Hey Readers, Catch Your Brain in the Act

Your brain is a sneaky thing.  The whole time you are reading it is thinking things without you telling it to.  It sneaks around making connections to your past.  It compares the problems in the book to situations from your life.  It takes the characters and  examines them and matches them with people you know.  And it does it without your permission.  In fact, you can't even stop your brain if you try.  This inner voice has a mind of its own. 

The process of reading is when a person reads text and their inner voice makes connections between the meaning of the words, and relates it to their life and prior knowledge. The more closely the reader connects to the text, the higher the level of comprehension.  So, the key to being a good reader is learning to hear and control that inner voice.  What is it telling you?  How does it relate to the book?

At times connecting is simple. At others, especially when the text is not in an area that the reader has background knowledge, comprehension is difficult. As students build their ability to connect with text, monitor their understanding of a passage, and compare it to things they already know, their ability to understand what they read increases.

Do you want to be a better reader?  Get control of your brain.  Listen to your inner voice.  You are the boss of your brain.  Take charge of it when you read.

 

Why Do You Read?

The biggest reason I read is because I can't not read.  It is totally impossible. Books, magazines, newspapers, and online more and more,  but I never stop reading.  Sometimes it is because I want to know.  Other times I am curious.  I read the paper every morning with breakfast just to see what is going on in the world.

Reading for enjoyment and entertainment started in fifth grade.  I have been hooked on books ever since.  Traveling away into a story in another place, as a different person, in a different time keeps me reading.  I love to live out the story in my mind.

As a teacher, I read to learn.  Every day there are ideas from other teachers, and reading about them makes me think about Reading Workshop and how I teach.  It is the main tool I use to improve and grow.

Take a look at these people and consider how they compare to you and why you read.

What about it?  Why do you read?

Do Students Feel the Glee?

As I sat watching the rerun of the Glee season finale from last year, it reminded me of the reason that matters most when teachers walk through the classroom door. Teachers want to make a difference. 

When we get on a student about not giving his best, it comes from seeing the gap between potential and performance.  We know that success comes from working hard, and never giving up.

When a student disrupts class and we discipline him, it's because we know it distracts others, and keeps them from learning.  We know students must be able to concentrate for learning to take place.

Watching the Glee Club students relate their successes, even knowing it was just a TV show, made me think about Reading Workshop this year.  When students leave, I wonder how many will have a story to tell.  I hope they recognize their potential, and work to reach it.  Then I will be the one singing about a great year.

Reading Rambunctiously

Put some life into your reading.  Make the words and the voices scream out.  Don't just read it, live it.  If the beautiful princess and the ugly frog have the same voice, you are not getting it.

When you sing a song, you listen to the music and your brain automatically tells you when and what to sing.  Reading should be similar.  As you read the words, your brain should be seeing a picture, hearing the sounds, making connections to what you already know, and comparing the story to them.

All of this starts with hearing the characters' voices.  So practice reading rambunctiously.  Read as if giving a performance.  Be a beautiful princess (good luck boys) and then switch to an ugly, little frog.

Rambunctious--energetic, boisterous, lively

Details	last edit by MrMcGuire Dec 8, 2008 10:48 am - 3 revisions
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The Frog Prince
Edith H. Tarcov version

Once upon a time there was a beautiful princess. She had a golden ball, and it was her favorite plaything. She took it wherever she went. One day the princess was playing in the woods, near a well. She thew her ball high into the air. It fell-splash-into the well. The princess watched her golden ball sink deep into the water of the well, and she began to cry. She cried harder and harder.

Suddenly someone said, ''What is the matter, princess? Why are you making so much noise?" The princess looked around. She looked into the well.

An ugly little frog was looking up at her. The frog asked again, "what is the matter, princess?"

"Oh, it's you old water splasher," the princess said. "My golden ball had fallen into the well. That is why I am crying."

 

You can read more on The Reading Workshop wiki at The Frog Prince.

