things to remember developed by sandi jordan march, 2009
TRANSCRIPT
Things to Things to RememberRemember
Developed ByDeveloped By
Sandi JordanSandi Jordan
March, 2009March, 2009
Bonding With ChildrenBonding With Children
““The strongest predictor of reading The strongest predictor of reading achievement is the quality of achievement is the quality of student-teacher relations. Once our student-teacher relations. Once our students bond with us and trust us, students bond with us and trust us, anything is possible.” anything is possible.” Regie Routman Regie Routman Reading Reading
EssentialsEssentials
How Do I Start To Bond With My How Do I Start To Bond With My Students?Students?
Show them we care about them.Show them we care about them. Listen to them.Listen to them. Celebrate their efforts and Celebrate their efforts and
accomplishments.accomplishments. Provide optimal learning conditions.Provide optimal learning conditions. Make sure they succeed from the first dayMake sure they succeed from the first day Value them as individuals.Value them as individuals. Regie Routman Regie Routman Reading EssentialReading Essential
Want to know more about bonding? Read More Than Meets the Eye By Donna Skolnick
Building A Community of Building A Community of LearnersLearners
Start slowly to build a community of Start slowly to build a community of readers/writers. This takes time and a readers/writers. This takes time and a great deal of patience. great deal of patience.
Start each day with a purposeful read Start each day with a purposeful read aloud. It’s the fastest way to know your aloud. It’s the fastest way to know your students.students.
Want to know about great read alouds? Read Want to know about great read alouds? Read Learning Learning Under the Influence of Language andUnder the Influence of Language and LiteratureLiterature by Lester by Lester Laminack.Laminack.
Introduce the Morning Introduce the Morning MeetingMeeting
It sets the tone for the rest of the day.It sets the tone for the rest of the day.
It allows us to start each day as a It allows us to start each day as a community of caring respectful community of caring respectful learners.learners.
Morning Meetings create a climate of Morning Meetings create a climate of trust. trust.
The Morning Meeting BookThe Morning Meeting Book by Roxann Kriete by Roxann Kriete
Morning Morning MeetingMeeting Format Format
Greeting: Children greet each other by name, Greeting: Children greet each other by name, often including a handshake, clapping, singing often including a handshake, clapping, singing and other activities.and other activities.
Sharing: Students share some news of interest Sharing: Students share some news of interest to the class and respond to each other.to the class and respond to each other.
Group Activity: The whole class does a short Group Activity: The whole class does a short activity together.activity together.
News and Announcements: Students develop News and Announcements: Students develop language skills and learn about the events of the language skills and learn about the events of the day ahead by reading and discussing a daily day ahead by reading and discussing a daily message.message.
Getting to Know Your Getting to Know Your StudentsStudents
Formal Formal AssessmentsAssessments
Dominie Portfolio Dominie Portfolio AssessmentAssessment
Vital Indicator of Vital Indicator of Progress -- VIPProgress -- VIP
MAP Data (Grades 2-MAP Data (Grades 2-55
Writing Samples Writing Samples Dated and ScoredDated and Scored
Informal Informal AssessmentsAssessments
On-going Running On-going Running RecordsRecords
Reading Reading ConferencesConferences
Writing Writing ConferencesConferences
Getting to Know Your Getting to Know Your StudentsStudents
Reading /Writing Interviews-A brief Reading /Writing Interviews-A brief survey about the student’s interests in survey about the student’s interests in reading and writing. reading and writing.
Sample QuestionsSample Questions Tell me about yourself as a reader/writer.Tell me about yourself as a reader/writer. Who is your favorite author?Who is your favorite author? What kinds of books do you like to read?What kinds of books do you like to read? How do you decide what to read?How do you decide what to read? What are you reading right now? Do you know what What are you reading right now? Do you know what
you will read next?you will read next?
Lexington District #1Lexington District #1Conversion ChartConversion Chart
Primary ELA Benchmark Primary ELA Benchmark Assessments in ReadingAssessments in Reading
Sample Line from the ChartSample Line from the Chart:: GradeGrade Rigby Literacy PM Benchmark Kit Fountas/Pinnell Rigby Literacy PM Benchmark Kit Fountas/Pinnell
Reading a-z DominieReading a-z Dominie
22 16-17 22 16-17 22 M O 9 M O 9
See your literacy specialist for a copy.See your literacy specialist for a copy.
