After reading the text, watching the powerpoint presentation and book trailers (I have to add I loved when Bill Martin read Brown Bear, Brown Bear) I have thought about the culture that I am working in. I work in an open environment school in Colony 1 (Kindergarten - First Grade).
Beginning readers at the school that I work at learn to read using a phonemic approach known as initial teaching alphabet (ITA). Children are introduced to the 44 characters which represent all the sounds occurring in the English language. The reading program is individualized and based on a balanced literacy approach incorporating the following five elements of instruction: phonological awareness, phonics, comprehension, fluency, vocabulary. Writing, spelling, grammar, listening and speaking are also important components of the Colony I literacy program. To achieve these goals students are initially taught using a direct and systematic phonics program using the initial teaching alphabet (ITA).
Once the students have established success in blending sounds and are gaining in confidence and fluency they progress through the district's Harcourt reading program. This program is a balanced, comprehensive reading and language arts program that provides the full range of resources and support that are needed to deliver research based, motivational instruction for all learners. The instructional focus of the program progresses from "learning to read" to "reading to learn" and ultimately, to "learning for life". The program develops student proficiency in all aspects of reading and language arts. Our students independently progress through the following Harcourt resources: basal readers, reading and language skill work, spelling and sight word lists.
Since almost every child is reading aloud there is no silent reading in Colony 1 (Kindergarten and First Grade). I have never heard or seen any children bothered by hearing other children read aloud as they are also reading aloud. Which is when the question comes in that... Is Independent Silent Reading really for the students or is it teacher time?
After thinking about that the technology piece of literature I thought about how in class today one of my students was talking about how excited they were to go home to their Ipad. Everyday I hear children commenting about their Ipad, Kindle, Nook and/or Iphones. May I remind you I work with First Graders all day long (and I do not have one of the previous technology listed). These students love technology and they get how to use it. Children are able to use my smart board without hesitation. It is so fun to be able to have a relationship where I can work with them and trust them while using the smart board together.
Math Expression Curriculum comes with multiple online resources for children to use at school and at home. Although my math students love technology and are able to receive extra math resources at any moment online from their computers at home I still have multiple children asking for extra math sheets to take home with them. I believe these students like taking their extra work home, seeing how many the work they are accomplishing, having that feeling of accomplishment, showing their parents and returning it back to school to show their teacher the accomplishments they have made. I can see how this would relate to children feeling accomplished after finishing and enjoying a book they are holding compared to ‘exit’ing from it on the computer screen.
Before I had learned about Daily 5 I would have read a chapter like this and thought, “Sounds wonderful. Impossibly messy.” What the author suggests assumes an order and motivation on the part of the students that is not going to naturally be there. You have to maneuver that to make it all possible and that’s what I love about Daily 5. It gives the teacher the framework and organizational tools to create the environment necessary to achieve what is described here. In order to advance independent reading time as something really worthwhile, it has to be…authentic? I think that would mean it has to be one of several options, as it is in Daily 5.
CADI’S POST
Cadi, you seem really sold on the ITA and Harcourt program that your district uses. Is it the Harcourt Trophies basal? I have thought that seemed like a good program and you speak so positively of it. Still, I can’t help but notice that what you describe does not sound like the kind of thing Margaret Phinney would prescribe! What kind of hard data results are you seeing in your school?
BLOG 4 VIDEO
Just out of curiosity, which reading programs are we talking about here? I only heard the name Accelerated Reader. Are these studies true of all computer-aided reading programs, or just some? I can tell you how Accelerated Reader works for my ELL students. They don’t do it and it causes almost all of them to flunk the 6th grade reading class – and I’m talking about kids who are at an advanced stage of language acquisition and reading acquisition. One period a week of their reading class is devoted to silent reading time, and the rest must be done at home. None of my students read their AR books at home, so they flunk.
Reading A-Z is a computerized reading program my elementary school subscribes to. I was all for it – in fact I’m the one who told them about it! I’ve tried getting my ELL kids to use Reading A-Z for practice at home but they don’t use it. Here’s why: kids who are unmotivated to learn are unmotivated to learn. Reading A-Z is designed to help students learn to read. It’s designed to provide some extrinsic motivation for doing so with a tantalizing activity unrelated to reading that might keep kids reading so they can do the activity. It’s not designed to make children want to learn to read.