Image from http://i.ytimg.com/vi/DP1DptN-_7M/0.jpg

Why You Need to Live the Book

Good readers are one with the book.  They know the characters, strive to understand them and relate to them.  They picture the setting, comparing it to places they know.  They smell the aromas, living them like passing a bakery in the early morning.  They hear sounds, from the softest whispers to the loudest screeches.  

Thinking, wondering, questioning, disbelieving, and doubting occur continually as good readers go page to page.  Why did that happen?  What is coming next? Question after question drives an interaction that controls comprehension.  Connections with the story build with the plot.  Interest in the story grows with each question, both the answered and the unanswered.

The bottom line--get your brain involved.  Think about what you are reading.  Get your senses involved.  See, hear, and smell.  Live the book and get all you can get out it, and it will give you back a great story.

So Reading Workshop students, as you read today, were you involved?

Image from http://www.flickr.com/photos/vblibrary/4626893025/sizes/o/

C'mon Bored Boy, Reading Should be Fun

He was looking at the ceiling.  He was looking at the girl beside him.  His head rolled around and then settled on his pencil.  He poked his paper.  The girl beside him asked him to stop, so then he bugged her.  He glanced at his book, turned the page, and then looked around the room.  He turned another page, and then looked around the room.  And this was just in the first five minutes of SSR (Sustained Silent Reading).

After watching this for the last 4 days, I couldn't take it any more.  I took him out in the book room so we could talk.

Me:  Are you getting your book?

Student:  Uhhhhh, not really.

Me:  Let me guess.  You never really get the book you are reading, so you hate to read because it is so boring.

Student:  Well, yeah.

Me:  And this has been going on ever since you learned to read?

Student:  Yes

Here's the message to all students in Reading Workshop

Reading should be fun.  Reading should be exciting.  Reading should be a story in your mind where you can't wait to see what happens next.  If it is not this way, here is what you should do:

1.  Get a different book

2.  Try an easier book

3.  Try a different author

4.  Try a different genre

5.  Ask a friend for a recommendation

6.  Ask me for a good book

7.  Pay attention to when you stop getting a picture

8.  Reread, a page, a chapter, or the whole book until you get a picture.

Reading should be fun.  Reading should be exciting.  If you hate it, then talk to me about what is going on with your reading.  You will be reading a lot this year.  Find a good book that makes you smile, excited, happy, sad, mad, scared . . .  There are a lot of great books.  Find one!

Image from http://www.flickr.com/photos/27117655@N07/4448376213/sizes/m/in/photostream/

Nothing Like a Blog to Get Them Working

Walk into the Reading Workshop classroom and it is so quiet.  Students are intensely focused on their screens.  About the only sound is the pecking on keyboards.  Occasionally someone will ask a peer for help, which is quickly given because the helper wants to get back to their post.  At times, students will skim through their book, looking for correct spelling, or a detail that will support a point. 

Students created their blog the first week of school.  A lot of the second week was spent learning the basics of Wordpress and blogging.  As students begin posting, once again the value of integrating technology into the curriculum shows.  Discipline isn't an issue.  Everyone wants to get a post written so their peers can read it and comment on it.

Fake reading during SSR is limited.  Let's face it, if you know all of your peers are going to read what you write, you better make sense.  And how can you write about a book if you haven't read it and/or don't understand it?

Technology contributes in many ways to the success of students in Reading Workshop.  The greatest benefit though is motivation.  Students are working, doing their best to produce a great blog.  And with the way they are working, I have no doubt they will succeed.

Super Teacher, EEEERRRR Maybe Not

It was the first day of school, and like every teacher, this Super Teacher wanted to get things started off right.  You know, start the year with a BANG!  I needed to get kids involved and motivated.  Reading Workshop was going to be THE CLASS!

With a little time on Youtube, I found a great video that featured Nick Vujicic.  I knew this would grab students' attention.  And then there was the read aloud of Swear to Howdy.  Even the most reluctant student would be engaged after the first chapter of this book.  I would rap it up with a motivational speech about putting forth a lot of effort, don't worry about mistakes, just keep trying.

