tag:blogger.com,1999:blog-58459623156512178232023-11-16T06:24:48.172-08:00Mrs. Perrien's Reading WorkshopMrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.comBlogger36125tag:blogger.com,1999:blog-5845962315651217823.post-81111280781067304452013-08-19T19:35:00.001-07:002013-08-19T20:03:38.830-07:00A Montessori Reader's WorkshopThe following question was recently emailed to me:<br />
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<span style="background-color: white; color: #222222; font-family: 'times new roman', 'new york', times, serif; font-size: 16px;">"I ran across your blog last year when my teaching neighbor and I were starting to use Reading Workshop. We teach in a public Montessori upper elementary in Omaha, NE. We also have just 4th and 5th grade, like you had when you were teaching. We did joint lessons last year since we were just implementing it. We were thrilled with our results and the kids loved reading!!!! Since this was our first year, and no one else in the school does it (yet), we assigned the same follow-up work for all the kids. We have been discussing how we will progress for this year. We thought since you did this for years, you might be able to give us some advice. Did you give one lesson for both groups? If so, did you make sure there were different lessons so the 5th graders didn't get repetition? Did you do separate lessons? I read how you had the 5th graders go farther with their projects. We liked that idea. We have thrown around 3 ideas: 1) Continue doing lessons together. 2) One of us does 4th grade and the other does 5th grade. 3) We each teach our own, just differentiate for advancement of 5th graders.</span><br />
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<span style="color: #222222; font-family: times new roman, new york, times, serif;">Let me address each question:</span><br />
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<span style="background-color: white; color: #990000; font-family: 'times new roman', 'new york', times, serif; font-size: 16px;">Did you give one lesson for both groups?</span><br />
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<span style="background-color: white; color: #222222; font-family: 'times new roman', 'new york', times, serif; font-size: 16px;">Yes, I did continue to give one lesson even though 1/2 my class were returning students. I figured they needed more than one practice and run-thru with the strategy and I specifically focused on different methods to teach the same strategy. Most kids don't really have a deep metacognitive understanding of the strategy until they have used it extensively. Returning to the strategy a year later allowed them to spend more time in practice. With regard to genre, I only taught some genre each year so that in a two year span all the genres were covered. (With the exception of non-fiction; I covered NF for 6-8 weeks as its own unit each year.) Finally, my students did spend time studying literacy devices every other year. Their final project was a "Literary Devices Booklet." My own daughter (Now going into 8th grade) kept her booklet for use in middle school!</span><br />
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<span style="background-color: white; color: #990000; font-family: 'times new roman', 'new york', times, serif; font-size: 16px;">If so, did you make sure there were different lessons so the 5th graders didn't get repetition?</span><br />
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<span style="background-color: white; color: #222222; font-family: 'times new roman', 'new york', times, serif; font-size: 16px;">Yes, I have notes with references to books and online sites that have many different lessons to teacher specific topics or strategies. Plus, my last few years my reading and writing workshop lesson were often studying the topic (i.e., character motivation) from different lenses--a reading lens and a writing lens. Therefore, it was never really the same.</span><br />
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<span style="background-color: white; color: #990000; font-family: 'times new roman', 'new york', times, serif; font-size: 16px;">Did you do separate lessons? </span><br />
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<span style="background-color: white; color: #222222; font-family: 'times new roman', 'new york', times, serif; font-size: 16px;">I did not do separate lessons but there were times we used study groups; the 5th graders joined the group as a mentor. For example, 4th graders picked from several study groups--with topics ranging from developing better fluency to picking newer and more challenging books. I didn't think the 5th graders needed to do this again, but many of them actually needed more time with the task to deepen their understanding. Therefore, they became mentors and developed lessons (in a separate group) to help "teach" the 4th graders. To teach, they all had to go back and review their understanding! This was a great idea but clunky to manage. I needed to better build these study groups into my lesson plans. When I do this again, I will plan better to make sure groups are meeting right after my mini-lesson or even in place of the lesson.</span><br />
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<span style="color: #222222; font-family: times new roman, new york, times, serif;">I don't generally recommend splitting the class up for several reasons. 1) Although reading is an individual task we learn the most when we have to share and discuss our reactions--thoughts, ideas, and opinions--with others. 2) Just because a student has learned about a topic or strategy doesn't mean they really understand it or use correctly. Redoing the strategy will ensure that those 5th graders who kinda/sorta "get it" get another crack to deepen their understanding. 3) You're going to use different mentor texts each year. Therefore, how you approach and discuss the book will be different from the books you used last year! Finally, 4) I tied more and more of my reader's workshop nonfiction focus to our cultural topics. For example, after the Great River lesson our students often begin researching the human body. In reader's workshop students brought their own nonfiction reading materials or I provided articles pertaining to body systems and we learned how to read these effectively using the strategies discussed in mini-lessons.</span><br />
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<span style="color: #222222; font-family: times new roman, new york, times, serif;">Thanks to Robyn and her teaching partner for these great questions. I strongly believe that the Reader's Workshop structure is a wonderful complement to a Montessori classroom.</span><br />
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<span style="color: #222222; font-family: times new roman, new york, times, serif;">Happy Reading!</span><br />
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<span style="color: #222222; font-family: times new roman, new york, times, serif;">Mrs. Perrien</span><br />
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<span style="color: #222222; font-family: times new roman, new york, times, serif;"><br /></span>Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-4836883815124179722013-08-08T13:49:00.003-07:002013-08-08T13:49:51.699-07:00Read Alouds: The first few daysEvery teacher and every reading professional probably has a lot to say about those first few read alouds. Mine were important to me because of their message! I have settled on a few gems these last few years and I'll share these books now and why I love them.<br />
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First, I begin my very first read aloud with the following book, <a href="http://www.amazon.com/Many-Colored-Days-Dr-Seuss/dp/0679875972/ref=sr_1_1?s=books&ie=UTF8&qid=1375237701&sr=1-1&keywords=my+many+colored+days" target="_blank"><i>My Many Colored Days</i></a>, by Dr. Seuss. I use this book because it focuses on all the colors that represent feelings we have from day-to-day, hour-to-hour, and minute-to-minute. I remind students that we are a classroom full of many colors, every day! We have to share a common space and get along. Learning to exist with others, whether they're having a good day or a bad day, is a valuable life skill.<br />
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<a href="http://c85c7a.medialib.glogster.com/media/12/1277c9ea798fc9ec31d1d988897328a83a5b93bb4eba12cfc0e835173ac5cec6/glogster-wall-jpg.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://c85c7a.medialib.glogster.com/media/12/1277c9ea798fc9ec31d1d988897328a83a5b93bb4eba12cfc0e835173ac5cec6/glogster-wall-jpg.jpg" width="160" /></a></div>