Nevertheless, I’m not yet sure I should shun all attempts to teach reading with on-line programs. I would think that kids who are not motivated to read or are having trouble reading are the ones who get put on computer reading programs. In the studies cited, was there a sample group of roughly the same students (unmotivated or having trouble with reading) from the same schools, reading level, age, etc. who were put on the “right” program who then showed lots of improvement (sort of like giving some kids the real medicine and some placebos)?
It should also be noted that ALL researchers who have written the various papers cited have something to gain. It was not for altruistic reasons that they published these papers. They got government grant money to do research, or were earning a Ph.D., or just had to show they were still active in the profession by publishing their work. So really everyone’s motives could be questioned.
I'm amazed when, despite the dubious outcomes, AR is used for an actual grade. Students and my own children have had vastly different results from reading and taking a short multiple choice test. Some don't care, some are demoralized, some are motivated, some are interested, some like the prizes, some find it helpful to choose a book that is clearly leveled. But if all are forced to make this system work for their reading success, then I'm afraid we educators have taken an terribly narrow view of what reading success is.
Ok, I have a feeling this post is going to be all over the place. It's been one of those weeks. At any rate, I have several comments to make about the PPT and the reading for last week.
Some of those statistics about kids being online at early ages really surprised and quite frankly, frightened me. I know that having a Kindle myself, they really are pushing the kids books. Especially making them interactive. As I was watching the PPT I was making notes, etc. and I see I've written the words, "multi-modal texts scare me." That makes me laugh at this point. But really, they do. I guess I'm a purist. I like the books being tactically in my hands. Turning pages. I don't really want them to talk back to me or change the story as I read along depending on which button I push. I like it to be the SAME story. That's why I reread books. For the SAME experience. I can see WHY things are moving this way.....kids are so used to TV and video games giving instant gratification and are ever changing. I just think we are losing that sense of belonging or connection to the books themselves when we have different experiences with them each time. Maybe that's just me.
The other item that stood out was the Accelerated Reader program. I am familiar with the program because my own kids were involved with it last year in Hermantown, MN. Also, with my current students, I have read about their experiences with it in the Autobiography class I teach. On the whole, the reviews are pretty negative. Most of them it sticks out in their memory from Middle School as something they HAD to do and no one liked it. There were rewards given, but they didn't think it was something that was helpful to them. I personally find multiple guess tests to be not a true indicator of comprehension. This is where the "testing the joy of reading out of them" comes into play. Even this program is not promoting the joy of reading. It's something they HAVE to do. Something they have a certain amount of points to obtain to "pass" the class or the portion of the class. I'm not sure how helpful any of it is.
In my school since it's a high school, we don't really promote independant reading. There isn't a set time each month to do it. We as an English Dept. give out time to read, but it's usually in the context of having time to do reading for the class we are currently teaching. It's not for a book of their own choosing. The one exception to that rule in the Novels class I teach. The whole thing is basically independant reading. Students choose their own books and read for the block. When they are done, they come to me and we chat about the book. They may have a test they need to take to check comprehension (I know, bad) or they make a test up on their own. We have a database of them from other years. We require they read a minimum of 800 pgs for a D-. To get an A you need to read 3000 pgs. It's a 9 week course. I have so many positive comments about this class from students who normally aren't readers. When they get to choose their own books and find something they really like, they find that love of reading. That's really rewarding. :) The unfortunate part is the new Core Standards are coming and this class doesn't meet them so we need to revise it and make it "fit" the new standards. The standards are going to beat the fun out of it again. Not sure how it's going to work yet. It's funny, they want us to make better readers, but they don't let us do it with their rules. Frustrating!
I loved reading chapter 12. I felt that I was able gain lot’s of classroom ideas. Listening to the PowerPoint gave me insight on multi-media and the different ways of bringing it into the classroom
Christine, I’m totally with you with the Daily 5 method. I also practice this with my 1st graders and the responses from the kids are amazing. I have never had kids during reading time be SO excited to choose to work on writing, work on word work, read to self, read to someone, or listen to reading. I love the energy of reading in my classroom during this time. The students love being able to pick their own choice of what they would like to do rather than me picking. When you introduce Daily 5, you go through a rigged 2 to 3 months of guided discovery of each choice. During this time you teach your class how to find a good-fit book. In my classroom library I have books in baskets and on open face bookshelves. Some of the baskets have leveled books and the others are sorted by themes. By sorting my books this way it makes it easier for my students to go in the library and find books that are a good-fit for them. I allow my students to have 5 books, plus their basil book in their book box at a time. They can get new books at anytime; they can keep books or switch them out for new ones. In the reading it also stresses the importance of having an assortment of books that meet children’s interest. I feel that this is half of the battle for children for them to develop the love for reading.