 The power went out for about an hour, right as we started class.  So much for my great plan. Even when it came back on, there was no Internet service for the rest of the day.  So much for the awesome video.

The read aloud went as planned until the discussion.  Seth raised his hand and said, "Mr. McGuire, is your shirt on inside out?"  So unbelievable, but so true.  And so much for my day as Super Teacher.  This poor guy can't even get dressed right.

The best part was the response.  All of the students, teachers, and Mrs. Scott, the Principal got a good laugh.  And to top it off, the next morning 3/4 of my class showed up with their shirts on inside out.  Obviously, another great start to a great year for Super Teacher.  :)

Image Inside Out Shirt courtesy of donnyb.

The Motivation to Succeed

No excuses.  No whining.  No complaining.  Success and nothing less.





Do you have the will to succeed?

You can find out more about Nick Vujicic at his website, Life Without Limbs.

Welcome to Sixth Grade

Do you like to be "in the know?"  Do you want to know what is going on, and when it will happen?  If so, this is the place to check for sixth grade at Laurelville Elementary and for Reading Workshop.

You can find contact information if you need to email me about a comment, question, or concern.  Just click on the link at the top, or on the top right sidebar, on the email link.

You can follow assignments and homework, by looking at the sidebar.  Daily classroom assignments will be posted here.  Long term projects will be mentioned here.  Also, homework with due dates is posted in the homework section.

If you want an idea of class topics and general discussions, checking The Reading Workshop Blog will keep you informed.  Also, using the links at the right will allow you to go to your child's blog, and see his/her daily work.

To see what book your child is reading, just go to the SSR Book Page.  This will also let you compare your child's reading habits with those of his peers.  If you want to find a good book, this is a good place to start.

If you want to be involved in your child's education, this blog makes it possible.  If you check it regularly, you will find endless details about our class, and what we are doing.  It makes a great starting point to having a discussion with your child about school.  So, stop by and if you have a comment, don't hesitate.  All visitors are welcome.

Image from corrections.ky.gov

The Schwa Was Here Book Talk

The Schwa was Here, written by Neal Shusterman is a story of friendship with a twist of invisible.  This book talk is presented by Hadley.   To see all of The Reading Workshop book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

Does Integrity Matter to a Sixth Grader?

Integrity--Steadfast adherence to a strict moral or ethical code.

The Mad River Theater performed at Laurelville on Wednesday.   They did a play written by Bob Lucas about Lewis Latimer, an African American Inventor who lived in the late 1800's.  The play recapped Latimer's life, his struggles and his successes.

The performance ended with the song, Honesty, Integrity, and Pride.  These character traits were representative of Latimer's life.  This prods the question, does integrity matter to a sixth grader?  Should it?  

Thinking back to the read aloud of Freak the Mighty, and having watched the film, The Mighty, I was thinking about Kevin's view of integrity.  How does it compare to yours?  In a few words, does your integrity guide how you live?

What's Your Story?

In Reading Workshop we are continuing the read aloud of The Revealers by Doug Wilhelm.  In this story about life in  middle school, three students, Russell, Catalina, and Elliot are drawn together due to being targets for bullies at Parkland Middle School.

As the aggression heightens, Catalina decides to share her story.  She reveals that she was forced to move to the USA from the Philippines when her parents divorce.  She comes to America with her father based on the chance for a better education.

This brings up the question for Reading Workshop students, what is your story?  If you were new to the school, and wrote a story for peers, what would it say?

Writing a Fictional Narrative

The next project in Reading Workshop will be to write a fictional narrative.  Students will begin with some pre-writing and planning activities.  Then, their stories will be told chapter by chapter on their blog.

The first step to writing a story involves making some decisions.

How many characters will there be?

What are the names of the characters?

Who is the main character?

Where does the story take place?

When does the story take place?

What will happen in the story?

What problems occur?

How will the problems be solved?

What moral or lesson will be learned?

Start Here

1.  Create your characters and develop their characteristics and physical traits.  Is there a villain and what is he/she like?  How does the bad guy impact the story?

