Wednesday, January 28, 2009
Snow Days
Ah! One of the best parts of being a teacher is the coveted "snow day". The apprehension starts the day before. "What's it doing out there?" "Do you think we'll have off?" "Did you hear the latest report?" "See you tomorrow...Not!" These are common comments prior to the big day. During the night, most teachers give in to the temptation to peek out the window to see what's going on. Finally, the phone rings. Yes! You feel for the phone, hoping for the best. "No school today, go back to sleep chirps a familiar voice." And you do! The funny thing is, a few hours later when you log onto your computer, you find there's already a slew of emails and these teachers that so desperately wanted "off" are doing, of all things, schoolwork! That's really the beauty of the snow day. You can do the schoolwork you love in the comfort of your home. After a good sleep and a leisurely breakfast, many teachers delve into their schoolbags and use the time to catch up or develop some creative lesson plans. Hope all of you enjoyed the found time as much as I did.
Thursday, January 22, 2009
Tim Rasinski Workshop (Fluency)
I think teachers fall into two categories: Those who love to attend workshops and those who hate them. I happen to fall into the former category. What could be better...a day off from school, a nice lunch, an opportunity to interact with colleagues and, best of all, a chance to learn something that can have a positive impact on students. Over the course of my career, I've been to tons of workshops. I must say, most of them were enjoyable and beneficial. Today's workshop was given by Professor Tim Rasinski. If you teach reading, you probably recognize his name. He is noted for his work on fluency and he didn't disappoint.
Tim began the workshop by asking us to join in singing three patriotic songs: Grand Old Flag, God Bless America, and Hail to the Chief. Timely, yes...linked to reading and fluency? Well, judging by the expression on some faces, that was questionable. Thus began a very unique workshop experience. Soon after the last notes faded away, Tim explained that singing is a sure-fire way to enhance both fluency and comprehension. He elaborated on the value of using songs to provide background knowledge related to our cultural literacy, have students discuss words found in song lyrics, and track text as they sing. Music was always a part of the day when I was a classroom teacher. I was delighted to recognize that I can continue to use music and it will actually benefit my struggling readers. Unlike some workshops, the day didn't go downhill from there. Professor Rasinski is quite entertaining. He has a beautiful speaking and singing voice and an engaging style. Although I am familiar and have used many of the activities presented, it was a wonderful refresher and I feel inspired to make fluency activities a regular part of my classes. The best part of the workshop, was that all of the activities that Tim discussed are research based. Tim shared some impressive statistics. I am convinced that fluency practice needs to be enbedded in every literacy program and feel eager to find ways to incorporate more of this in our school and with my students. Following is a list of some of the highlights of this workshop:
WORD WORK:
Making Words - Rasinski showed us a way to use do this activity on worksheet in lieu of using
word tiles. Much easier! The important element is that the teacher is "with the
kids" all the way and there are many opportunities to discuss words.
Word Ladders: Students start with a word and continually change it to make various words.
The last word relates to the first word in some way. Check this site to find
word ladders ready to use: www.wordsmith.org/anagram/ Select the
advanced setting then select "Print candidate words only".
Vocabulary Time Lines: Used to teach students to recognize and use a variety of words instead
of overused words. Create a continuum and have students come up with ideas.
Example: Hot______________________________________Cold
"Harvest" words: Have students choose interesting/unfamiliar words from text. Discuss them, then be sure to put them on word charts that hang around the room.
FLUENCY INSTRUCTION
Components: Accuracy - Modeling - Assisted Reading - Practice - Phrasing - Synthesis
Rasinski discussed and modeled many examples of materials and activites related to fluency instuctions and stressed the benefit of "repeated readings". Data reveals excellent reading growth in students who regularly engage in fluency instruction. Some of the ideas I think are most valuable are:
Tim began the workshop by asking us to join in singing three patriotic songs: Grand Old Flag, God Bless America, and Hail to the Chief. Timely, yes...linked to reading and fluency? Well, judging by the expression on some faces, that was questionable. Thus began a very unique workshop experience. Soon after the last notes faded away, Tim explained that singing is a sure-fire way to enhance both fluency and comprehension. He elaborated on the value of using songs to provide background knowledge related to our cultural literacy, have students discuss words found in song lyrics, and track text as they sing. Music was always a part of the day when I was a classroom teacher. I was delighted to recognize that I can continue to use music and it will actually benefit my struggling readers. Unlike some workshops, the day didn't go downhill from there. Professor Rasinski is quite entertaining. He has a beautiful speaking and singing voice and an engaging style. Although I am familiar and have used many of the activities presented, it was a wonderful refresher and I feel inspired to make fluency activities a regular part of my classes. The best part of the workshop, was that all of the activities that Tim discussed are research based. Tim shared some impressive statistics. I am convinced that fluency practice needs to be enbedded in every literacy program and feel eager to find ways to incorporate more of this in our school and with my students. Following is a list of some of the highlights of this workshop:
WORD WORK:
Making Words - Rasinski showed us a way to use do this activity on worksheet in lieu of using
word tiles. Much easier! The important element is that the teacher is "with the
kids" all the way and there are many opportunities to discuss words.
Word Ladders: Students start with a word and continually change it to make various words.
The last word relates to the first word in some way. Check this site to find
word ladders ready to use: www.wordsmith.org/anagram/ Select the
advanced setting then select "Print candidate words only".
