Monitoring Your Reading = Passing Level 1 of a Video Game

So I've put in a few years of trial and error into creating this resource, Re-telling and Summarizing Fiction Texts:  Interventions and Strategies.  I can tell you how I've put in my heart and soul into creating these graphic organizers and anchor charts to help my students, and I really think they will help your learners, too.  And eventually, I will get into the details of each strategy and how they address specific student needs and text structures.  But instead, I'm going to begin with the ending because it's my favorite part of this story, really the best part of the story:  winning level one of the video game.

Clip art courtesy of Paula Kim Studio

Reading logs for the summer

In my district, the teachers and students are still moving along.  So I've been super busy with my files and end-of-year reports.  Of course I've been procrastinating finishing my files because I've been trying to compile some kind of summer resource for my students (hee hee).  This summer resource is very simple:  mostly reading response activities and problem-solving, since my third and fourth graders struggle with comprehension and word problems.  I wrote a little letter explaining that THIS IS NOT HOMEWORK but a continuation of skills developed throughout the year that can be used AS NEEDED.  Along with this very small packet I wanted to give them a reading log.  So, because I'm new to third and fourth grade, I wanted to see how different teachers created their reading logs (I already know that Beth Newingham has some great resources).  So I Googled "reading logs third grade."  That opened a can of worms...

I scanned the first page of results and these titles jumped off the screen: 

Stop Homework » “I Hate Reading Logs,” says FedUp Mom

Reading logs killed the bibliophile | Woulda Coulda Shoulda 

Learning about characters

This will be one of many posts dedicated to my FAVORITE children's author, Mo Willems.  I think he's a literary genius.  It's the best feeling in the world when you watch children silently read, and they can't help themselves, they need to act out the Pigeon's antics in their seat or whisper, "Aggle, plaggle!" like Trixie.   I have witnessed boys transform from disinterested to avid readers because of Mo Willems' books.  While I read a plethora of books to my students and expose them to as many wonderful authors as possible, I know that I can depend on his literature to hold a captive audience for my mini lesson.

Courtesy of http://mowillemsdoodles.blogspot.com/

Inspiring Stamina During the Workshop

Last year, I felt like my job as a first grade teacher was to take kiddies who were needy kindergartners and turn them into independent students, ready to work hard in second grade.  The jump between the kindergarten and first grade standards alone...enough said.  And the curriculum is demanding:  I certainly don't remember writing a how-to book or an all about book on an "expert" topic for 20 to 30 minutes each day.  I remember practicing my spelling words on ice cream paper and the Superkids.

So how do we get these five, six, and seven year-olds to work so hard for an extended period of time?  I think that's a question that we will forever be answering, but I know my colleagues and I would try some nifty tricks to motivate students to remain focused for an extended period of time.

Courtesy of http://www.wpclipart.com

January Readers Workshop: Back to Basics

First of all, wishing you much health and happiness to you and your family in the coming year!  I hope your break was restful and fun.  As we're trying to figure out what we're actually going to teach this week, I was reflecting on past Januaries, and how I have to throw in a few September mini lessons on classroom procedures because we seemed to have forgotten them in the midst of parties, opening gifts, sleeping late, and eating some extra cookies.  I have this chart that we created earlier in the year that stays up all year long (in case I need to a September mini lesson in April...again).  I like this chart because at the end of private reading and/or partner reading, I can ask them to quickly rate themselves using a thumbs up, thumbs in the middle, and thumbs down.  I can also give out the Reader of the Day, Partnership of the Day, or take away stuffed animals based on this chart.

Building their reading stamina is process, building their reading stamina is process, building their reading stamina is process, I keep telling myself...