2.  Create the setting.  Where and when does the story take place.  How does the setting impact the story?

3.  Create the problem or conflict?  What minor problems will build tension leading to the climax?  How will the main character react when faced with the main problem/conflict?

4. What crisis will occur at the last minute which will grab the reader and give the main character a last chance to solve the problem?  Plan for a fingernail biting moment.

5. How will the main character solve the problem?  What positive attribute like courage, creativity, or intelligence does he/she possess which will help him succeed?

6.  Finish with style.  What lesson does the main character learn?  How will the reader connect and learn from the moral?

And now, WRITE!

You Can Do It!

You have been reading and writing all year.  You have practiced every imaginable type of test passage.  Your vocabulary has improved tremendously.  You have proven your ability on Study Island.  Every sign points to success.  And, as I told you two months ago, YOU WILL PASS!

Now it is on you.  Do you believe?  Will you work your absolute hardest for 2 1/2 hours to show yourself, your parents, and your school that you have grown and learned this year in Reading Workshop?

Thank you for the effort.  You make me proud!

Your Test Score Can Make Everyone Smile

So Martha, the Test Grader is sitting in her cubical and opens a  test. She turns to the first short answer and this is what she sees.

She is ready to get her work for the day started.  Even with a headache, she knows she has to concentrate because a lot of people are counting on her.  Students success and opportunities ride on her fair evaluation of their work.

Needless to say, her headache screams out and she wants to be anywhere, rather than try to read this mess. But, she really wants to be fair so she starts to fight through the misspelled words, lack of organization, and off-topic response. She quickly realizes though, this just isn't worth it, scribbles down a 0 and moves to the next answer.

Within 3 - 4 seconds, she has decided this student does not deserve to pass any type of test. As she sorts through each extended response, she becomes more and more agitated at the obvious lack of effort. Sorry, but you failed.

Now it's time for your test and here is your first response.

Martha is smiling now. She is thinking, "this is from a good kid. This is so easy. Why can't all of the kids write like this?"

And little does she know, but somewhere in a state far, far away, a student is smiling as she thinks back to that day of the reading test. She knows she passed, because she did her best, and used all of the test taking strategies that her teacher taught her.

There is someone else smiling. As this student was taking the test, a teacher sat at his desk and watched her work. He knew she would pass. He watched her work hard all year. Today as he thinks back, he knows she did a great job, and anxiously awaits the test results that will show a real success story.

An Easy Way to Practice for the Ohio Achievement Assessment

Want an easy way to practice for the Ohio Achievement Assessment?   All it takes is a computer and Internet access.  Today, students in Reading Workshop accessed the ODE test portal. The Ohio Department of Education has set up a website with a lot of information. There is a section just for the Ohio Achievement Test.  

Students can practice using test passages and questions from previous years. They have a choice of setting up an account to save their results, or they can Take a Test without Logging In. Parents and students can see what is expected, scores, and what they mean.

What to Do About a Bully

The latest read aloud in Reading Workshop is The Revealers by Doug Wilhelm.  The book opens with Russell, the main character being harassed by Richie Tucker.  Russell is already having a tough time with the start of the new school year.  Somehow, he found himself without a group.  He was on a friendship island, even while surrounded by people.

Every school has a Richie.  He is bigger than most of the kids, and way meaner.  Kids like Russell just stay away from him.  Unfortunately, an ill advised attempt at humor puts Russell straight in Richie's sites.

This brings us to the question, if you were in the same position as Russell, what would you do?  What can you do about a bully? 

How You Can Control the Test Grader

OK, so Martha has your test and answer booklet. She doesn't know you, and doesn't care to. In fact, she doesn't know about Reading Workshop, the name of the school, the town, or the state where you live. You are just a number in a stack. A tall stack of answer booklets that have to be graded before she can take a break.

Whether or not you pass this test means less than nothing to Martha. The things on her mind include sneaking out to get a diet coke, getting rid of this head ache, figuring out how to avoid listening to her sister complain about having to babysit, and about having to do laundry after work, or she will have absolutely nothing to wear tomorrow. She is also thinking about surfing and last summer's vacation.