After listening to the power point it made me start thinking about all the different ways we use multi-media and what does that multi-media replace. I think as educators we need to have a happy medium. Today’s society is different than it was when we all grew up and especially when our parents grew up. We need to introduce this technology to students otherwise they will be lost in our society and it will become a disservice to them. But, at the same time we need to get books in students hands and this is something that should be put in students hands BEFORE multi-media. Students need to have the feel of having a book in their hands, turning the pages, and having the sense of accomplishment of finishing a book. This was always exciting to me growing up. I remember in 5th grade we were able to bring all the books to school that we read over the summer. Just knowing that and hoping for that large stack on the table, I read all summer! It was a great motivator!
First I will try to comment on my reaction... Jennifer, I too love having that book in my hand. There is nothing better than going into my own world when I get into a book. I picture everything and the characters in my mind. For this reason I am often disappointed when I see a book that is made into a movie. The characters and setting are usually not like what was in my head and I like what I see there! This lead me to think about interactive books. This somewhat limits the child's interaction with the book by imposing images and voices created by the multimedi company in books like Skeleton Creek that Teresa posted.
My district uses Reading Counts. As Jennifer mentioned, these programs seem to be viewed by the students as something they have to do to pass reading. For my own daughters this is the case. I can see where it limits the choices they make. If it's not on the Reading Counts list, they won't read it. Fortunately, my girls did remain independent in their choices and opted to fill out a book report and have a parent sign and testify that they did read the book. Jennifer also referenced the multiple choice tests that accompany these programs not being authentic. I think we have all seen this over and over. Test results are not always true. A lot depends upon what was going on with the child in that exact moment in time. We need to be able to take our professional observation and judgements along with our assessments to really focus instruction. These computer programs feel a little like "hocus pocus" in that the kids take a test and the computer spits out their level and what we should be doing with them. (Teacher prooof)
We use LEAD21 in combination with Daily 5 in the elementary school. Like Christine and Lynsey, I like the aspects of the Daily 5. Students are taught how to choose books and they have book bags with THEIR choices and interests at all times. LEAD21 has a lot of great aspects, however, I do wish there was more flexibility in the choice of reading materials so that children's interests could play more of a role. All the texts are preselected and there is not much room for deviation. Time just doesn't allow. The elements of independent reading stressed in Chapter 12 are all addressed in the Daily 5 and Lead21. However, the one area that I feel is left out is book sharing. There is time to share the theme topic readers built into the program but the children don't get to share their own books and experiences with those books. This drives me crazy! Maybe I'm strange, but most of the books I read are recommened to me by a peer or friend or radio host. We're not allowing the children time to express their like and dislikes or connections to the literature they read. In LEAD21 program the discussions are limited to the theme books read in class.
I believe someone mentioned having a balance of technology and printed books. I couldn't agree more. I do enjoy a lot of the technology and like Lynsey, learn from my students and own children in this area! I believe we can motivate some children to read through this medium, but I also want to continue to foster the use of a child's own imagination and allow them to make their own connections to the text they read.
Ha, Kelli--this was all sounding so familiar to me until I realized that your district is my district :) LEAD 21 and the Expert 21 curriculum from SRA is designed to get results. Kids are going to be readers. They will know how to dig into text, watch for clues, how to get the right answer out of A, B, C or D, and feel comfortable with every imaginable genre...except for a full novel. It seems like kind of an afterthought when teachers announce at the start of the term "Don't forget to be reading independently," and then with periodic reminders throughout the term, tack on the "don't forget to take your Reading Counts test," for a dismal grade at the end. I know that novel study without such a high-powered curriculum is difficult to get that data and feedback we want to have for results...but I fear a little for kids and their reading capacity if they don't have the time to experience a story developing chapter by chapter by chapter.