Vocabulary Time Lines: Used to teach students to recognize and use a variety of words instead
of overused words. Create a continuum and have students come up with ideas.
Example: Hot______________________________________Cold
"Harvest" words: Have students choose interesting/unfamiliar words from text. Discuss them, then be sure to put them on word charts that hang around the room.
FLUENCY INSTRUCTION
Components: Accuracy - Modeling - Assisted Reading - Practice - Phrasing - Synthesis
Rasinski discussed and modeled many examples of materials and activites related to fluency instuctions and stressed the benefit of "repeated readings". Data reveals excellent reading growth in students who regularly engage in fluency instruction. Some of the ideas I think are most valuable are:
- Reader's Theatre
- Having students make tapes for other students
- Using songs and song lyrics
- Paired reading
Obviously, these are just a few of the highlights of this workshop. I would encourage all educators to check out Tim Rasinski's website (http://www.timrasinski.com/) as well as the books he has published by Teacher Created Materials. Very powerful resources that are simple and fun to use.
Wednesday, January 21, 2009
WELCOME
Welcome to Reflections from "Reada". As you can see, "Reada" is a play on my real name. Since Reading is one of my passions and the primary purpose of this blog is to reflect on my experiences as a reading teacher, it seemed appropriate. For a while now, I've thought about starting a blog. January is a time of new beginnings, so here I am.
I've been a teacher for many years, but most of that time was spent in the classroom. I have taught most grades from second to ninth. During the summer, I am an adjunct professor, teaching graduate courses in reading. For the last seven years, I have worked as a Reading specialist. Six of those years were spent teaching remedial reading classes in a large, suburban middle school. This is my second year, working as a reading specialist in Elementary school (same large suburban school district). This blog is an attempt to capture the diversity of this position and to reflect on the insights, ideas, lessons, and experiences that make my job so challenging and rewarding. Comments and reflections from others are welcome. I believe that good teaching requires a commitment to openess and a willingness to share. Welcome!
I've been a teacher for many years, but most of that time was spent in the classroom. I have taught most grades from second to ninth. During the summer, I am an adjunct professor, teaching graduate courses in reading. For the last seven years, I have worked as a Reading specialist. Six of those years were spent teaching remedial reading classes in a large, suburban middle school. This is my second year, working as a reading specialist in Elementary school (same large suburban school district). This blog is an attempt to capture the diversity of this position and to reflect on the insights, ideas, lessons, and experiences that make my job so challenging and rewarding. Comments and reflections from others are welcome. I believe that good teaching requires a commitment to openess and a willingness to share. Welcome!
WHY ARE WE DOING THIS?
Oftentimes, as teachers, we hear kids lament,"Why do we have to do this?" It has long been my opinion that this question deserves an answer. Indeed, I believe that most effective lessons or units of study answer this question before it's even asked. Students need to understand and deserve to understand the purpose of a lesson. In my opinion, sharing this information not only shows respect for students, but it also serves as a source of motivation.
My sixth graders just finished reading "The Chameleon", a reader's theatre text that appeared in READ magazine. Initially, students read the text and coded their thinking (post-its) to enhance comprehension and enable them to participate in post-reading discussion. Next, my plan was to have the students perform this piece as a "reader's theatre". However, I wanted to encourage each of them to practice thier part and also set up a situation where they could assess and help each other improve their fluency.
Although it took more time than I expected (doesn't it always?) today we discussed the components of fluency. I gave each student the rubric they will use when they assess one another. Then, I modeled by reading aloud and asking the students to assess my smoothness, accuracy, and expression. They loved it! Finally, I explained to the students the important link between fluency and comprehension. Yes - Research proves that fluency practice enhances comprehension. It's almost magical! How can practicing one piece of text help one understand and become more fluent when reading different texts? When I posed this question to my sixth graders, they came up with some wonderful (and accurate responses). Although we didn't have a chance to actually begin practicing individual parts, I sent students home with copies of the play and confidence that they were motivated to read through their assigned parts several times on their own. Yes, I am by nature optimistic, but I do believe that understanding the benefits of fluency practice will give these kids the boost they need to motivate themselves. I'll let you know.
My sixth graders just finished reading "The Chameleon", a reader's theatre text that appeared in READ magazine. Initially, students read the text and coded their thinking (post-its) to enhance comprehension and enable them to participate in post-reading discussion. Next, my plan was to have the students perform this piece as a "reader's theatre". However, I wanted to encourage each of them to practice thier part and also set up a situation where they could assess and help each other improve their fluency.
Although it took more time than I expected (doesn't it always?) today we discussed the components of fluency. I gave each student the rubric they will use when they assess one another. Then, I modeled by reading aloud and asking the students to assess my smoothness, accuracy, and expression. They loved it! Finally, I explained to the students the important link between fluency and comprehension. Yes - Research proves that fluency practice enhances comprehension. It's almost magical! How can practicing one piece of text help one understand and become more fluent when reading different texts? When I posed this question to my sixth graders, they came up with some wonderful (and accurate responses). Although we didn't have a chance to actually begin practicing individual parts, I sent students home with copies of the play and confidence that they were motivated to read through their assigned parts several times on their own. Yes, I am by nature optimistic, but I do believe that understanding the benefits of fluency practice will give these kids the boost they need to motivate themselves. I'll let you know.
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