Now it all comes down to you, the student, and your answer booklet. Will your hard work be in vain? Will eight months of learning be wasted? Or will you be a success story making yourself, your parents, your teachers, and your school feel proud using the Strategies you have been taught?

Did you write neatly?  Can she read your responses? Did you write legibly? Trying to strain her eyes and her brain to read cat scratches is going to irritate Martha. She probably won't even take the time to sort through it. She will just give it a big, fat, zero.

Did you organize your answers to make finding key points easy?  If you restated the question and numbered your responses, Martha can easily find key words and information. Using a rubric to score short answer and extended response answers, Martha is looking for specific words and answers.

Did you go back into the essay and find specific details?  Going back and finding specific details in the passage is paramount. Any time a questions asks for specific details, they are looking for examples word-for-word from the text.

Did you use the passage to help you with your spelling?  Another factor that makes grading easier is correct spelling. Most of the words that you need to spell are either in the question, or in the passage. It just takes a second to look back and find the correct spelling.

Did you use the basic test taking skills that you have learned in class?

Images from http://www.flickr.com/photos/kandyjaxx

How the Life of a Test Grader Affects Test Scores

As the time for testing quickly approaches, students in Reading Workshop have the chance once again, to meet Martha, the Test Grader. 

Martha is a single mom, with a four year old daughter named Emily. Martha is just trying to get by day to day. This morning, at 6:00 AM, as Martha was getting ready for her job as an Achievement Test Grader in a state far, far, away, her babysitter called and said she couldn't watch Emily today.

After three phone calls, she finally reached her sister, who agreed to watch Emily for the day. The only problem was her sister lived 20 miles away, so Martha barely had time to get there, and then make it to work on time.

As she rushed around the kitchen, eating a piece of toast while she picked up, Emily spilled her cereal all over the floor. Five minutes later, after cleaning up the spill, Martha glanced at the clock and realized she was going to be late. She grabbed a cup of coffee to go, snatched up Emily and bolted out the door. She put Emily in the car, and jumped in her seat. As she reached across to buckle the seat belt, she spilled her coffee down the front of her shirt. "Oh @#$#@@#$," she thought.

She unbuckled Emily and ran back in the house to change. She searched high and low, but there was nothing clean to wear. She grabbed her cleanest dirty shirt out of the laundry, shook it out, and slid it on. Once again, she and Emily headed for her sister's house. Naturally, she hit a construction zone two minutes from her sister's. After sitting for 10 minutes, she finally got through. She sprinted in, gave Emily a kiss good bye, and headed off to work. She had 11 minutes to make the 20 minute drive.

She was lucky, the construction only held her up for 5 minutes this time through. Unfortunately, her head pounded with a migraine from the stress of the morning. And work hadn't even started yet.

She reached work, late again. She stopped by the pop machine, but didn't have any change for her morning dose of Diet Coke. As she rounded the corner, there stood her boss, with a mean look on his face, and her daily stack of tests to score.

"Late again, I see," he said with a scowl. "Don't even think about taking a break until you get this school's tests scored." With her head pounding, no Diet Coke, and no time for Advil, Martha reached for the first test. Martha, the test grader opened your test.

How will you score?

Image from http://www.flickr.com/photos/kandyjaxx

Define Normal Book Talk

Define Normal written by Julie Anne Peters is a realistic fictional story that leaves many questions in the mind of the reader.  Heather raises a few of these in her book talk.  To see all of The Reading Workshop book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

Achievement Strategies

 As the day of achievement testing fast approaches, students brainstormed a list of strategies that would lead to success on the test.