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Next, I read the book, <a href="http://www.amazon.com/The-Sneetches-Other-Stories-Seuss/dp/0394800893/ref=sr_1_1?ie=UTF8&qid=1375237639&sr=8-1&keywords=sneetches" target="_blank"><i>Sneetches</i></a>, also by Dr. Seuss. This book is great for an introduction to playground politics. The playground is an important part of kid's development. Kids have independent choice (Or at least whatever choice is left over after the insurance company has ruined all the fun.) and make decisions about what to do and who to play with without their parents or teachers telling them what choices they should be making. They must make tough choices, solve problems, and learn to stand up for themselves. Sneetches teache about people who discriminate and how those being discriminated against solve their problem. It's a great story to teach students about solving their own playground struggles. <br />
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<a href="https://upload.wikimedia.org/wikipedia/en/thumb/4/4d/The_Sneetches_and_Other_Stories.png/200px-The_Sneetches_and_Other_Stories.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://upload.wikimedia.org/wikipedia/en/thumb/4/4d/The_Sneetches_and_Other_Stories.png/200px-The_Sneetches_and_Other_Stories.png" width="147" /></a></div>
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My school last year chose the book, <i><u><a href="http://www.amazon.com/One-Kathryn-Otoshi/dp/0972394648" target="_blank">One</a></u></i> by Kathryn Otoshi, to help focus our year-long theme. It's a great story about being the one! It's about accepting the differences of others, standing up for others, and learning to be the one and do the right thing.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguWLts3fUuZiJ8cSkrBpbNdhAhN-_R0cv2kNKZWUnCJKd41AWF6ekOj80DJBNXI3OnDkzTYPQd7kGgWqAQgkFg1J8jL0TOqgzJoUuaAk4futhFcLz0pA2Em9i0Xh2XWcSmBT2EPYFcm8co/s1600/one.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="184" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguWLts3fUuZiJ8cSkrBpbNdhAhN-_R0cv2kNKZWUnCJKd41AWF6ekOj80DJBNXI3OnDkzTYPQd7kGgWqAQgkFg1J8jL0TOqgzJoUuaAk4futhFcLz0pA2Em9i0Xh2XWcSmBT2EPYFcm8co/s200/one.jpg" width="200" /></a></div>
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Another book I read in the fall is about writing and is called <a href="http://www.amazon.com/The-Best-Story-Eileen-Spinelli/dp/0803730551/ref=sr_1_1?ie=UTF8&qid=1375993145&sr=8-1&keywords=The+Best+Story" target="_blank">The Best Story</a>. This story is a perfect share you you begin your writing workshop. The book is about a child who tries to listen TOO MUCH to others' ideas of good writing; she learns to listen more to herself and eventually realizes that the best stories ceme from within us as writers.<br />
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<b><u>Novels</u></b><br />
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One of the favorite parts of my job as a teacher is reading aloud. (Of course, there are many favorites to my job!) I love reading novels and have some favorites that lend themselves to a fall classroom. I absolutely love using <i><a href="http://www.amazon.com/101-Ways-Bug-Your-Parents/dp/0142403407/ref=sr_1_1?ie=UTF8&qid=1375993424&sr=8-1&keywords=101+ways+to+bug+your+parents" target="_blank">101 Ways to Bug Your Parents</a></i> by Lee Wardlaw. It's a perfect book for the fall readers and writers workshops. It helps me teach about the routines of both workshops; plus it lends itself to teaching about writing leads and endings, writing strong dialogue, balancing dialogue and action, plus much more. <br />
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<a href="http://www.leewardlaw.com/101-images/101waysparents.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://www.leewardlaw.com/101-images/101waysparents.jpg" width="130" /></a></div>
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In reading workshop we use as students go through the work of getting to know themselves as readers. We use it to work through the visualization strategy plus teaching about strong characters. <i>101 Ways to Bug Your Parents</i> is loved by both girls and boys!<br />
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There are a lot of other great novels, too, such as <a href="http://www.amazon.com/Side-Mountain-Puffin-Modern-Classics/dp/0142401110/ref=sr_1_1?ie=UTF8&qid=1375994263&sr=8-1&keywords=my+side+of+the+mountain" target="_blank">My Side of the Mountain</a> and <a href="http://www.amazon.com/Bud-Buddy-Christopher-Paul-Curtis/dp/0553494104/ref=sr_1_1?ie=UTF8&qid=1375994308&sr=8-1&keywords=bud+not+buddy" target="_blank">Bud, Not Buddy</a>. Do you have other recommendations for fall read alouds?<br />
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<a href="http://www.eduplace.com/kids/hmr/gr5/graphics/gr5_th6_sel3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://www.eduplace.com/kids/hmr/gr5/graphics/gr5_th6_sel3.jpg" width="138" /></a> <a href="http://upload.wikimedia.org/wikipedia/en/thumb/2/28/Bud,_Not_Buddy.jpg/180px-Bud,_Not_Buddy.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://upload.wikimedia.org/wikipedia/en/thumb/2/28/Bud,_Not_Buddy.jpg/180px-Bud,_Not_Buddy.jpg" width="137" /></a></div>
<br />Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-63498386056701154762013-07-23T04:09:00.001-07:002013-09-26T18:58:08.016-07:00Teaching about GenresTo begin, let me say that I don't address all my comments about teaching genres to whether or not they meet the <a href="http://www.corestandards.org/ELA-Literacy" target="_blank">Common Core State Standards</a>. Michigan (my home state) adopted the Core Standards a few years ago so they are the standards that I must teach. Having said that, I don't plan every bit of my teaching around these standards. For starters, the Core Standards aren't universally supported by education professionals. Many in the field are concerned about their implementation across the country and the resulting impact on children. Others are worried about their appropriateness. The following link will take you to Appendix A from the Common Core Standards website:<br />
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<a href="http://www.corestandards.org/assets/Appendix_A.pdf">http://www.corestandards.org/assets/Appendix_A.pdf</a> <br />
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This link is a discussion of the research supporting key elements of the standards.<br />
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Today's post is a simple discussion of <a href="http://www.epd86.org/epweb/LOs/genres/types_of_reading_genres.html" target="_blank">genre</a> instruction (and not a post about whether too little or too much time is spent teaching about genres). The above appendix document spends a great deal of time debating the need for text complexity in K-12 reading. I don't debate this theory at all. However, I argue that it matters in K-12 instruction whether or not students understand the difference between mystery, science fiction, and fantasy. It matters that students understand what makes up a historical fiction novel. Poetry matters. The amount of classroom instructional time needed to teach about these genres makes their instruction a part of my reading workshop. Plus, certain genres ARE required per my grade level's core standards!<br />
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To start, I'll tell you how I design genre instruction. It starts with the idea that we study a genre a month. I write down all the genres on slips of paper, put them into a bowl and each month we draw a new genre. Of course, I MAKE SURE that we pull certain genres at certain times of the year! This allows for there to be a level of excitement in the classroom during the monthly drawing. ("Ohhh...I hope it's mystery this month!") At the same time, someone always groans...it's just the way it goes!<br />
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Once a genre is drawn I spend at least two mini-lessons teaching about the properties of the genre. We create a chart that hangs on the Reading Workshop bulletin board and students take notes in their reading journal. Next, I require a monthly homework project linked to the genre. Students are required to read a book from that genre as homework (They are required to read up to 35 minutes for nightly homework) and then create a project teaching about that book while using knowledge gained from a previous month's literary skills, strategies, or devices lesson. So, students might make a character traits poster while reading a mystery. They might create a conflict diorama while reading fantasy. Student feedback on these projects has generally been positive. They know at the beginning of the month their genre and their project. This allows them to design the reading and the project around their month's schedule. <br />
