that shows the monument with no label, and then one with the label. At the end of the presentation are photos of some famous Americans who do NOT have one. I am having some of my students choose one of these persons, research them and then write a persuasive piece about WHY this person deserves a memorial. The students will then have a chance to design the memorial using whatever medium they would like. This idea is based on a lesson idea from the National Park Service.
This National Monument product is ON SALE on Teachers Pay Teachers, Here’s the LINK! If you like these materials, please let me know in the comments or in TpT reviews.
The loss of our beautiful grandson has made me reflect on the lessons he can give to classroom teachers who have special needs students in their classrooms.
I’ve been off the grid with my tutoring, consulting and blogging the past few weeks as our family suffered an unimaginable, sudden tragedy…the loss of our six year old grandson, Vincent. Within a week, he went from his usual winter cold to serious issues, strokes and surgeries. He passed away a few days later with his parents at his side. But from the moment he was born and diagnosed with Down’s Syndrome, this boy began teaching his lessons…lessons that I wish I had known when many years ago when I had a student with Down Syndrome in my class. Back then I did not know much, if anything, about how to help and teach these children. While I did have help and support from the wonderful special education staff at my school, I wish I had known more and had done more to establish a relationship and teach her. Now because of Vincent, I know. I would like to share with you some lessons that may help not only teachers, but any caregivers who work with special needs children.
Encourage a love of books with ALL students: As a retired teacher, of course I had hundreds of children’s books in my home and tried to encourage all three of our grandchildren to enjoy being read to as well as reading on their own. But it was Vincent who truly developed a passion for books. At first he would grab a book and bring it a family member to have them read aloud. However, he lost patience with that and began choosing books to either look at on his own or read. He especially loved interactive books and books that made noise! He would “read aloud” the book with a great deal of expression, while turning pages and looking up at his listeners to see their reaction. He obviously had been watching his caregivers and teachers closely as they read aloud and wanted to emulate their enthusiasm.
Vincent’s Lesson: If you have special needs students in your classroom, make sure they have access to many books are given opportunities to hear books read aloud and let them read to other students. Have the students in your class also work with them on the alphabet, phonemic awareness and phonics skills. Help them discover a love of words!
Celebrate the joy of music with your students! Besides books, nothing made Vincent happier than music and dancing. When he was at our house, we turned on the party songs and he would rock out; Such a joy to watch him! But he especially loved singing with microphones. We have our own karaoke setup at our house and during karaoke parties, he would go up to the person singing, grab the second mike and start singing along. His teacher at Turman Elementary in Colorado Springs shared an adorable video of him at school picking up laminated models of coins and singing the money poem/song. Once the song was over, Vincent wasn’t…he kept picking up more coins and singing away!
Vincent’s Lesson: Make sure your students, no matter the if they are special needs or not, are given opportunities to sing, dance and listen to music (and sing into microphones!). There are so many ways to integrate music into lessons and activities!
Love unconditionally: Of course we teachers care about all of our students. However, every teacher knows that there are some children that are much more challenging than others. Life was not always easy with Vincent; he had to be constantly supervised and kept busy and occupied. It’s important to set rules and expectations with special needs students, and have consequences for inappropriate behavior, but every student must know that you care unconditionally for him or her and will help and support them no matter what. I know Vincent felt that from his family, teachers, and friends, and we all felt that from Vincent. Vincent loved everyone…his parents and brother, his dog, all of his grandparents, his cousins, his relatives, his parents’ friends, his teachers and other caregivers, our friends, my family…everyone. Vincent loved life and emulated joy and happiness.
Vincent’s Lesson: Special Needs students need to have teachers who love them unconditionally and share their joy and happiness in life and learning!
Learn from your students: Vincent’s mother began teaching him sign language at an early age to help him communicate with the family and others. When he began schools, she shared this strategy with his teachers and after care staff to help them communicate with him as well. Last year he received an award from the after school program; he had been their first Down Syndrome child in their program and as the Director of the program stated in her comments at his service; he demanded they do more, be more and learn more (sounds like our Vincent!) The award he received was an American Sign Language award to thank him for opening their minds to learning sign language. Here is a LINK to more information on using sign language with Down Syndrome children.
Vincent’s Lesson: The adult teachers are not the only ones who can teach others. Watch for opportunities to learn from your students and have them share their knowledge and skills with others.
