LM 5

I was excited to see that we would be discussing book clubs this week because that is a topic that is important to me. I am using this topic for my inquiry project and it is something I want to hit the ground running with next year. Most of my concerns lie only in figuring out the logistics of how a book club operates on a daily basis. How do I choose my books? How do I group my kids? How do I monitor learning without stalking them? How do I give them to freedom to disagree with the learning objectives that I set such high values on? How do I keep them engaged and on-task?

I'm hoping as we continue to study and my inquiry project continues to progress, some of my questions will be answered.

Blog 4

I try to use my read-alouds as time to expose students to many content area books. I particularly use this time to expose them to vocabulary and unknown words. Science and social studies are two subjects that I find particularly easy to find read-aloud texts for. I am able to read these books aloud with excitement that can help to peak my students' interests. Then, if I'm able to clear up misunderstandings about words that typically would have frustrated or confused them, then I am one step ahead of the battle when it becomes time to really saturate the material and begin a main focus on it.

My 5th graders really love to be read too and since time is of such an essence in the higher grades, it only makes perfect sense that I would use that precious time to introduce relevant material to them so that they have the best chance of being successful!

Blog 5

I found it amusing to be blogging about book clubs considering I have not had great success in this area. This is actually the area that I am doing a  project in so that I can figure out how to use book clubs in my classroom in a way that is effective and deliberate.
In the past, with my few attempts at having book clubs, I have been unable to keep the conversations between my students from veering off track and becoming chit chat sessions. I don't know if my book choice has been poor or if the children are just bored.
I would love to figure out how to choose books that are perfect for each group and how to keep each of my children engaged. I really want my students to develop a love for reading and to have a desire to share their reading experiences with others. This is why this topic is of such value for me.

Blog 3

I used a leveled science reader for my assignment so I am able to use this text very easily in my cross-curriculum lesson plans. I love this set of science readers because each book, on every subject, comes in 3 different levels...below, on and above grade level. I am, therefore, able to expose the content to all of students in a way that is easier for each of them to understand.

My school also uses social studies leveled texts. I find this especially useful when studying important people from the past. I love that everyone gets to learn about the major focal points of each individual but that, depending on levels, are challenged to get deeper in their understanding.

Another thing that I love about my informational library is the comprehension questions at the end of each reader. They are open-ended so I am really able to get a good feel for how each of my children are comprehending and retaining the information that is provided.

Blog 2

To utilize the Evidence of Thinking chart in our book, I chose to listen to one of the lower readers in my classroom. Since I teach 5^th grade and have an inclusive classroom, I decided to pick one of my lower “regular ed” children who doesn’t already receive the specialized help from the Special Ed teacher daily. Student H reads on a level Q independently. I asked him to read from his “free choice” novel.

                Student H struggles with anxiety to the point that it hampers his ability to answer questions orally even in a one-on-one setting. I try to allow this child the chance to read to me or work on math problems with me in hopes that eventually he will learn to self-sooth and calm down with his anxiety.

                As he was reading the text, I noticed, again, that the shaking in his voice dominated his thought processes. He would substitute the word “the” at random times as a time holder rather than just taking a breath. He would rush the lines and end up repeating the same line or skipping lines all together. There was no time for any discussion while he read because he was focused on his only end goal: finish the text so this lady will leave me alone.

                This issue of anxiety is something Student H has struggled with for years, according to his parents. He is of average intelligence and his highest level of success is found in reading and writing. He generally has good ideas in his stories and essays and higher order of thinking is evident when provoked in writing assignments. However, when requested to orally give information or answers, Student H is preoccupied by the other issues and answers only minimally.

                After my questions about his interests seemed to only agitate him more, which I found ironic since this was a free choice book and one that he was enjoying, I decided to let him write a short essay on what he liked or didn’t like about his text. In that essay he was able to discuss how the author made the sci-fi animals have human qualities that he could relate to (strength for the lion) and how he thought that it was “awesome” for the author to trick him in that way. He was able to predict how he thought the book would end and, again, seemed excited to continue reading.

I used the above for my LM 2 submission (with more information than above) but I wanted to post it here because it really is my reflection from the chapters of this week. We teach comprehension, comprehension, comprehension...but what happens when outside factors affect the ability to portray that comprehension? My wheels are turning...

Blog 1

Most people wonder what is required in order to have a sufficient classroom or home library...I, however, think it is quite obvious that in order for children to thrive in reading abilities, we must expose them to literature of all kinds and types as much and as often as possible. I think that children should read labels, tags, recipes, books, magazines, newspapers, horoscopes, instructions, road signs, maps, textbooks, packaging of school supplies, internet ads and sites. Basically, anything that has letters and provides meaning, could be used to enrich the literacy environment of a child. I think children also thrive in literacy when they are able to see people surrounding them taking part in reading and being read to. Modeling how and when and why we read is proven to be a factor in how a child views reading and the act of reading. As teachers, we must make absolutely certain that our children see positive role models in us and how we view literature. We should take every chance to point out words to our students and actively sound them out and pronounce them. It's imperative to their learning.