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Throughout the month I check in with students on their project progress and we discuss the books being read. Students may read these books in class or at home. (I just don't give class time for their project work.) I also don't like to accept projects early...only because we usually have a "share day" where projects are set up and presented to each other in small groups, partners, or similar.<br />
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My favorite tidbit to share from genre instruction, as well as the reason I strongly believe in its necessity is that it helps to create lifelong readers! I have had many students over the years tell me they wouldn't have ever read a "mystery, science fiction, etc.."if I hadn't taught about it and had a reading/project requirement.<br />
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I don't have any fancy handouts, worksheets, etc for this post because they aren't needed. Simply know that genres necessary for your grade level instruction (see your grade level state or common core standards), teach about them, and decide how students will read these during your school year.<br />
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Here's to reading!<br />
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--Mrs. Perrien<br />
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<br />Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-29077504530249000862013-07-09T20:28:00.002-07:002013-07-09T20:28:28.318-07:00Oh my goodness...She's back to blogging about reading!Readers-<br />
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I'm back and with a purpose. I have changed perspectives this year and will be attending Michigan State University this fall as a doctoral student. Yay me! I plan to focus on literacy instruction. I'm super excited about this change in my career and in my life!<br />
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I plan to spend time updating this blog with all that I can share about classroom reading instruction--specifically the reading workshop method. I won't bore with what I do those first few months. (It's already on my blog...) In fact, I plan to update my readers by focusing these next few weeks on genres and strategies rather than a day-by-day focus. Follow along, everyone!<br />
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Here's to reading!<br />
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--Amy<br />
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<br />Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-77062060408541913532012-11-04T17:54:00.003-08:002012-11-04T17:54:32.553-08:00My Reading Corner<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgU1BRqt1lQZFyzZi0NwqIkntt2a1LDWF61T0e-gCGMjZPFMWDaeFpKe2wnZkG6EYo6gjh7AOGGGnRH_MS2f3mUmFEls0ykZWmCLc5BlsDZT_DEz-tlO-HoYNgrHiu8ijg1cPTuaHBUeqU/s1600/DSCN0059.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgU1BRqt1lQZFyzZi0NwqIkntt2a1LDWF61T0e-gCGMjZPFMWDaeFpKe2wnZkG6EYo6gjh7AOGGGnRH_MS2f3mUmFEls0ykZWmCLc5BlsDZT_DEz-tlO-HoYNgrHiu8ijg1cPTuaHBUeqU/s320/DSCN0059.JPG" width="320" /></a></div>
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Most fiction books are located on these shelves. Subject area books are located in their respective areas: math, language, science, social studies, and writing workshop. Students simply write down their name on a clipboard along with the name of the book they want to read.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwHQxa3pSu4VbOXZP48QIEac4sHeIsglcIVlYVOZxrer1cnAevvDaVSirPHmnzxQGvDMPrXj1VSsMklRIRibOJGCIzXGe0R1dOqfhriFxAISWZgcIyvn9FhbW_SOctBvaRhm74H8n1G3c/s1600/DSCN0057.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwHQxa3pSu4VbOXZP48QIEac4sHeIsglcIVlYVOZxrer1cnAevvDaVSirPHmnzxQGvDMPrXj1VSsMklRIRibOJGCIzXGe0R1dOqfhriFxAISWZgcIyvn9FhbW_SOctBvaRhm74H8n1G3c/s320/DSCN0057.JPG" width="320" /></a></div>
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My reading charts hang just to the right of the bookshelf area. </div>
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An easel is actually JUST to the left of this picture.</div>
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Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-79140359560223439902012-11-04T17:11:00.000-08:002012-11-04T17:11:16.813-08:00Characters in Fiction<br />
For the past week and a half my students have been studying characters in fiction. Characters are critical to learn and discuss. Characters are connected to the plot and make a good story great!<br />
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We have focused on the following:<br />
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<u>Character Traits</u>--words that define characters, both good and bad.<br />
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<u>Types of Characters</u>--main and secondary, as well as the difference between secondary and nonessential characters. It was important for my students to understand that the man serving pop at the restaurant counter (in a given story) is not a secondary character, but rather a nonessential character.<br />
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<u>Roles that Characters Take</u>--Mainly, we discussed the protagonist and antagonist and how each are super important to the plot.<br />
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<u>Characters Thoughts and Action</u>--Why do characters say what they say and do what they do? This was a fun discussion, and an important one. Many of my students identified with a character's thoughts and actions, but many also commented on why they would never do what a character did!<br />
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Now my students may respond in their reading journals and discuss characters!<br />
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I should also point out that we don't have as much to write about for the past 4 weeks due to testing. Many days of school in October were test days and that meant adjustments to our RW schedule. We didn't cover as much to make sure that what we covered would count.<br />
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**I would love to post my charts but they all keep loading sideways, despite the facts that they are saved vertically in iPhoto. Some days...sigh... <br />
Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-29422359989646502252012-10-10T19:53:00.002-07:002013-09-26T19:00:03.514-07:00Getting to Know Your Reading SelfI believe Lucy Calkins calls it, "Building a Reader's Life." In either case, we also spent the month of September getting to know our reading selves! I can't stress how important it is that children be given the chance to learn about themselves as readers. Consider this: when was the last time you were asked what books you like to read and the person asking <i>really</i> wanted to know? Then...that same person asked you to <i>set goals </i>for yourself as a reader?!<br />
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This is just one of many questions I ask my students in September. I also ask (Thanks to Amy Buckner):<br />
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<li>What is your history as a reader?</li>
<li>What keeps you reading?</li>
<li>What I know to be true about reading...</li>
<li>Books I love!</li>
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We also set reading resolutions (A lesson I stole from the Units of Study), discussed how to read faster, stronger, and longer (again...Units of Study), plus learned and practiced the importance of working with our literature partners.<br />
<br />
I am excited about the possibilities this year will continue to offer for my students. I am choosing to embrace the Common Core standards as a way to deepen my instruction and to make my instruction more valuable!<br />
<br />
As we worked through this first month we read the following books:<br />
<br />
<ul>
<li><a href="http://www.amazon.com/Many-Colored-Days-Dr-Seuss/dp/0679875972/ref=sr_1_1?ie=UTF8&qid=1349923157&sr=8-1&keywords=my+many+colored+days+by+dr.+seuss" target="_blank">My Many Colored Days </a>by Dr. Seuss</li>
<li><a href="http://www.amazon.com/One-Kathryn-Otoshi/dp/0972394648/ref=sr_1_1?s=books&ie=UTF8&qid=1349923181&sr=1-1&keywords=one" target="_blank">One</a> by Kathryn Otoshi</li>
<li><a href="http://www.amazon.com/Man-Who-Walked-Between-Towers/dp/031236878X/ref=sr_1_2?s=books&ie=UTF8&qid=1349923257&sr=1-2&keywords=twin+towers+walk" target="_blank">The Man Who Walked Between the Towers</a> by Mordicai Gerstein</li>
</ul>
<br />
(I'm probably missing one or two..)<br />
