Schoolwide Blog

Teachers ask me all the time - “When my kids take a multiple choice test how do I get them to think about the answers to a question?”

My advice is that we need to validate their thinking by giving them opportunities to see that what they are thinking about has importance and is helpful in picking a correct response.  How do we do this?

Step 1:  When initially introducing multiple choice material white out the answer choices and just present the reading selection and the questions.

Step 2:  Have the kids answer the questions and then have them compare their answer to the choices that accompany the questions.

Most of them will see that what they thought was the correct answer is most likely one of the choices.

When I started teaching there was a debate going on, whole language vs. phonics. Now we are all for “balanced literacy”. We all agree when it comes to teaching reading we need to address phonics or “word study” as well as comprehension strategies. Kids need to be able to read the words off a page and make sense of them too. 

What I see happening now, in big and small districts alike, is often a frenzy to figure out how to do this. Teachers are frequently given a list of things they should be doing in a day (see below), and no training or resources to do it.

• Shared Reading
• Guided Reading with Literacy Centers
• Independent Reading
• Reading Workshop
• Word Study
• Interactive Writing
• Interactive Read Aloud
• Writing Workshop

So what are our choices when trying to implement a balanced literacy approach to reading instruction? Are there materials and curriculum guides teachers can use when teaching children to become proficient readers who understand the power and purpose of reading?

I know what has never worked for me is an anthology (sorry Scott Foresman but your anthologies focus on teaching a book or theme, not teaching readers. You throw in a lot of buzz words to make it seem like you do it all but it has never made sense to me.)  However, I also know administrators and teachers both want something to hold onto, a common curriculum that considers standards and how children learn best.

So what is working for you or your school and how do you know it is working? Are there materials out there that I need to get my hands on because…..

Author Studies can help students find a mentor author who can serve as a model and inspiration over and over again. Ask professional writers about a mentor author, and they will likely point to more than one writer who motivated them to write or keep reading.   In What You Know by Heart, Katie Wood Ray writes about how one book by Cynthia Rylant, The Whales, taught her more than 30 things about writing.  When a writer finds an author who inspires them to read more, to analyze writing, to incorporate writing techniques they've observed into their own writing, then that writer has found a mentor who can help them take their writing to a whole new level.  Cynthia Rylant, Patricia Polacco and Donald Crews are just a few of our favorites.  Who are some authors that inspire you?  And why?

In the New York area?  Check out Schoolwide’s upcoming Literacy Workshop focusing on Authors Studies in Grades K-5.

http://www.schoolwideworkshops.com/May.html

Some of the most frequently asked questions and concerns are, “How can I get better and keep my conferences shorter?” I need to meet with so many of my students, and make sure they are on the right track, how can I do it effectively? I just don’t have time to conference; there are so many distractions and interruptions….

This is not uncommon. Many teachers struggle with conferencing. You are not alone! You need to find a system that works for you. Just keep 3 letters in mind R, D, T. First Research your students work. Ask him/her to read it to you and find something to compliment them on. Next, Decide what is the 1 skill or strategy the child needs you to model to help with his/her writing. Then, Teach it to them. Have them practice the skill or strategy after you leave.

Some helpful tips:

• Keep it short. Try to keep it to 5-10 minutes. That way you can be sure to conference with 3-5 students each day.

• Leave a post-it on the page with the compliment and the teaching point that you have covered that day. That way the child has a place to look to be reminded of the conference.

• Make sure you keep good notes! I keep a folder for each student and write the compliment, teaching point and follow-up- what I want to address next on a mailing label so I can hold the students accountable for the work we have done. I also use that information to share with parents during parent teacher conferences, and to help with report card grading. Some teachers keep their notes on individual index cards, whole class sheets or in a notebook. It really doesn’t matter, as long as you have consistent record keeping and it works for you!

• Last but not least, if you are having difficulty, especially those teachers with large class size, have 5 students a day leave their notebooks out when they leave for a special or lunch. Then without any distractions you can read through their notebooks, and post-it a compliment and a teaching point. When they return you can meet with those students and model the teaching point for them. This will allow you touch base with every notebook, every week, and you will feel more in control and knowledgeable about your student’s work.

What conferencing techniques or strategies are working for you?

I am continually amazed at the lack of cross grade level conversations within buildings about essential literacy strategies and skills that need to be revisited year after year in order for kids to achieve mastery and apply independently.  

“Students cannot realistically learn all the essential skills and strategies needed to achieve success on state-mandated assessments within the few months preceding an examination” (Guthrie).   What is needed is a multi-year continuum.  Introduce and reinforce essential literacy skills starting in kindergarten, then build on these skills in each successive year.   

A state mandated test in Grade 4 is actually a K-4 test.