I know I'm a little late on this...Sorry!!! Better late than never I suppose:)
No matter what the topic, whether it be at school, in this class, anywhere, I always have to say that things never work the same for kindergarten. Independent reading is no exception. How do you get a five year old to read independently and gain from it when he or she barely knows the letters of the alphabet. Many of you have said how much you like Daily 5. I have to admit, it took me a LONG time to get on board! Give a five year old a book and tell him to "read to self" for even five minutes...the result is the book being used as a toy of some kind. In the last few months I have "revamped" my Daily 5 to work for me. This involved a lot of talking about ways to read a book (read the words, read the pictures, retell a story) and finding ways to hold the kids accountable for their time. I think I'm almost to a point where I like Daily 5:)
As for the Accelerated Reader program...when I was student teaching in a 2nd grade class we had a similar program. There was so much talk about what the prizes should be, if any, and how the children who don't participate would feel bad, etc. To be honest, I think it's a great program. It puts a spark in some kids who wouldn't normally read as much and it holds kids accountable for what they read. I remember countless times when I was a kid and we had to do SSR that I would pretend I was reading. That's how I read Roald Dahl's "The BFG" in fourth grade:) As for it not being fair to the kids who don't participate, life's not fair. We don't eliminate basketball because someone doesn't win. I think as long as we give children opportunity in school to participate, it's just as fair as anything else!
While I personally prefer to have the real book in hand, the reality is that technology is overpowering the printed word. If a child is excited about reading ebooks, I'm not going to say no. My whole goal is to get kids reading anyway I can and if it takes a book on the computer to do it, I'm all for it:)
Some other ways I like to encourage independent reading in my class is with pvc pipe telephones, fun word trackers, a bean bag reading nook, big books, etc.
It is interesting to me to read the comments that have been posted about Accelerated reader. My exposure to this is primarily through my son who had to do this in his class. My boy is a great reader and a very independent reader. When he was in 5th grade they started reading with Accelerated Reader and he actually loved it and strived to have the most in the class, crushing the previous record of words read. When 6th grade came he wasn't as excited to do it again. He still was a great independent reader, but he had the been there done that thought to taking the tests again. I think accelerated reader has some benefits, but it needs to be used more for tracking students and finding the places that they need help with in order to find ways to reach them and enhance their skills. The teacher that did use this program with the students as well only let books count that were in their lexil levels and did not allow for students to have any other choices. I know it is good for them to read in their lexil, but having some personal choice to be able to read for pleasure as well helps to keep the students reading. Sometimes they like to push themselves and sometimes they just like the content of the book they are reading, so should we really limit their selection? As I read in Chapter 12 the answer to that is no. Students need to be encouraged to read on their own and rereading can really be beneficial to reading skills. Chapter 12 also says that student choice is a critcal component of establishing lifelong readers.
It is interesting to look at the statisics with children and their exposure technology. Wow has times changed, and in not really that many years. It wasn't that long ago when all of these technology options were not even there. I have to admit that my household is probably way behind when it comes to technology. Not that my kids don't have the option to use it, but we do not have kindles or ipads or other handheld devices. I guess my oldest does have an itouch that does get him some handheld interaction, but we have very little at home. I am not sure if that is holding up my kids at all, since they are both great students, but I do know they love a real book and we visit the library often. We do check out regular books and books on tape/cd's. I think there is something more relational about holding that book in your hand and turning the pages. Call me old fashioned that is fine, but I prefer the book. I certainly am not opposed to tecnology, nor would I keep technology out of my teaching, but allowing the students to experience a book on paper is a great thing too. I think sometimes our students get so wrapped up in the bells and whistles that they are missing the true meaning of what they are doing. It is important for them to be able to relax, let their mind unwind, and quietly enter the world of their story. I know technology is fun, but we should be making reading that old dusty book just as fun. I would like to see students enjoy both the new technology age and the olden days as some would say.
I like the how chapter 12 said right away that we want all children to have a desire to read. As I call it the reading bug. Without students having the desire it is hard to get them to pick up that book and get something out of it. I remember in school we would all read the same book and then fill out fact sheets about the chapters we read and took a test at the end. It really was just not the most fun time I ever had. Forced to read a certain book and then spit out facts. We did not have the opportunity even to talk about the book or discuss what it was we liked or disliked about it. It really didn't even give us a chance to understand a part that may have been difficult. Needless to say I disliked this class and it just became a drag. I think that if we would have had more of a chance to read something of our own choice even part of the time, it would have made a huge difference in every student in that class. On page 295 the book says, students who read books they have selected themselves are more likely to find books they love and ultimately become passionate about reading.
I enjoyed reading the statements about Lead 21. Our school is right now choosing a new reading curriculum and have narrowed it down between Lead 21 and Journeys. Anyone, have a thought about Journeys? I know there are some very supportive of each one here in our building.
Ha Ha I talk too much!! I had to add this on, because I went over my character amount.....
After reading the text, watching the powerpoint presentation and book trailers (I have to add I loved when Bill Martin read Brown Bear, Brown Bear) I have thought about the culture that I am working in. I work in an open environment school in Colony 1 (Kindergarten - First Grade).