Strategies for Reading

• Read the questions before the passage
• Read the title
• Look at word banks and subtitles
• Skim to get an idea of what the passage is about
• Reread 
• Look for the W's (who, what, when, where, why, and how)
• Use prior knowledge
• Visualize--Picture what you are reading
• Underline/highlight important information

Strategies for Word Attack

• Circle words you don't understand
• Substitute words you don't know
• Sound out words
• Cross out unneeded adjectives and adverbs
• Make connections
• Look at root words
• Look at prefixes/suffixes
• Use Context Clues

Strategies for Answering Questions

• Find Your Answers in the Passage
• Mark in the passage where you found the answer
• Restate the Question
• Look at how many points the answer is worth
• Number your response
• Use words from the text
• Use specific details from the text
• Always give at least one extra example/detail
• Answer what the question is asking
• Answer in complete sentences
• Look at other questions for clues
• Eliminate multiple choice answers that don't make sense
• Reread the question and double check answers
• Recheck answers in the passage
• Write neatly so the grader can understand your answer
• When finished, check PUGS to make it easier to grade

Why You Should Control Your Destiny

As I read aloud Freak the Mighty written by Rodman Philbrick, in Chapter 21, Max questions his future.  He wonders if he too might become an accident of nature like his father.  He wonders if he might become violent like Killer Kane.  This brought out the discussion of destiny in Reading Workshop.

Students pondered questions like, do you control your fate?  Is your destiny in your hands?  Do parents and teachers have control?  What effect does making decisions have on your destiny?

The benefit of making good decisions, and working hard is control.  When students don't work, parents must get involved, and teachers are forced to discipline offenders.  The more good decisions students make, the more control they have over their destiny.  Good choices lead to success in school, which means a better and higher education.  This leads to more career opportunities, and a higher standard of living.

This leads to the question, do you control your destiny?  What are you doing to steer your life towards success?

What is Your Potential?

If I could measure students' output on a potential scale from 1 - 100, I wonder how most would score?  If I could just reach in the top right desk drawer, pull out the Potentialmeter, and turn it on, what would it show?

I would be willing to bet that most students don't realize their potential.  They underestimate their ability to think, read, write, and produce high quality work.  Although they are working, they are not even close to maximum output.

Don't get me wrong.  Students in Reading Workshop have really been putting forth a lot of effort.  As we scream down the test prep road preparing for the Ohio Achievement Assessment on April 27, students have been working hard and showing excellent growth in their ability.  However, I just don't believe they know the limits of their capabilities.  And, I know they are not even close to putting forth maximum effort.

This became especially evident as I watched this video, Death Crawl from Facing the Giants in Mrs. Stevenson's class yesterday.

Students in Reading Workshop, how close are you to reaching your potential?  What would your score be on the potentialmeter?  What is your best and what can you do to reach it?

http://www.flickr.com/photos/jezpage/4444094638/sizes/s/

Drive By Book Talk

Drive By written by Lynne Ewing is an action packed thriller.  Kennedy, a Reading Workshop student shares this book.  To see all of The Reading Workshop book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

Zach's Lie Book Talk

Micah shares a book filled with action and adventure, Zach's Lie, written by Roland Smith.  To see all of The Reading Workshop book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

The Superintendent Visits, Again

Three weeks ago, Mr. John Edgar, the Superintendent of Logan Elm Schools showed up in my classroom.  Needless to say, this unannounced visit was a surprise and a little unnerving.  However, it was all good news. 

Due to all of the snow days in February, Logan Elm had to make up five days of school.  After a staff vote, the decision was made to attend of four Saturdays.  Hadley, a Reading Workshop student questioned this decision, wondering why students weren't part of the decision making.

As we discussed this issue, I suggested Hadley contact Mr. Edgar about her concern.  She sent him an email, and he responded almost immediately.  He explained his position, and the factors regarding the decision.  You can read all of the details on Hadley's Planet.  Amazingly though, Mr. Edgar didn't stop there.  He visited the classroom just to let Hadley know he appreciated her concerns, and thanked her for writing.

This morning, on a make-up Saturday, the Superintendent visited again.  Two weeks ago we got 20 new Dell Computers (You can read some of the students' thoughts about that at Hannah's Hideout.)  Four Reading Workshop students, Ian, Josh, Micah, and Eric helped install these computers and others throughout the school.  Mr. Edgar stopped by just to thank these students for their help.