<br />
We are now reading the following chapter book by the awesome Montessori-trained Lee Wardlaw: <a href="http://www.leewardlaw.com/101.htm" target="_blank">101 Ways to Bug Your Parents</a>. The lessons we have pulled from this book have been useful for both reader's and writer's workshop.<br />
<br />
People have asked, what program do you use for your reader's workshop? I don't use any one program. I jumped into Reader's Workshop before it was the "in" thing in my district. I read Amy Buckner and Frank Serafini in the summer. I had just finished reading and using the Writing Workshop Units of Study. I figured that I could do this for reading! My RW is my own creation. It is not a curriculum or a program, rather my RW is a framework for instruction. I use my student's needs to select lessons and guide student learning. That's how I, "get it done!"Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com1tag:blogger.com,1999:blog-5845962315651217823.post-28233998283650519202012-10-10T19:16:00.003-07:002012-10-10T19:16:47.249-07:00The Genre of a Test
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Times; mso-hansi-theme-font: major-latin;">The
month of September was a busy one! In our Reader's Workshop we focused on
two main areas--a quick review of the genre of a test, and getting to know
ourselves as readers.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Times; mso-hansi-theme-font: major-latin;">Frank Serafini
states the following, "</span><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Helvetica; mso-hansi-theme-font: major-latin;">When
students are familiar with the tasks required by the tests, they are better
able to focus their attention and energy on the content of the test and to
demonstrate their abilities." He continues to point out in his short
article that the skills needed for a standardized test may be different than the
skills supported in the reader’s (and writer’s) workshop. Think about it, when do you give children a
question and ask them to pick the <i>least
likely</i> answer or the <i>most likely</i>
answer? Most of the time we are having
deep discussions and conversations about text-what we agree or disagree with in
the story or article, symbolism, inferring and synthesizing information, and among other things, making connections between stories, articles, and the media.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Helvetica; mso-hansi-theme-font: major-latin;">I agree that
we must show that a test has value if our students are to take it
seriously. On my end, we do discuss in
our workshop unit all the ways that tests can be useful and brainstorm ways
that the test helps my teaching. Between you, the Internet, and me it’s not the
test that’s the problem it’s the crazy directions (Really, no water bottles on
tables for 4<sup>th</sup> graders testing for 80 and 60 minutes??) and the way the
tests are used. (Home real estate
values, teacher evaluations..)<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Helvetica; mso-hansi-theme-font: major-latin;">My unit, the
genre of a test, includes the following lessons:<o:p></o:p></span></div>
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<ul>
<li><span style="font-family: Calibri;">Test vocabulary
and language</span></li>
<li><span style="font-family: Calibri;">How tests are
set-up</span></li>
<li><span style="font-family: Calibri;">What we know
about tests</span></li>
<li><span style="font-family: Calibri;">Test reading
tips (Using deductive reasoning to evaluate answers)</span></li>
<li><span style="font-family: Calibri;">Using the QAR strategy (which becomes a BIG
strategy for the whole school year!)</span></li>
</ul>
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<span style="font-family: Calibri;">Frank Serafini calls this demystifying the
test—it’s an excellent description.</span><span style="font-family: Calibri;"> </span><span style="font-family: Calibri;">I am
teaching the kids it’s just another unit of study! This year I added one additional element to my mini-lesson, which was to make a connection from the daily mini-lesson to our study of non-fiction. For example, we do and will use the QAR method quite a bit when we are reading non-fiction.</span></div>
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<br /></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">To read more of Frank Serafini’s short article
on the genre of a standardized test go to the following link: <a href="http://www.frankserafini.com/PubArticles/ShortArticles/StTestsGenre.htm">http://www.frankserafini.com/PubArticles/ShortArticles/StTestsGenre.htm</a><o:p></o:p></span></div>
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<br /></div>
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Happy Reading!</div>
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Mrs. Perrien</div>
<!--EndFragment-->Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-16220861274374781732012-09-23T19:48:00.001-07:002012-09-23T19:48:22.190-07:00Running Records revisited...<br />
I'm bumping this from Fall 2011:<br />
<br />
I've had a few questions about when I complete my <a href="http://www.learnnc.org/lp/editions/readassess/1.0">running records.</a> Simply put, I do them during my workshop conferring time. My district requires a running record score on all students in the fall and again in the spring. For my 4th graders this means I need to complete running records by the end of September. (I usually have scores on my 5th graders form the spring; many of them have tested out of the Rigby Running Record scale).<br />
<br />
If I complete two running records each conferring session I'm able to have these completed by the September 30th deadline. If I feel further assessment is needed, I will complete an <i>authentic </i>running record (using a book of the student's choice), an Informal Reading Inventory (My favorite is the <a href="http://www.pearsonhighered.com/product?ISBN=0135005531">Bader Reading and Language Inventory</a>), and usually I will use the <a href="http://www.amazon.com/Qualitative-Reading-Inventory-Lauren-Leslie/dp/0137019238">QRI</a> site word assessment to get a balanced view of the reader. I have found the QRI assessments to be useful when my students are reading past Rigby's level 30.<br />
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I personally feel that a running record on a 4th or 5th proficient reader to largely be a waste of time. At that point it's time to move to an IRI or QRI inventory for a useful, authentic assessment.<br />
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Fall 2012 Comments<br />
<br />
I used the QRI assessment inventory to get a clearer picture of all my readers last spring. What a difference! Rather than stating that the student was an above average reader, I was able to more clearly articulate what I noticed in my readers and give them directions for next steps. I highly recommend using an IRI model to assess your upper grade readers!<br />
Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-44978237626901940342012-09-23T19:43:00.003-07:002012-09-23T19:43:59.120-07:00Conference deadlinesConference deadlines are tricky! Yikes!! I had planned to submit a proposal to the Michigan Reading Association about presenting once again on Reader's Workshop, but this time focusing on "using materials you have."<br />
<br />
Unfortunately, my memory failed me as I was thinking the proposal was due by Sept. 30. I was off by several weeks and I should have submitted my proposal in early September.<br />
<br />
So...a moment of sadness ensued...<br />
<br />
Then I realized that I have others to consider! I've decided to look into the American Montessori Society and write a proposal regarding reading workshop in a Montessori classroom. After all, this is what I do every day. I teach in a Montessori classroom. I use the reading workshop method.<br />
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Whatever happens, I will continue to research and refine my study and use of the Reading Workshop method.Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-87180719865036662902012-09-23T19:38:00.004-07:002012-09-23T19:38:38.877-07:00Reading Workshop.2012I've hit the ground running this year in my reading workshop. We've been so busy! I'm copying a few comments from a post I wrote a year ago because some of my lessons these past three weeks have been the same. <br />
<br />
Here's what I said last year about these early days:<br />
***************************************<br />
<br />
<br />