Finally, I would like to thank the teachers and staff of Turman Elementary School and the Deerfield Community Center in Colorado Springs, Colorado. Besides his incredible teachers and para in his SSN classroom at Turman, he had an incredible caregiving staff at Deerfield’s After Care program. They not only took are of him after school every day, but on his off-track time. Their love for Vincent was apparent when so many of them came to the hospital to support Vincent and his family during that last difficult week. They shared so many priceless stories, photos and videos with us! Even more staff from both places attended his service. As teachers, our students and their families are very special to us and that was apparent the past few weeks. Vincent touched so many lives!
Shared reading can be a powerful collaborative method to help students become proficient readers, and it can be used in all content areas!
Shared Reading is the second in a series of posts about Balanced Literacy elements in the classroom. In my last post, I wrote about Read Aloud with a Purpose, where the teacher reads aloud short pieces of text for a specific teaching purpose. Beside modeling reading behaviors, the teacher also thinks aloud about the text. Shared Reading is the next step; the teacher and class come together to read aloud and discuss text projected on a screen or chart paper. Shared reading is NOT the same as choral reading, which used to be common in classrooms, but now is most often used for fluency and expression practice.
In the gradual release of responsibility model, shared reading falls under “I do, you help” or “We do.” For struggling or reluctant readers, this is a powerful way to help them practice their reading skills without being singled out. The teacher’s voice leads the way, and the students join in. Depending on the text used, shared reading can be a powerful classroom community building opportunity.
The Nuts and Bolts of Shared Reading
The text should be chosen in order to teach a specific reading strategy or lesson
The text should be enlarged via chart paper, document camera or laptop/projector
Students and teachers are reading together from the same piece of enlarged text; students should NOT have their own copy. Students can too easily drop out mentally from the lesson if looking at the text on their desks.
The text should be tracked by the teacher or the student, using either a pointer (if text is on a screen or chart paper) or with a pencil or finger (if under a doc camera).
The teacher’s voice support needs to be heard; this helps make the text accessible to all readers.
During and/or after the shared reading, the teacher and students can discuss the text and/or the reading strategy being used.
Also, the same piece of text can be used all week long for different teaching purposes. For example, on the first day students can respond to the text; the second day, a specific comprehension strategy can be discussed, and on another day, unfamiliar vocabulary can be addressed. The text is read aloud each day by teacher and students to assist with fluency skills. Check out the sample week long plan below and click HEREfor a blank copy!
Texts to use in Shared Reading
Poems and song lyrics: These types of text are perfect for not only fluency practice, but for many lessons on theme, style, vocabulary and inferences. (Stay tuned for my next blog on shared reading lessons using song lyrics!)
Content area text from textbooks, journal, articles: Avoid using the entire piece as a shared read; instead, use carefully chosen excerpts to make a teaching point or to focus on a comprehension strategy.
Test and assignment directions: How many times do students start on something without bothering to read the directions? By doing a shared read, students cannot avoid these, and through discussion will have a good understanding of what they need to do.
Cartoon strips: Depending on the cartoon, many comprehension strategies, such as inferring and context clues can be taught after a shared reading.
Content area vocabulary words (each used in a sentence): This helps students understand how the words are actually pronounced and the meaning can be inferred via context clues.
Quotes: There are so many wonderful, meaningful quotes out there and they can foster some fantastic discussions! Using these as a shared read and discussion is a great way to start each day! Below are some of my favorites.
For students to become proficient readers, they need to participate in shared learning experiences with the teacher. Not all learning should be in isolation. Remember, “Alone we can do so little, together we can do so much.” – Helen Keller
In my next post, I will focus more on using song lyrics for shared reading, and all the fun, learning…and singing you and your students can do in your own classroom!
P.S. Just in time for St. Patrick’s Day, here’s a Teachers Pay Teachers freebie for you…a St. Patrick’s Day Roll-a-Math-Word Problem Story!
This is a sample from my full product, Year-Round Math Roll-a-Word Problem Stories! All you need is a pair of dice, and students can have fun rolling for their math operation, character, setting and problem. Students will use both math and writing skills by creating the word problem, solving it and then explaining their method for solving. Students can also create word problems, exchange with others and solve!
Reading aloud in the classroom is not just a one time a day activity, and it is not only for elementary students. Teachers can use short, purposeful read alouds in all grades and all content areas!