ReplyDeleteBeginning readers at the school that I work at learn to read using a phonemic approach known as initial teaching alphabet (ITA). Children are introduced to the 44 characters which represent all the sounds occurring in the English language. The reading program is individualized and based on a balanced literacy approach incorporating the following five elements of instruction: phonological awareness, phonics, comprehension, fluency, vocabulary. Writing, spelling, grammar, listening and speaking are also important components of the Colony I literacy program. To achieve these goals students are initially taught using a direct and systematic phonics program using the initial teaching alphabet (ITA).
Once the students have established success in blending sounds and are gaining in confidence and fluency they progress through the district's Harcourt reading program. This program is a balanced, comprehensive reading and language arts program that provides the full range of resources and support that are needed to deliver research based, motivational instruction for all learners. The instructional focus of the program progresses from "learning to read" to "reading to learn" and ultimately, to "learning for life". The program develops student proficiency in all aspects of reading and language arts. Our students independently progress through the following Harcourt resources: basal readers, reading and language skill work, spelling and sight word lists.
Since almost every child is reading aloud there is no silent reading in Colony 1 (Kindergarten and First Grade). I have never heard or seen any children bothered by hearing other children read aloud as they are also reading aloud. Which is when the question comes in that... Is Independent Silent Reading really for the students or is it teacher time?
After thinking about that the technology piece of literature I thought about how in class today one of my students was talking about how excited they were to go home to their Ipad. Everyday I hear children commenting about their Ipad, Kindle, Nook and/or Iphones. May I remind you I work with First Graders all day long (and I do not have one of the previous technology listed). These students love technology and they get how to use it. Children are able to use my smart board without hesitation. It is so fun to be able to have a relationship where I can work with them and trust them while using the smart board together.
Math Expression Curriculum comes with multiple online resources for children to use at school and at home. Although my math students love technology and are able to receive extra math resources at any moment online from their computers at home I still have multiple children asking for extra math sheets to take home with them. I believe these students like taking their extra work home, seeing how many the work they are accomplishing, having that feeling of accomplishment, showing their parents and returning it back to school to show their teacher the accomplishments they have made. I can see how this would relate to children feeling accomplished after finishing and enjoying a book they are holding compared to ‘exit’ing from it on the computer screen.
Live.Love.Laugh...while reading! :)
CHAPTER 12
ReplyDeleteBefore I had learned about Daily 5 I would have read a chapter like this and thought, “Sounds wonderful. Impossibly messy.” What the author suggests assumes an order and motivation on the part of the students that is not going to naturally be there. You have to maneuver that to make it all possible and that’s what I love about Daily 5. It gives the teacher the framework and organizational tools to create the environment necessary to achieve what is described here. In order to advance independent reading time as something really worthwhile, it has to be…authentic? I think that would mean it has to be one of several options, as it is in Daily 5.
CADI’S POST
Cadi, you seem really sold on the ITA and Harcourt program that your district uses. Is it the Harcourt Trophies basal? I have thought that seemed like a good program and you speak so positively of it. Still, I can’t help but notice that what you describe does not sound like the kind of thing Margaret Phinney would prescribe! What kind of hard data results are you seeing in your school?
BLOG 4 VIDEO
Just out of curiosity, which reading programs are we talking about here? I only heard the name Accelerated Reader. Are these studies true of all computer-aided reading programs, or just some? I can tell you how Accelerated Reader works for my ELL students. They don’t do it and it causes almost all of them to flunk the 6th grade reading class – and I’m talking about kids who are at an advanced stage of language acquisition and reading acquisition. One period a week of their reading class is devoted to silent reading time, and the rest must be done at home. None of my students read their AR books at home, so they flunk.
Reading A-Z is a computerized reading program my elementary school subscribes to. I was all for it – in fact I’m the one who told them about it! I’ve tried getting my ELL kids to use Reading A-Z for practice at home but they don’t use it. Here’s why: kids who are unmotivated to learn are unmotivated to learn. Reading A-Z is designed to help students learn to read. It’s designed to provide some extrinsic motivation for doing so with a tantalizing activity unrelated to reading that might keep kids reading so they can do the activity. It’s not designed to make children want to learn to read.