In the state of Michigan students take the MEAP test in October. We have only a few weeks (approximately 3-4) to remind kids of all the great skills, strategies, and knowledge they learned in the previous school year. Since I am not a policy maker I have no control over the testing date. For what it's worth, it makes absolutely no sense to me whatsoever to have kids take the summer off, and then take a test in the fall when they are first back to school. The test should be at the end of the school year! At the end of the third grade year, take the third grade MEAP.<br />
<br />
But since I am not in educational policy we are taking the MEAP in October. So that's it then.<br />
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This year we are once again doing a reading workshop unit, "the First Ten Days," from the Oakland Writing Project, Eastern Michigan Writing Project, National Writing Projects of Michigan, and the Oakland Intermediate School District. I really like this unit! In these first ten days the students study the GENRE of tests--what they look like, sound like, etc. They look at test language, practice writing test questions, and get to know the test from a practitioner level. It's very empowering to the students to take apart the test and learn about its construction.<br />
<br />
Here's a sampling of the work we did this week:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrMO4Uz6xlVVZyL6mh4IC6DEl0-YMF8jFfCG1dACPwxxPAWpiUX9OiVyVCi6lRtTRMblzoZCmfKbfK9ahY8B3Mc_UM2Qu8dzMlt3oKg-Vi_ge4Ymezm00Vlf345Qt08NVDL8iViL53X-w/s1600/008.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrMO4Uz6xlVVZyL6mh4IC6DEl0-YMF8jFfCG1dACPwxxPAWpiUX9OiVyVCi6lRtTRMblzoZCmfKbfK9ahY8B3Mc_UM2Qu8dzMlt3oKg-Vi_ge4Ymezm00Vlf345Qt08NVDL8iViL53X-w/s320/008.JPG" width="214" /></a></div>
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Doesn't it make sense to study what tests look like? Yes, it does!!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhL1hikLgInyMPAm-xNaLnHwbP6_ZZZvTStYHb0CrTymyVLjeSZYT4Ihbyv2itadVE0HJ8sJYNNuN2dIyCTzqd4UrKyzgJnWWmS7RZ-k61J9toPKXzgseti5f88w3aXACWZ3JuoqMEGgQ8/s1600/010.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhL1hikLgInyMPAm-xNaLnHwbP6_ZZZvTStYHb0CrTymyVLjeSZYT4Ihbyv2itadVE0HJ8sJYNNuN2dIyCTzqd4UrKyzgJnWWmS7RZ-k61J9toPKXzgseti5f88w3aXACWZ3JuoqMEGgQ8/s320/010.JPG" width="214" /></a></div>
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After we talk about what tests look like we talk about how to make them easier to take. This is only one of our test reading tips posters.<br />
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Finally, we look at reading strategies that are useful with all tests. Here's one we talked about on Thursday and Friday:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiotcYxMHKAES_JtWs7QDcE7NxF_vykMyYDgRxnFhtoQymvD_lbB0ctltz94m79Tt5mCWBdzwBdwtaoT1iE52N-IbgLM3mg7DYVcJnxshGS4aq3VWDvA8i_LM1fVMgOVXn7AsETB0Ds6mY/s1600/009.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiotcYxMHKAES_JtWs7QDcE7NxF_vykMyYDgRxnFhtoQymvD_lbB0ctltz94m79Tt5mCWBdzwBdwtaoT1iE52N-IbgLM3mg7DYVcJnxshGS4aq3VWDvA8i_LM1fVMgOVXn7AsETB0Ds6mY/s320/009.JPG" width="214" /></a></div>
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The QAR strategy is one we refer to all school year! When we looked at MEAP release items from years past we discovered that most of the MEAP questions were either "author and me" questions or "on my own" questions. That tells us that the MEAP requires us to do more than just read the question and find the answer.<br />
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Finally, this year (Fall 2012) we spent a great deal of time on the QAR strategy. Students read lots of QAR questions and then tried their hand at writing their own using our National Geographic Explorer magazines. I've been incredibly impressed by the work my students have been doing this year in working with informational text. It's not about the test, it's about informational TEXT, as this type of text is what students will encounter for most of their educational career, and professional life.<br />
Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-83462418595558240032012-08-24T17:11:00.001-07:002012-09-03T15:23:31.713-07:00The Grand Plan...<span style="font-family: Trebuchet MS, sans-serif;">I've laid out my plan for my reader's workshop. Remembering that it is just that, a plan, I share it here. I'm excited for my workshops to begin!</span><br />
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<a href="http://students.ou.edu/J/Amy.M.Johnson-1/pics/reading-is-cool.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://students.ou.edu/J/Amy.M.Johnson-1/pics/reading-is-cool.jpg" width="160" /></a></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><u>My Reader's Workshop Plan</u>:</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;"><b>September</b></span><br />
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<ul>
<li><span style="font-family: Trebuchet MS, sans-serif;">Establish workshop routines</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Learn the genre of a test</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Getting to know oneself as a reader</span></li>
</ul>
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<span style="font-family: Trebuchet MS, sans-serif;"><b>October</b></span><br />
<br />
<ul>
<li><span style="font-family: Trebuchet MS, sans-serif;">Launching the Reader's Workshop (continuation from September)</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Moving into Strategies</span></li>
</ul>
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<span style="font-family: Trebuchet MS, sans-serif;"><b>November</b></span><br />
<br />
<ul>
<li><span style="font-family: Trebuchet MS, sans-serif;">Reading Fiction--focus on strategies</span></li>
<ul>
<li><span style="font-family: Trebuchet MS, sans-serif;">Visualizing, Schema, Questioning</span></li>
</ul>
</ul>
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<span style="font-family: Trebuchet MS, sans-serif;"><b>December</b></span><br />
<br />
<ul>
<li><span style="font-family: Trebuchet MS, sans-serif;">Reading Nonfiction</span></li>
</ul>
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<span style="font-family: Trebuchet MS, sans-serif;"><b>January</b></span><br />
<br />
<ul>
<li><span style="font-family: Trebuchet MS, sans-serif;">Reading nonfiction</span></li>
</ul>
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<span style="font-family: Trebuchet MS, sans-serif;"><b>February</b></span><br />
<br />
<ul>
<li><span style="font-family: Trebuchet MS, sans-serif;">Reading Fiction--focus on strategies</span></li>
<ul>
<li><span style="font-family: Trebuchet MS, sans-serif;">Metacognition, inferring, and synthesizing</span></li>
</ul>
</ul>
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<span style="font-family: Trebuchet MS, sans-serif;"><b>March</b></span><br />
<br />
<ul>
<li><span style="font-family: Trebuchet MS, sans-serif;">Reading Fiction</span></li>
<ul>
<li><span style="font-family: Trebuchet MS, sans-serif;">Literary Elements</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Literary Appreciation</span></li>
</ul>
</ul>
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<span style="font-family: Trebuchet MS, sans-serif;"><b>April</b></span><br />
<br />
<ul>
<li><span style="font-family: Trebuchet MS, sans-serif;">Reading poetry</span></li>
</ul>
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<span style="font-family: Trebuchet MS, sans-serif;"><b>May</b></span><br />
<br />
<ul>
<li><span style="font-family: Trebuchet MS, sans-serif;">Genre Study</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Author Study</span></li>
</ul>
<div>
<span style="font-family: Trebuchet MS, sans-serif;">**This is a pretty basic structure. I hope to write more at the beginning of each month as I lay out the month's lessons. Finally, I am a Montessori teacher. That means that I will adjust the plan when needed to meet the needs of my students. That's just good teaching...really! One final thought, each month's work should build upon the last.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><br /></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Happy Reading!</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><br /></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">--Mrs. Perrien</span></div>
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<!--EndFragment-->Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-69230859716102148612012-08-20T07:19:00.000-07:002012-08-20T07:26:51.478-07:00Back-to-School Resolutions!<div style="text-align: left;">
<span style="font-family: Coming Soon;"><span style="font-size: 20px;">Resolution setting is not necessarily my thing, as I have trouble keeping them! However, I stumbled onto this Back-to-School Resolutions LINKY PARTY (Hosted by Teaching Maddeness) and decided to join in the fun! I'm more likely to keep these resolutions because I'm making them public on my blog. </span></span></div>