This is a remarkable example of leadership at its finest.  I appreciate having a superintendent of this district  that cares enough to help students feel successful and takes the time to let them know.

Abduction Book Talk

If you like creepy books, Savannah has the book for you.  She shares Abduction written by Peg Kehret.  To see all of The Reading Workshop book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

Kingdom Keepers, Disney After Dark Book Talk

For Disney lovers everywhere, Hannah shares Kingdom Keepers, Disney after Dark written by Ridley Pearson.  To see all of The Reading Workshop book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

Responsibility, What's Your Policy?

I was watching the Cavs play, on their way to their eighth win in a row, when a Liberty Mutual commercial came on.  Normally, I would start flipping channels, but this ad caught my eye.  In fact, I rewound and watched it twice more. 

Then I started thinking about students in Reading Workshop.  If a day was filmed, what would it look like?  How often does someone do something that might be worth including in this ad built on people helping people?

Previously this year we talked about Sportsmanship in the Classroom. Students had many great ideas about how this looked and how it made the class, and the school a better place.  Do you see it in action?  Could this video include clips from us?

What about it students? Have you seen someone that you think should be included? What did they do that modeled responsibility towards others?

Why My Mom Made Me Read Doesn't Work

Student:  Hey Mr. McGuire, I read 594 minutes.

Me:  Wow, that's a lot of reading for two weeks.  That's great!

Student:  Yeah, I know:

Me:  So did you read that much because you like to read, or because your mom made you?

Student:  Hee, hee, the second one.

Me:   Hhhhmmm!

OK, let's think about this.   Students in The Reading Workshop have a weekly Read at Home assignment which is weighted so that the more they read, the higher the grade.  At home, this student has fake read over 3 hours a week, every week of the school year.  In addition, students read at least 2 hours a week during SSR. He sits, with a book, pretending to understand what he is reading.  

His reading log is fairly impressive.  He has 15 books listed, and many are excellent choices.  He has mastered the art of writing responses, even when you don't get the book. But there are 15 great stories, with exciting events, difficult problems and interesting characters that he missed out on.

It sure sounds boring to me.  It would be kind of like watching TV, with  the set turned off.  Freak the Mighty gets it, maybe Kevin can help him.

Stargirl Book Talk

Stargirl is a favorite of many realistic fiction fans.  Hannah shares Spinelli's book in the book talk.  To see all of the book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

Why Book Talks are the Perfect Assignment

I think I found the perfect assignment.  Students volunteer to do it, and they mostly complete it on their own time.  In fact, there is a waiting list to do it next. They do their best because everyone will see their output.  When they do well, their work is showcased and saved for future students to attempt to emulate.

There are many skills involved with this assignment as well.  Students must read  a book, which is part of their Read at Home assignment.  They must comprehend the book, summarize it, and analyze for the most exciting part, which will hook future readers.  Students must consider the details and understand the characters.  

After all of this, students must present a book review in a practiced and polished way that will encourage others to read the book.  In their presentation and the preparation, they must use correct grammar.  They must have an exciting introduction, body, and closing.  Students must use many Web 2.0 skills  including researching and video editing, to create a final piece of work worthy of sharing worldwide.

Supplies needed are minimal.  Start with a good book.  Add a Flip video camera.  Download Openshot Video Editor.  Set up a YouTube account and you are ready to go.

This is the perfect assignment.  Students want to do it, work hard, do their best, use a lot of different skills, discuss great authors and books, and produce a final draft to share.  Then, when they finish I can brag about them and show off their work.  Whose next?