Nevertheless, I’m not yet sure I should shun all attempts to teach reading with on-line programs. I would think that kids who are not motivated to read or are having trouble reading are the ones who get put on computer reading programs. In the studies cited, was there a sample group of roughly the same students (unmotivated or having trouble with reading) from the same schools, reading level, age, etc. who were put on the “right” program who then showed lots of improvement (sort of like giving some kids the real medicine and some placebos)?
It should also be noted that ALL researchers who have written the various papers cited have something to gain. It was not for altruistic reasons that they published these papers. They got government grant money to do research, or were earning a Ph.D., or just had to show they were still active in the profession by publishing their work. So really everyone’s motives could be questioned.
I'm amazed when, despite the dubious outcomes, AR is used for an actual grade. Students and my own children have had vastly different results from reading and taking a short multiple choice test. Some don't care, some are demoralized, some are motivated, some are interested, some like the prizes, some find it helpful to choose a book that is clearly leveled. But if all are forced to make this system work for their reading success, then I'm afraid we educators have taken an terribly narrow view of what reading success is.
DeleteOk, I have a feeling this post is going to be all over the place. It's been one of those weeks. At any rate, I have several comments to make about the PPT and the reading for last week.
ReplyDeleteSome of those statistics about kids being online at early ages really surprised and quite frankly, frightened me. I know that having a Kindle myself, they really are pushing the kids books. Especially making them interactive. As I was watching the PPT I was making notes, etc. and I see I've written the words, "multi-modal texts scare me." That makes me laugh at this point. But really, they do. I guess I'm a purist. I like the books being tactically in my hands. Turning pages. I don't really want them to talk back to me or change the story as I read along depending on which button I push. I like it to be the SAME story. That's why I reread books. For the SAME experience. I can see WHY things are moving this way.....kids are so used to TV and video games giving instant gratification and are ever changing. I just think we are losing that sense of belonging or connection to the books themselves when we have different experiences with them each time. Maybe that's just me.
The other item that stood out was the Accelerated Reader program. I am familiar with the program because my own kids were involved with it last year in Hermantown, MN. Also, with my current students, I have read about their experiences with it in the Autobiography class I teach. On the whole, the reviews are pretty negative. Most of them it sticks out in their memory from Middle School as something they HAD to do and no one liked it. There were rewards given, but they didn't think it was something that was helpful to them. I personally find multiple guess tests to be not a true indicator of comprehension. This is where the "testing the joy of reading out of them" comes into play. Even this program is not promoting the joy of reading. It's something they HAVE to do. Something they have a certain amount of points to obtain to "pass" the class or the portion of the class. I'm not sure how helpful any of it is.
In my school since it's a high school, we don't really promote independant reading. There isn't a set time each month to do it. We as an English Dept. give out time to read, but it's usually in the context of having time to do reading for the class we are currently teaching. It's not for a book of their own choosing. The one exception to that rule in the Novels class I teach. The whole thing is basically independant reading. Students choose their own books and read for the block. When they are done, they come to me and we chat about the book. They may have a test they need to take to check comprehension (I know, bad) or they make a test up on their own. We have a database of them from other years. We require they read a minimum of 800 pgs for a D-. To get an A you need to read 3000 pgs. It's a 9 week course. I have so many positive comments about this class from students who normally aren't readers. When they get to choose their own books and find something they really like, they find that love of reading. That's really rewarding. :) The unfortunate part is the new Core Standards are coming and this class doesn't meet them so we need to revise it and make it "fit" the new standards. The standards are going to beat the fun out of it again. Not sure how it's going to work yet. It's funny, they want us to make better readers, but they don't let us do it with their rules. Frustrating!
I loved reading chapter 12. I felt that I was able gain lot’s of classroom ideas. Listening to the PowerPoint gave me insight on multi-media and the different ways of bringing it into the classroom
ReplyDeleteChristine, I’m totally with you with the Daily 5 method. I also practice this with my 1st graders and the responses from the kids are amazing. I have never had kids during reading time be SO excited to choose to work on writing, work on word work, read to self, read to someone, or listen to reading. I love the energy of reading in my classroom during this time. The students love being able to pick their own choice of what they would like to do rather than me picking. When you introduce Daily 5, you go through a rigged 2 to 3 months of guided discovery of each choice. During this time you teach your class how to find a good-fit book. In my classroom library I have books in baskets and on open face bookshelves. Some of the baskets have leveled books and the others are sorted by themes. By sorting my books this way it makes it easier for my students to go in the library and find books that are a good-fit for them. I allow my students to have 5 books, plus their basil book in their book box at a time. They can get new books at anytime; they can keep books or switch them out for new ones. In the reading it also stresses the importance of having an assortment of books that meet children’s interest. I feel that this is half of the battle for children for them to develop the love for reading.