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<span style="font-family: Coming Soon;"><span style="font-size: 20px;"><br /></span></span></div>
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<span style="font-family: Coming Soon;"><span style="font-size: 20px;">Here are my Back-to-School Resolutions!</span></span></div>
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<span style="font-family: Coming Soon;"><span style="font-size: 20px;"><br /></span></span></div>
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<span style="font-family: Coming Soon;"><span style="font-size: 20px;"><a href="http://www.blogger.com/%22http://www.teachingmaddeness.com/2012/07/new-school-year-resolutionslink-up.html%22%3E%3Cimg%20border=%220%22%20src=%22http://i1150.photobucket.com/albums/o601/madden_amanda/New_School_Year_Resolutions_Linky-1.jpg%22/%3E%3C/a%3E%3C/center%3E" target="_blank"><img border="0" src="http://i1150.photobucket.com/albums/o601/madden_amanda/New_School_Year_Resolutions_Linky-1.jpg" /></a></span></span></div>
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1: My first resolution is to keep the paper trail under control in my classroom. I'm resolve to PREVENT piles from forming by filing things immediately and using electronic filing whenever possible!<br />
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2: I resolve to keep myself from overcommitting! I am a full-time teacher, wife, and mother. I need to keep my focus on my family and my work and say NO when something would take away from my kids, my husband, and my students.<br />
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3: Remodel my master bathroom! I know this isn't a back-to-school resolution, but it's something that needs to get done and we need to do it this year!<br />
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4: I resolve to keep the focus on work when I'm at work! It's easy to get roped into hallway conversations and lounge gossip. While at work I need to be working and keep the focus on my students and their needs.<br />
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5: Finally, I resolve to blog each week about my reading workshop! :)<br />
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That's it! Do you have resolutions to share? Comment on this post or link to your own classroom blog.<br />
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Happy Reading!<br />
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<br />Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-34587040693814281222012-08-20T06:50:00.002-07:002012-08-20T06:50:49.198-07:00Back to School and Back to Blogging!I have been absent for several months, yep...I can admit it! Things really got away from me with work, kids, dance competition, graduate work, etc... I really had to stop blogging. But I'm back and my reading workshop is also back!<br />
<br />
I'm really excited to get back to reading with my kiddos, and working in our reading workshop each day. I've been focused on setting up the workshop for the past few days; I've been planning for the year, setting up the scope and sequence and picking books for read aloud.<br />
<br />
For now, I'm going to write about the books I use to set up my reader's workshop and tell what I love about them. By no means is this the complete list, I have others I use as well, and other books I've read over the years that have led me to where I'm working today!<br />
<br />
Let me begin by saying that working in literature circles/book clubs got me started in reading workshop. My book club program was already in full swing, humming along nicely, when I realized that my students needed a new format for whole group reading instruction. Using book clubs and having "centers" wasn't working well and I felt as if we were fragmented as a class when it came to strategies. That's when I started researching the method of reading workshop. <br />
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The following resources have been my guides in reader's workshop:<br />
<br />
<ul>
<li><i>Day-to-Day Assessment in the Reading Workshop</i> by Franki Sibberson and Karen Szymusiak</li>
<ul>
<li>(useful for strategy lessons and small group instruction)</li>
</ul>
<li><i>Lessons in Comprehension</i> by Frank Serafini</li>
<ul>
<li>(Comprehension lessons)</li>
</ul>
<li><i>Around the Reading Workshop in 180 Days</i> by Frank Serafini with Suzette Serafini-Youngs</li>
<ul>
<li>(I use this for research on structure, forms for the workshop, a month-by-month plan, mini-lessons)</li>
</ul>
<li><i>Reading Essentials </i>by Regie Routman</li>
<ul>
<li>(This book has wonderful notes on the usefulness of assessment feedback, and a GREAT section on conferring!)</li>
</ul>
<li><i>Mosaic of Thought</i> by Ellin Oliver Keene and Susan Zimmermann</li>
<ul>
<li>(Comprehension mini-lessons!)</li>
</ul>
<li><i>Comprehension Connections</i> by Tanny McGregor</li>
<ul>
<li>(Strategy instruction focus. Her ideas for introducing each strategy are amazing!)</li>
</ul>
<li><i>Comprehension & Collaboration</i> by Stephanie Harvey and Harvey Daniels</li>
<ul>
<li>(I use this most for inquiry circles research and apply that most often to my content area instruction and research. It's a great way to teach non-fiction reading strategies within the context of REAL work.)</li>
</ul>
<li><i>Notebook Connections</i> by Aimee Buckner</li>
<ul>
<li>(I use this for workshop structure, strategy instruction, the first month [unit] of the workshop...)</li>
</ul>
<li><i>Engaging Adolescent Learners</i> by Releah Cossett Lent</li>
<ul>
<li>(An excellent resource for content area instruction, with excellent strategy examples. This book is actually a text I use for my GVSU graduate students. It's a GREAT book!)</li>
</ul>
<li><i>Solutions for Reading Comprehension</i> by Linda Hoyt, Kelly David, Jane Olson, and Kelly Boswell</li>
<ul>
<li>(I use this book as a resource for small groups, especially for working in intervention groups for "striving learners.")</li>
</ul>
<li><i>Conferring with Readers</i> by Jennifer Serravallo & Gravity Goldberg</li>
<ul>
<li>(A focus on conferring...excellent resource.)</li>
</ul>
</ul>
<div>
Finally, I also use several web resources, including the teacher's college site. Click on their "resources" tab, it's amazing! (<a href="http://tc.readingandwritingproject.com/">http://tc.readingandwritingproject.com</a>)</div>
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Happy Reading!</div>
<div>
<br /></div>
<div>
Amy</div>
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<br />Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-17864042539736361292012-03-27T18:45:00.000-07:002012-03-27T18:45:13.887-07:00<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4l9NBOR4bwqHoDTouRuGcfZ7CvhoQqsM3aP3vN83t0bK_NDZhv2R8tHgbVV5GQttajMyevVFEmxAQO7Rq47ygGTIDzjtTMD2UYb-e9JAhcRE1vZZ2rgVYHEJ09clp_oosmaWqEkvjfnI/s1600/DSCN0194.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4l9NBOR4bwqHoDTouRuGcfZ7CvhoQqsM3aP3vN83t0bK_NDZhv2R8tHgbVV5GQttajMyevVFEmxAQO7Rq47ygGTIDzjtTMD2UYb-e9JAhcRE1vZZ2rgVYHEJ09clp_oosmaWqEkvjfnI/s320/DSCN0194.JPG" width="240" /></a></div><br />
When we talk about writing good summaries, which we do often, we refer to the following chart. Writing summaries and giving oral summaries are a big focus for us this year! I have found my students are able to give more succinct, yet thorough summaries when we follow this chart. All students have this chart copied into their reading journals!Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-26595839305558424092012-03-20T08:53:00.000-07:002012-03-20T08:53:08.598-07:00A few thoughts on structureAs I begin my Reader's Workshop each morning I have a firm structure that I use to begin EACH day. Let me explain:<br />
<br />
My students come to the meeting space (a rug near my easel and rocking chair) with three things: their reading folder, reading journal, and a pencil. I don't allow them to bring their books for one simple reason. They read instead of listen to the lesson! :) Imagine telling your students NOT to read, but sometimes it's necessary.<br />
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Students sit next to their literature partners, without exception. This person is the workshop "turn and talk" partner. I have assigned them partners, thinking of reading levels, attention concerns, genre interests, etc. Some partners switch often, but I have a few that are static. It all depends on the needs of the readers.<br />
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All students must be able to see the easel. They occasionally take notes or copy anchor notes into their reading journal.<br />
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Journals: Notes go in the back, work goes in the front.<br />