The single most important activity for building the background knowledge required for eventual success in reading is reading aloud to children.”
– Becoming a Nation of Readers, 1985
Yes, that quote is over 30 years old…but it is STILL true! Reading aloud to kids…by parent, teachers and other adults in their lives is crucial to reading success!
In my post last week, I gave an overview of Balanced Literacy Elementsand wrote about the problem of trying to fit all of these into your daily ELA block…but that’s impossible! In order to ensure our students are proficient readers and ready for the high amount of expository reading they will encounter in secondary school, we MUST be teaching and using reading and writing strategies in content areas. This first breakout post will help you understand Read Aloud with a Purpose(RAWAP) and how this can be used in not only the literacy part of your day but in the rest of your day as well!
Read Aloud with a Purpose is not the same as your scheduled “read aloud-for- pleasure” part of the day. Of course, this IS always important to do in classrooms, especially primary, as it instills a love of reading and introduces genres and authors to kids. However, Read Aloud with a Purpose is different; it’s used in short increments several times during the school day. This time provides an opportunity for teachers to model many different reading behaviors and use of strategies. In the gradual release of responsibility model, Read Aloud with a Purpose comes at the top…”I do, you watch/listen”.
The key points to this element are as follows:
A time for students to observe a proficient reader using a specific reading strategy
The teacher should state the name of the reading strategy being modeled, either before or after the read aloud
The students must hear the teacher’s thinking as they read through a piece of text
Short, strategic pieces of text are used…from any content area.
Here are some examples of how I have used Read Aloud with a Purpose in several content areas.
Ideas for Short, Purposeful Read Alouds…in ELA
Note that for all of these examples, I do NOT read aloud the entire book (If I do, I will wait for my traditional read-aloud time. What I have found is that if you choose books wisely to use for RAWAP, you will cause students to want to read the book on their own! I used to leave my RAWAP book on my whiteboard shelf and for a few days, it was being passed around like crazy! Below are four books I have used for RAWAP in either the classroom, small groups or tutoring.
I use The Stranger by Chris Van Allsburg all the time to teach my students about inferring. I would read aloud just a few passages and think aloud about who or what this stranger could be. I pointed out both evidence in the text and talked about how my background knowledge was helping me make some inferences.
Pigeon Needs a Bath by Mo Willems (and all of the other Pigeon books) are wonderful to use when teaching persuasion. I just used it last week with my 3rd-grade tutoring student; I read parts of the book to her and we discussed what words and ideas the pigeon used to persuade. Next, she will use these persuasion ideas in her own persuasive writing project on Antarctica!
All the Places to Love by Patricia Maclachlan is perfect for teaching students about how words can invoke both feelings and senses. While training teachers on Modeling Writing (also called “Write Aloud), I read aloud the first few pages without showing them the illustrations. We then discussed what visuals they were seeing in their mind, and how the author invoked both feelings and senses by the word choice. I then shared the beautiful illustrations and we discussed further feelings gained from the images. I then used these ideas to write and think aloud in front of the teachers about the place I loved the most…my grandparents’ camp in Michigan’s Upper Peninsula.
Finally, to help a student learn about the main idea in expository books, chapters, and passages, I used an excellent non-fiction book from Scholastic’s A True Book seriesAnimals Helping with Healing by Ann O. Squire. I read aloud the first chapter, discussing sentences and details that were clues to determining the main idea. Next, I had the student read the next chapter and try to determine what the main idea was, and which details supported the idea.
You can also read excerpts from chapter books to focus on specific reading and writing strategies! Tuck Everlasting is one of my all-time favorite books, and I loved introducing it to students. I would read aloud the beginning of the book (the “August” paragraphs) for many reasons…to model inferring, predicting, vocabulary in context, or just for the sheer beauty of the words. I also loved to read aloud the beginning of The Winter Room by Gary Paulsen for all the same purposes. Here’s a link to a blog discussing favorite opening paragraphs in children’s/young adult novels.
I discovered a wonderful website, Live.Read.Write by Erika Crowl, who has created something called “Story Snippets“; wonderful excerpts from children’s books that can be read aloud to help students understand how to show, not just tell. As you read, you need to be thinking aloud about how the words help the reader to understand the feeling without the author stating what it is. Currently, she has Snippets for several emotions: calm (at left), despair, sunshine, wind, and anticipation.