After listening to the power point it made me start thinking about all the different ways we use multi-media and what does that multi-media replace. I think as educators we need to have a happy medium. Today’s society is different than it was when we all grew up and especially when our parents grew up. We need to introduce this technology to students otherwise they will be lost in our society and it will become a disservice to them. But, at the same time we need to get books in students hands and this is something that should be put in students hands BEFORE multi-media. Students need to have the feel of having a book in their hands, turning the pages, and having the sense of accomplishment of finishing a book. This was always exciting to me growing up. I remember in 5th grade we were able to bring all the books to school that we read over the summer. Just knowing that and hoping for that large stack on the table, I read all summer! It was a great motivator!
First I will try to comment on my reaction... Jennifer, I too love having that book in my hand. There is nothing better than going into my own world when I get into a book. I picture everything and the characters in my mind. For this reason I am often disappointed when I see a book that is made into a movie. The characters and setting are usually not like what was in my head and I like what I see there! This lead me to think about interactive books. This somewhat limits the child's interaction with the book by imposing images and voices created by the multimedi company in books like Skeleton Creek that Teresa posted.
ReplyDeleteMy district uses Reading Counts. As Jennifer mentioned, these programs seem to be viewed by the students as something they have to do to pass reading. For my own daughters this is the case. I can see where it limits the choices they make. If it's not on the Reading Counts list, they won't read it. Fortunately, my girls did remain independent in their choices and opted to fill out a book report and have a parent sign and testify that they did read the book. Jennifer also referenced the multiple choice tests that accompany these programs not being authentic. I think we have all seen this over and over. Test results are not always true. A lot depends upon what was going on with the child in that exact moment in time. We need to be able to take our professional observation and judgements along with our assessments to really focus instruction. These computer programs feel a little like "hocus pocus" in that the kids take a test and the computer spits out their level and what we should be doing with them. (Teacher prooof)
We use LEAD21 in combination with Daily 5 in the elementary school. Like Christine and Lynsey, I like the aspects of the Daily 5. Students are taught how to choose books and they have book bags with THEIR choices and interests at all times. LEAD21 has a lot of great aspects, however, I do wish there was more flexibility in the choice of reading materials so that children's interests could play more of a role. All the texts are preselected and there is not much room for deviation. Time just doesn't allow. The elements of independent reading stressed in Chapter 12 are all addressed in the Daily 5 and Lead21. However, the one area that I feel is left out is book sharing. There is time to share the theme topic readers built into the program but the children don't get to share their own books and experiences with those books. This drives me crazy! Maybe I'm strange, but most of the books I read are recommened to me by a peer or friend or radio host. We're not allowing the children time to express their like and dislikes or connections to the literature they read. In LEAD21 program the discussions are limited to the theme books read in class.
I believe someone mentioned having a balance of technology and printed books. I couldn't agree more. I do enjoy a lot of the technology and like Lynsey, learn from my students and own children in this area! I believe we can motivate some children to read through this medium, but I also want to continue to foster the use of a child's own imagination and allow them to make their own connections to the text they read.
Ha, Kelli--this was all sounding so familiar to me until I realized that your district is my district :) LEAD 21 and the Expert 21 curriculum from SRA is designed to get results. Kids are going to be readers. They will know how to dig into text, watch for clues, how to get the right answer out of A, B, C or D, and feel comfortable with every imaginable genre...except for a full novel. It seems like kind of an afterthought when teachers announce at the start of the term "Don't forget to be reading independently," and then with periodic reminders throughout the term, tack on the "don't forget to take your Reading Counts test," for a dismal grade at the end. I know that novel study without such a high-powered curriculum is difficult to get that data and feedback we want to have for results...but I fear a little for kids and their reading capacity if they don't have the time to experience a story developing chapter by chapter by chapter.