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This is how we start each day:<br />
<br />
<ul><li>Students come in when the bell rings and begin the day's morning message. This could be a math review, question generating task, or content area prompt.</li>
<li>After 5-10 minutes of work (during which time they must also make their lunch choice, turn in lunch money and library books, etc...the usual morning routine tasks) students do a "<a href="http://www.fitwithfred.com/" target="_blank">Fit with Fred</a>" warm-up.</li>
<li>We are now 15 minutes into the day. After FWF, students take out their reader's workshop materials, find their partner, sit down, and the lesson begins!</li>
</ul><div>Please let me know if you have questions, another way of starting or organizing your workshop, or ideas to share!</div><br />
<br />
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All mini-lessons are approximately 12-15 minutes in length <i>or less</i>.Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-2777172215619997182012-03-12T11:40:00.000-07:002012-03-12T11:40:35.994-07:00Welcome MRA attendees!I want to begin this post by saying thank you to everyone that attended my <a href="http://michiganreading.org/" target="_blank">Michigan Reading Association </a>presentation on the Reader's Workshop method. I strongly believe in this method and hope to help and encourage other teachers interested in running a reader's workshop in their classroom.<br />
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For MRA attendees, the following <a href="https://docs.google.com/document/d/1HCz4nkwgBFhFJImcOmTyY8kOyb3aucXMfqUvTDTq1c0/edit" target="_blank">handout link</a> will take you to the handout I ran out of on Sunday. Sorry! Within the next week or so I will add several posts to this blog, all addressing components of the reader's workshop. I strongly encourage you to also check out the following: <br />
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<ul><li><a href="http://www.frankserafini.com/">http://www.frankserafini.com/</a></li>
<li><a href="http://www.choiceliteracy.com/public/main.cfm">http://www.choiceliteracy.com/public/main.cfm</a></li>
<li><a href="http://www.readwritethink.org/">http://www.readwritethink.org/</a></li>
</ul><br />
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To follow most efficiently, please click on the "follow" link to the right of this post. If you have questions about my use of the Reader's Workshop method, feel free to send me an email (croperr@gmail.com) or comment on this post!Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-63377795011579287622012-02-27T19:11:00.000-08:002012-02-27T19:11:51.640-08:00The Hunger GamesI just posted on my classroom blog about <a href="http://mrsperriensclass.blogspot.com/2012/02/hunger-games.html" target="_blank">4th grader's reading The Hunger Games</a>. Some of you exploring Reader's Workshop might be interested in my comments.<br />
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Thanks for reading!<br />
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AmyMrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-22704110558605886322012-01-31T19:21:00.000-08:002012-01-31T19:22:03.396-08:00Today we have a guest post...<div class="MsoNormal"><u><span style="font-family: Chalkboard; font-size: 18pt;">What I like about Mrs.Perrien’s readers workshop structure and lessons…<o:p></o:p></span></u></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: Chalkboard; font-size: 16pt;">I like the strategies we use to respond to our reading. Some are hard, but some are easy. You can choose to be challenged, or choose to just take a break. Something else that helps my class understand the strategies is how Mrs. Perrien presents them to us. She gives us a whole example about what the new strategy is. She makes it easy for all of us to learn, and trust me, my class needs to learn in so many different ways.<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: Chalkboard; font-size: 16pt;">I also like the non-fiction lessons we have. We do a hands-on activity with magazines. Mrs. Perrien gives us a list of questions that we need to find in the magazine. We have so many different questions we can ask which gives us a little freedom to do what we want to in our “non-fiction coding.” We then read our question out loud to our class and hopefully they may have an answer. If not, the question remains to be found… <o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: Chalkboard; font-size: 16pt;">A third thing I like about our reading workshop structure is how we compare our writing to our reading. That helps us improve on our writing and our responses. It helps our responses because we can respond with a comparison, our book, to our writing, which we call “text-to-self.” It helps our writing because we know what, and what not, to do when we write our stories.</span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: Chalkboard; font-size: 16pt;">Lastly, the fourth thing I like about Mrs. Perrien’s readers workshop is our genre focuses. We choose a genre from a hat and that’s the genre we will either study or do a huge project on. I like how we have to study each genre so we can learn more about it. I also like this idea because it forces us to vary what we are reading. I like it when I don’t read the same genre books all the time. I like my books to be different. <o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: Chalkboard; font-size: 16pt;">So although I like so many different things in our reading workshop I have to stop at these 4. I really enjoy reading in Mrs. Perrien’s classroom!<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: Chalkboard; font-size: 16pt;"><o:p> </o:p></span><span class="Apple-style-span" style="font-family: Chalkboard; font-size: 21px;">-Natalie</span></div>Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-35003611642475334632012-01-26T14:49:00.001-08:002012-01-26T14:50:46.796-08:00Reading Non-FictionI will start this post by admitting that I didn't plan my literacy instruction very well for January! Although we are reading non-fiction, we are writing poetry. Yeah, yeah...we should be reading AND writing non-fiction...but it's working out because the students feel refreshed every day we approach writer's workshop. They have been so excited about writing poetry!<br />
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In the Reader's Workshop we are working on non-fiction text features (some call it conventions). Here's a sampling of the work we are doing:<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhup9pj4zhfn1-ivrHBwrYYsXr7eBKDQGEglpwso1nfm43d7IErgsfEqzWWz7BbIE4dnO-vUpLAw0A4GQD4K7-DMliBHtNbRgQDa9Dbm0nTPOxqctuDGTntX7FhhWDzh6aaUGrJrKxdQSQ/s1600/DSCN0134.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhup9pj4zhfn1-ivrHBwrYYsXr7eBKDQGEglpwso1nfm43d7IErgsfEqzWWz7BbIE4dnO-vUpLAw0A4GQD4K7-DMliBHtNbRgQDa9Dbm0nTPOxqctuDGTntX7FhhWDzh6aaUGrJrKxdQSQ/s320/DSCN0134.JPG" width="240" /></a></div><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTj9p6-Cz5vPUOBXC8QRs9UTweAWd5gz14kGEYFs67_Yf_tEF3FGN9evdJTroFSHZvhVXBG_FPJR2RmndHSsJ7mmWAExl4tlwriO_5F77n63-pd9TF-aUFT4MHn0tj6eqSltE4Wa2URCQ/s1600/DSCN0135.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTj9p6-Cz5vPUOBXC8QRs9UTweAWd5gz14kGEYFs67_Yf_tEF3FGN9evdJTroFSHZvhVXBG_FPJR2RmndHSsJ7mmWAExl4tlwriO_5F77n63-pd9TF-aUFT4MHn0tj6eqSltE4Wa2URCQ/s320/DSCN0135.JPG" width="320" /></a></div><br />
While the 5th graders have been creating "show and tell" projects about various text features, the 4th graders are creating these dynamic and fun booklets of features. We've been using our <i><a href="http://magma.nationalgeographic.com/ngexplorer/" target="_blank">National Geographic Explorer</a> </i>magazines to find the pictures and examples. We write the definitions together as a group after we'd studied and learned about the individual feature. <br />
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At the same time we are using non-fiction articles to learn more about types of print in non-fiction as well as practicing our strategies of questioning, metacognition, visualizing, schema, and determining importance in text. My students are becoming non-fiction experts! :)<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ9QWhNjM3bFQJnLdJpq2dTO1QjtxgesfNxXx_lSIUhe81Yut4ITbVONk0a1TUHfxafDsK34ic6_B6CCC9Kncjor9szosZne4PvtsoGl_urz07vrz8d78xsgo6vd3RZRP06OGquFFSSRo/s1600/DSCN0131.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ9QWhNjM3bFQJnLdJpq2dTO1QjtxgesfNxXx_lSIUhe81Yut4ITbVONk0a1TUHfxafDsK34ic6_B6CCC9Kncjor9szosZne4PvtsoGl_urz07vrz8d78xsgo6vd3RZRP06OGquFFSSRo/s320/DSCN0131.JPG" width="240" /></a></div><br />