It’s also fun to read aloud the JUST the very first sentences of books to students for a variety of reasons: to help them with writer’s craft, to entice them to read new books for independent reading or to model word choice. Here are some classic first lines from Kim Hart on her website.
Ideas for Short, Purposeful Read Alouds in other content areas
Understanding test or assignment directions:
Take a look at the two different set of directions above…do you see the benefit of reading and discussing these out loud with students? So many times we just expect that students will magically understand all the words in the directions and what the directions are telling them to do! I can’t tell you how many times I would hand out an assignment or test to my students, with VERY clear, bulleted directions, only to have several students coming to ask me questions on what do afterward! I finally started adding in secret messages into the directions, such as, “If you are reading these directions, write this sentence under the directions: “I read them!” and you will get five bonus points…” or something similar. It finally dawned on me that it would help if I projected the directions so all could see, then read aloud the directions and model my understanding of what I had to do to be successful in that particular assignment or test area. You could also have the students join you in a shared reading of the directions and a follow-up discussion.
Vocabulary in context:
To help students understand how to use context in reading to figure out an unfamiliar vocabulary word, I would choose a piece of text that I knew would have some difficult words. Let’s say I am teaching 5th-grade social studies unit on Explorers (been there, done that!). I plan to assign articles on explorers from Newselato help with background knowledge on exploration and explorers, as well as reading skills. Before I have them work independently on this, I am going to read an excerpt from an article and think aloud about how I would use clues in the text to figure out the words “fleet”, “mutiny” and “vessels”. I would also point out the proper name “Patagonia”; I can tell it’s a place, but I’d like to look on a map to help understand the location.
Education Corner has this to say about textbook reading: “Textbooks can be boring, tedious, and full of detail. Jumping right into a textbook without having a general idea of the central themes and topics can make textbook reading that much more challenging.” To help make this type of reading less intimidating, you can do a read/think-aloud while previewing a textbook chapter. Read and discuss the titles, the heading, any bold-faced words, picture captions, etc. Model reading aloud any chapter questions BEFORE reading and think aloud about how this will help find the answers while reading.
Math Word Problems:
This is an area in which I have spent a great deal of time helping not only my tutoring students who struggle in reading or math but also my gifted and talented students! In my own past classrooms, I know I was guilty of just assuming if students could read, they could handle these problems easily. Just look at the problem to the left; even skilled reading and math students can easily be intimidated by this! An excellent way to help with this is to provide a read/think aloud of a word problem. A teacher can do this in a whole group setting, or a small guided math group setting. The teacher reads the problem aloud, thinking aloud about what exactly needs to be solved, as well as clues given on how to solve it and any unnecessary information thrown into the problem. The teacher should also model annotating the text (highlighting, questions, thoughts). By providing this modeling, it could help many students be less intimidated by word problems! After modeling for my tutoring student, he was able to read, annotate and solve on his own!
There are so many more ways you can read aloud in content areas…just think about how much you expect kids to read silently in math, science, health, electives, etc. Now think about how much their comprehension can improve if you first MODEL proficient reading skills and THINK ALOUD about the strategies you are using. This can make a world of difference!
Let me know in the comment section below other lesson ideas or texts to use for Reading Aloud…with a Purpose!
All balanced literacy elements defined! Stay tuned for more blog posts going more into depth on these elements and how they can be used in content area!
This past week I had the honor of presenting three sessions at the annual conference of the Colorado Council of the International Reading (CCIRA). It so happened that my three sessions were on the same day, so it made for a very LONG day, but in retrospect, it was probably better as that was my entire focus for the day. This post will be the first of several covering the highlights of each of my presentations.
First up, balanced literacy! Depending on where you look, there are many different definitions of balanced literacy. Here are the ones I used in my presentation, and the ones I agree with based on my training and experiences.
In my district literacy training sessions for the Douglas County School District in Colorado, I trained hundreds of teachers on a total of TEN balanced literacy elements! WOW! The number one question I received… “How do you fit all of these into your daily literacy block?” The answer…you DON’T!In order for all of the elements to receive the same amount of attention, teachers MUST use these elements in ALL parts of the day…every content area! This should continue into secondary schools with content area and elective teachers using literacy in their classes as well. The importance of content area literacy cannot be stressed enough!