DeleteI know I'm a little late on this...Sorry!!! Better late than never I suppose:)
ReplyDeleteNo matter what the topic, whether it be at school, in this class, anywhere, I always have to say that things never work the same for kindergarten. Independent reading is no exception. How do you get a five year old to read independently and gain from it when he or she barely knows the letters of the alphabet. Many of you have said how much you like Daily 5. I have to admit, it took me a LONG time to get on board! Give a five year old a book and tell him to "read to self" for even five minutes...the result is the book being used as a toy of some kind. In the last few months I have "revamped" my Daily 5 to work for me. This involved a lot of talking about ways to read a book (read the words, read the pictures, retell a story) and finding ways to hold the kids accountable for their time. I think I'm almost to a point where I like Daily 5:)
As for the Accelerated Reader program...when I was student teaching in a 2nd grade class we had a similar program. There was so much talk about what the prizes should be, if any, and how the children who don't participate would feel bad, etc. To be honest, I think it's a great program. It puts a spark in some kids who wouldn't normally read as much and it holds kids accountable for what they read. I remember countless times when I was a kid and we had to do SSR that I would pretend I was reading. That's how I read Roald Dahl's "The BFG" in fourth grade:) As for it not being fair to the kids who don't participate, life's not fair. We don't eliminate basketball because someone doesn't win. I think as long as we give children opportunity in school to participate, it's just as fair as anything else!
While I personally prefer to have the real book in hand, the reality is that technology is overpowering the printed word. If a child is excited about reading ebooks, I'm not going to say no. My whole goal is to get kids reading anyway I can and if it takes a book on the computer to do it, I'm all for it:)
Some other ways I like to encourage independent reading in my class is with pvc pipe telephones, fun word trackers, a bean bag reading nook, big books, etc.
It is interesting to me to read the comments that have been posted about Accelerated reader. My exposure to this is primarily through my son who had to do this in his class. My boy is a great reader and a very independent reader. When he was in 5th grade they started reading with Accelerated Reader and he actually loved it and strived to have the most in the class, crushing the previous record of words read. When 6th grade came he wasn't as excited to do it again. He still was a great independent reader, but he had the been there done that thought to taking the tests again. I think accelerated reader has some benefits, but it needs to be used more for tracking students and finding the places that they need help with in order to find ways to reach them and enhance their skills. The teacher that did use this program with the students as well only let books count that were in their lexil levels and did not allow for students to have any other choices. I know it is good for them to read in their lexil, but having some personal choice to be able to read for pleasure as well helps to keep the students reading. Sometimes they like to push themselves and sometimes they just like the content of the book they are reading, so should we really limit their selection? As I read in Chapter 12 the answer to that is no. Students need to be encouraged to read on their own and rereading can really be beneficial to reading skills. Chapter 12 also says that student choice is a critcal component of establishing lifelong readers.
ReplyDeleteIt is interesting to look at the statisics with children and their exposure technology. Wow has times changed, and in not really that many years. It wasn't that long ago when all of these technology options were not even there. I have to admit that my household is probably way behind when it comes to technology. Not that my kids don't have the option to use it, but we do not have kindles or ipads or other handheld devices. I guess my oldest does have an itouch that does get him some handheld interaction, but we have very little at home. I am not sure if that is holding up my kids at all, since they are both great students, but I do know they love a real book and we visit the library often. We do check out regular books and books on tape/cd's. I think there is something more relational about holding that book in your hand and turning the pages. Call me old fashioned that is fine, but I prefer the book. I certainly am not opposed to tecnology, nor would I keep technology out of my teaching, but allowing the students to experience a book on paper is a great thing too. I think sometimes our students get so wrapped up in the bells and whistles that they are missing the true meaning of what they are doing. It is important for them to be able to relax, let their mind unwind, and quietly enter the world of their story. I know technology is fun, but we should be making reading that old dusty book just as fun. I would like to see students enjoy both the new technology age and the olden days as some would say.
I like the how chapter 12 said right away that we want all children to have a desire to read. As I call it the reading bug. Without students having the desire it is hard to get them to pick up that book and get something out of it. I remember in school we would all read the same book and then fill out fact sheets about the chapters we read and took a test at the end. It really was just not the most fun time I ever had. Forced to read a certain book and then spit out facts. We did not have the opportunity even to talk about the book or discuss what it was we liked or disliked about it. It really didn't even give us a chance to understand a part that may have been difficult. Needless to say I disliked this class and it just became a drag. I think that if we would have had more of a chance to read something of our own choice even part of the time, it would have made a huge difference in every student in that class. On page 295 the book says, students who read books they have selected themselves are more likely to find books they love and ultimately become passionate about reading.
ReplyDeleteI enjoyed reading the statements about Lead 21. Our school is right now choosing a new reading curriculum and have narrowed it down between Lead 21 and Journeys. Anyone, have a thought about Journeys? I know there are some very supportive of each one here in our building.
Ha Ha I talk too much!! I had to add this on, because I went over my character amount.....