For teachers looking to "beef up" or improve their non-fiction lessons, check out this Scholastic link: <a href="http://www.scholastic.com/teachers/article/teaching-nonfiction">http://www.scholastic.com/teachers/article/teaching-nonfiction</a>. I have found some really useful tips at this site.<br />
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Finally, a special thanks to Laine, a 4th grader in my classroom. She let me photograph her features booklet!Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-45788063280548658552012-01-18T17:10:00.000-08:002012-01-18T17:44:43.058-08:00Mobile Presentation DeskWe Montessori teachers rarely give presentations in front of the whole class, nor are we usually standing in front of the white board or any board for that matter! I am perennially forgetting to have all my supplies with me when I do a math presentation in the math section, give a language lesson on infinitives to students who are ready, or stop to work at a table with three students working on the same Geometry practice card. <br />
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I think I have come up with a solution:<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjv56v0VUDBIM-wJEmZlp4WWk6iYcfaPlcTYppvx10BJm45h3hUFVxii-063qoLPET-Oi93kMUrcTsSF_GJvigJ1qQRBNdI15UqLw3KenliCX63cxiy6jzb9u9Jd_h9RhMSWG625j65660/s1600/DSCN0060.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjv56v0VUDBIM-wJEmZlp4WWk6iYcfaPlcTYppvx10BJm45h3hUFVxii-063qoLPET-Oi93kMUrcTsSF_GJvigJ1qQRBNdI15UqLw3KenliCX63cxiy6jzb9u9Jd_h9RhMSWG625j65660/s320/DSCN0060.JPG" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br />
</div><div class="separator" style="clear: both; text-align: center;">In this little "mobile desk" I have post-it's, markers (and Sharpies), note paper, paper strips (perfect for language lessons!) dry erase markers and eraser, paper clips, one highlighter, two pens and two pencils. When I'm getting ready for a lesson I can just grab the box and go! How easy it will be to take it anywhere I have to give a lesson in the classroom!</div><div class="separator" style="clear: both; text-align: center;"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjM01k33ZCQzPD3iePiGNiQHED1Vq1CL_Ly-1D45Fyev_nTqQc1HjSo4cP0wCeUJxeoWZ_8Vps9jfGGozOpQDXpU6Vq5rj_gFHsO-43EqeE7I2zKAJLU4XWGF0_QOdjjxIsVedihpNh_5U/s1600/DSCN0061.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjM01k33ZCQzPD3iePiGNiQHED1Vq1CL_Ly-1D45Fyev_nTqQc1HjSo4cP0wCeUJxeoWZ_8Vps9jfGGozOpQDXpU6Vq5rj_gFHsO-43EqeE7I2zKAJLU4XWGF0_QOdjjxIsVedihpNh_5U/s320/DSCN0061.JPG" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br />
</div>Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-757174674787874352012-01-18T17:02:00.000-08:002012-01-18T17:49:13.007-08:00Questioning ChartThis one is thanks to Tanny McGregor's, <i>Comprehension Connections</i>. It's very straightforward and very helpful to my students!<br />
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<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwHQxa3pSu4VbOXZP48QIEac4sHeIsglcIVlYVOZxrer1cnAevvDaVSirPHmnzxQGvDMPrXj1VSsMklRIRibOJGCIzXGe0R1dOqfhriFxAISWZgcIyvn9FhbW_SOctBvaRhm74H8n1G3c/s1600/DSCN0057.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwHQxa3pSu4VbOXZP48QIEac4sHeIsglcIVlYVOZxrer1cnAevvDaVSirPHmnzxQGvDMPrXj1VSsMklRIRibOJGCIzXGe0R1dOqfhriFxAISWZgcIyvn9FhbW_SOctBvaRhm74H8n1G3c/s320/DSCN0057.JPG" width="320" /></a></div>Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-17226457828375766072012-01-16T19:49:00.000-08:002012-01-18T17:59:54.723-08:00QuestioningAsking questions as we read..my kids were shocked to discover we are questioning all the time. Questioning can be seen as scary. How often has an inquisitive 5-year-old been told to "Stop!" or "Be quiet" when they are on a "How come?" rant. Kids don't easily forget all the times they were shut down when they were knee deep in those never-ending questions!<br />
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As so it goes. Kids go to school and answer lots of questions, but when and what do they ask? I think that's where this strategy comes in to play! We begin by showing our kids that they are generating questions all the time whenever they are reading. Every time a child struggles to put down a good book they are questioning, "What will happen next?" It's hard to put down a great book when you don't know the answer and you have to find out the answer!<br />
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Questions in reading? Begin by teaching your students that they should be asking questions, all the time. Let's help build their curiosity as readers and thinkers! Second, sometimes the best questions have no answers. These are questions that encourage us to think deeply about life and the world around us. These are questions to ponder. Third, although I don't require my students to record their thinking about this strategy all the time, I do talk with them often. I like to find out what they think, what they wonder, what they disagree with, and what they want to do next. <br />
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Tanny McGregor introduces this strategy with a great sensory experience, holding and asking questions about a rock. It's a great idea! When I read her idea for the first time, I thought of a social studies strategy I'd learned from a education professor parent a few years ago. Are you doing Artifact Analysis in your social studies classes? If not, stop reading this and go here instead: <a href="http://www.archives.gov/education/lessons/worksheets/artifact.html">http://www.archives.gov/education/lessons/worksheets/artifact.html</a>. Artifact Analysis has transformed my teaching in social studies! We use this idea to study specimens, objects, etc., all related to a particular time in history. There are <a href="http://www.archives.gov/education/lessons/worksheets/" target="_blank">many options for document analysis</a> and artifact analysis on the National Archives website.<br />
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Studying the rock and asking questions is a lot like the artifact analysis, it's document analysis or artifact analysis for reading! She also suggests bringing in an unusual food, such as quinoa, for students to question and eventually try. I would recommend bringing in sardines! All of these concrete experiences get kids thinking about questions!<br />
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Questions: get kids to wonder, question, express uncertainty or confusion, ask what if... Work with kids on artifact analysis, the work they do will translate into other academic disciplines!Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-26982110437355917362012-01-15T17:41:00.000-08:002012-01-18T17:46:26.051-08:00And so the non-fiction goes!We are knee-deep in non-fiction in my classroom. This year is going particularly well! I will post on this again this week and next week as well.<br />
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Students are doing three things, at the same time! (Who says kids can't multi-task!) First, all students are learning to apply reading strategies to non-fiction material. We are currently working on questioning when reading non-fiction. (I will write more about this tomorrow!) Secondly, all 4th graders are making a <i>Non-Fiction Features and Conventions </i>booklet. These are pretty neat! In the meantime, 5th graders are developing teaching lessons based on a grade-level's Michigan GLCE's. Working in teams, the 5th graders have developed teaching lessons for Kindergarteners, first graders, etc. Their units are turning out to be FANTASTIC!Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0tag:blogger.com,1999:blog-5845962315651217823.post-45880461543498376222012-01-15T17:06:00.000-08:002012-01-18T17:46:45.670-08:00Pinterest and ButtonsWow! These two things have become addicting! I have discovered both recently! <a href="http://pinterest.com/" target="_blank">Pinterest</a> is an online tool, allowing one to keep virtual pin boards of ideas. These can be grouped in any way one would prefer. I have started following the "education" boards and have discovered great teacher's sites with vast amounts of ideas and...FREE stuff! You should check it out if you're not already on Pinterest, if for no other reason than the teaching tips and ideas!<br />
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Buttons are another tool I've started using on my class page. While I'm not quite down the "I love buttons!" road as some of the teachers I've read online, I have found these to help me remember sites that I want to visit again and again. If I find good quality reading workshop blogs I'll add the "button" to the right of this page. Enjoy!Mrs. Perrienhttp://www.blogger.com/profile/05647157153614571882noreply@blogger.com0