Independent ReadingIndependent Reading
Get Your Reading Workshop Get Your Reading Workshop
Off to a Good Start….Off to a Good Start….
1.1. Help your students think of Help your students think of themselves as readers.themselves as readers.
2.2. Establish the roles and routines Establish the roles and routines of the reading workshop. of the reading workshop. Guiding Guiding
Readers and WritersReaders and Writers by Fountas/Pinnell by Fountas/Pinnell
Independent ReadingIndependent Reading
Getting Started : The First 20 Days of Getting Started : The First 20 Days of Independent ReadingIndependent Reading
Utilize the 20 Mini-Lessons in Utilize the 20 Mini-Lessons in Guiding Guiding Readers and WritersReaders and Writers by Fountas and by Fountas and Pinnell Pinnell (pp.142-162)(pp.142-162)
Sample MinilessonSample Minilesson:: Selecting BooksSelecting Books How Readers Choose BooksHow Readers Choose Books Making Good ChoicesMaking Good Choices Thinking and Talking About Your ReadingThinking and Talking About Your Reading
Independent ReadingIndependent Reading
How do I build my classroom How do I build my classroom library?library?
Garage SalesGarage Sales Dollar StoresDollar Stores
Book Club Award PointsBook Club Award Points Ask Parents to Donate BooksAsk Parents to Donate Books
Scholastic Book Sales Scholastic Book Sales (December and May)(December and May)
Independent Book StoresIndependent Book Stores Check Out Books from the Media CenterCheck Out Books from the Media Center
Literacy Collection Literacy Collection FolderFolderPurpose: Purpose:
This collection of ELA assessments is to This collection of ELA assessments is to be used throughout the year to guide be used throughout the year to guide
your instruction.your instruction.
Location of Folder:Location of Folder:
In each student’s permanent record.In each student’s permanent record.
Pull folders at the beginning of the Pull folders at the beginning of the year and keep in your classroomyear and keep in your classroom..
Balanced LiteracyBalanced Literacy
Reading AloudReading Aloud
Shared ReadingShared Reading
Guided ReadingGuided Reading
Independent Independent ReadingReading
Read AloudsRead Alouds
Description—Description—Teacher reads a variety of Teacher reads a variety of texts aloud to students modeling texts aloud to students modeling strategies efficient readers use and what strategies efficient readers use and what fluent, expressive reading sounds like.fluent, expressive reading sounds like.
Frequency– Frequency– Multiple times dailyMultiple times daily
Structure—Structure—Whole class or small groupWhole class or small group
Shared ReadingShared Reading
Description—Description—Teacher models the Teacher models the reading of a text while students follow reading of a text while students follow along.along.
Big Books Poems Songs Class Sets Big Books Poems Songs Class Sets Short Articles Short Articles
Frequency—Frequency—Daily in any subject areaDaily in any subject area
Structure– Structure– Whole Class or small groupWhole Class or small group
Guided ReadingGuided Reading
Description—Description—The teacher works with The teacher works with small flexible groups of 3-6 students who small flexible groups of 3-6 students who have similar reading needs or interests.have similar reading needs or interests.
Frequency—Frequency—DailyDaily
Structure—Structure—Small flexible groupsSmall flexible groups
Independent ReadingIndependent Reading
Description—Description—Students select books at Students select books at their appropriate independent reading their appropriate independent reading level and read on their own for extended level and read on their own for extended periods of time.periods of time.
Frequency—Frequency—DailyDaily
Structure—Structure—Individual or with a partnerIndividual or with a partner
Gradual Release of Gradual Release of ResponsibilityResponsibility
Level of Teacher SupportLevel of Teacher Support
Teacher Directed Teacher/Student Directed Teacher Directed Teacher/Student Directed Student DirectedStudent Directed
Reading Aloud Shared Reading Guided Reading Independent Reading Aloud Shared Reading Guided Reading Independent ReadingReading
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