In this first post, I’m going to define each of these elements for you…some, of course, you will be very familiar with, but others may be new to you.
ALL OF THE ELEMENTS BELOW WILL BE DISCUSSED IN FURTHER BLOG POSTS!
Read Aloud with a Purpose (I Do): This is a separate time from the “sit on the floor in front of the teacher and listen to her/him read a great children’s book”…which IS always important to do in classrooms, especially primary, as it instills a love of reading and introduces genres and authors to kids. However, Read Aloud with a Purpose is used in short increments several times during the school day. It’s defined as:
The teacher chooses a read aloud based on a specific teaching purpose (strategy).
As the teacher reads aloud, she/he “thinks aloud” about the reading and offers explicit instruction on the strategy.
Students then will practice the modeled strategy in guided and independent reading.
Shared Reading (We Do): In shared reading, the text is once again chosen by the teacher for a specific strategy. The students and teacher all look at a projected or enlarged piece of text together and read in unison. If this sounds like choral reading, it’s not, because again, the teacher is using that text for a specific teacher purpose and a lesson comes during or after the choral reading. The bonus is that students are practicing fluency skills and hearing a fluent reader read with them. Shared reading works especially well when the text is a bit more complex than the usual text students read. (Image from this website.)
Guided Reading (We Do): I’m sure readers of this blog have different understandings of what guided reading is…I am using the most common interpretation popularized by Marie Clayand Fountas and Pinell, among others. Guided reading is a time for strategic teaching based on the needs of the students, ones who have been grouped together because they have similar strengths and weaknesses. There is a specific purpose for the lesson each day, and the teacher works with both the entire group, as well as individuals as needed. This is also an excellent time for teachers to observe reading behaviors in their students.
Book Clubs (We Do/You Do): Just as with adult book clubs, these are small groups reading and discussing works of literature that are appropriate for them. I’m torn between “we do” and “you do”. Teachers do have to provide the initial guidelines and structure, but then he/she must be willing to step away and be a part of the book club, as both a participant and observer. This is an excellent opportunity to just enjoy reading and discussion without specific teaching strategies, but the teacher can gain a great deal of information on both students’ reading behaviors, as well as comprehension and vocabulary skills.
Independent Reading (You Do): Most students should now be ready to take the skills and strategies learned in the previous elements and apply them to their own independent reading. The teacher is either observing reading behaviors among his/her students or conductingindividual reading conferences.
Modeled Writing (I Do): This is the teacher’s time to write in front of the students using a specific teaching purpose. The teacher uses a write-aloudto let the students know the process he/she is using. In addition to being a model for good writing, it’s also important that the students see mistakes and frustration from the teacher and how he/she works through that.
Interactive Writing: (We Do): This is sometimes called Shared Writing. The teacher and students negotiate the wording in a planned piece of text and then share the pen to create the writing. Once again, the teacher has a goal and purpose with this element, although often when the students have the pen, many other teaching opportunities may arise. This is an excellent way to create anchor charts of the classroom instead of the teacher creating one or purchasing one. The students have much more ownership and understanding of the chart if they are involved in the creation.
Guided Writing (We Do): Just as in guided reading, the teacher has created groups of students that reflect strengths and weaknesses observed in students or obtained from data. The teacher has a specific teacher purpose and collaborates with the students on creating a piece of writing. Often this writing can be used as a model when the student continues independent writing on their own.
Independent Writing (I Do): The student takes all of the strategies and new learnings from the teacher modeling and group collaborative work and uses them in his/her own writing. The teacher should use this time to do 1-1 writing conferences so he/she can observe the student’s writing behaviors, as well as provide support in difficult areas.
Interactive Editing (We Do:) This is probably the element that you are least familiar with, and it has nothing to do with the type of “editing” done in writing. In this element, the teacher guides students in using higher-level thinking, as well as creativity, in transforming a piece of text into another format, such as a summary, three column notes, a text, message, etc. This is an element that is already used in content areas!
Independent Centers or Independent Work: While the teacher is working in Guided Reading or Writing groups, the students can be engaged in independent work or centers…and the centers do not just have to be literacy-based; they can be based on any content areas!
In future posts, I will share more ideas on how you can use all of these balanced literacy elements in not only reading but in all content areas!
Photo Credits: Featured Image: Pixabay All other photos, unless otherwise noted, from my personal photo files