Image from http://www.flickr.com/photos/alwayscurious/85210566/sizes/s/

Among the Hidden Book Talk

The Shadow Children series, written by Margaret Peterson Haddix has been one of the most popular for adolescent readers the last few years.   Kate, a student in The Reading Workshop shares the first book Among the Hidden.  To see all of the book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

On the Run, Chasing the Falconers Book Talk

Ian, a student in The Reading Workshop shares the first book in one of the most exciting series ever written. Watch On the Run, Chasing the Falconers, written by Gordon Kormon.  To see all of the book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

Money Hungry Book Talk

Makayla shares Money Hungry written by Sharon G. Flake. To see all of the book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

Stormbreaker Book Talk

Stormbreaker, the exiting book that starts the Alex Rider series is reviewed by Josh, a Reading Workshop student.  To see all of the book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

You Can't Always Sound it Out

They just kept trying over and over, to sound out the word.  They broke it into two parts-- con and science.  Basically, the word was made of two words that they knew.  But together it didn't sound right.  

What's a group to do?  How about trying to sound it out another way?  Hhhmmm, let's see.   kɒns  kĭn  or as they were saying it cons kins.  Still, it didn't sound right.

Students, in groups of 3 or 4 were doing the assignment from How to Figure Out Those Hard Words.  This was a follow-up to the practice run through using the 2006 OAT.  Students had identified words from the questions that they didn't understand.  As this group started today's assignment, they coasted through the first three, and then they came to this word that they didn't know.

Unfortunately, they used one strategy over and over and over, and never did find the meaning of the word.  This led to a discussion of why we have more than one word attack strategy.  Hopefully the next time they get to a word they don't understand, their conscience will tell them to try other strategies like using context clues, word substitution, or using prior knowledge.

How to Figure Out Those Hard Words

Last week we listed difficult words from the 2006 OAT.  Today we looked at how we can figure out the meaning of the words. 

Which word attack skills works best?
S = Skip
C = Context Clues
ST =Substitute
PK= Prior Knowledge
SN = Sound it out
RT = Root word, Prefix, Suffix
CN = Connection
P = Picture
O = Other Strategy

______  barked--All afternoon, Uncle Orrin barked orders.
______  description--Support your description of each attitude with a specific detail.
______  symbolize--Which place symbolizes love and safety to Nathan?
______  conscience--the value of listening to one's conscience and being honest
______  intimidated--Why was Ella too intimidated to dance?
______  scat performers--What do the selection and the footnote suggest about scat . ..(this is defined in the footnotes)
______  footnote--What do the selection and the footnote suggest about the scat performers?
______  evaluation--Identify two factual details from the selection that support the author's positive evaluation of Ella.
______  factual--Identify two factual details from the selection.
______  amateur--A number of other amateur venues
______  venues--After her early success at the Apollo and as a popular performer at a number of other amateur venues . . .
______  analysis--To write a scientific analysis of why some frogs jump farther than others.
______  organizational--Which organizational tool would most clearly contrast the lengths of winning jumps?
______  contrast--Which organizational tool would most clearly contrast the lengths of winning jumps?
______  wilted--But she wilted under the glare of the spotlight.
______  star-struck--She was star-struck and she just sat there looking at everyone.
______  rental frogs--Rental Frogs includes which piece of information?
______  coachable--Frogs don't understand about money and they're not very coachable.
______  capacity--Having the capacity to be taught.
______  figurative language--In the poem, how does the poet use figurative language?
______  repetition--Explain why the poet makes this repitition.
______  personification--Which characteristic can be found in the poem?
______  dialogue--Which characteristic can be found in the poem?
______  emperor--Each emperor built a magnificent palace.
______  prosper--It also helped the Inca prosper.
______  terraces--Why did the Inca farmers build terraces to plant their crops?
______  ravines--Suspension bridges made of plant fibers spanned deep ravines.
______  spanned--Suspension bridges made of plant fibers spanned deep ravines.
______  priorities--What was one of the Inca government's main priorities?
______  adequate--To make sure everyone had adequate food and clean housing.

Word Attack Strategies

What strategies help you when you don't know a word?  Do you always use the same one?  Here are ways you can figure out the meaning of words you don't get.


1.  Do a Skip Test

Read the sentence without the word.

Ask yourself, do you need that word?

If not, answer the question without the word.

If you need to know the word, try another strategy.

2.  Can you figure out using context clues?

Read past the unfamiliar word and look for clues. If the word is repeated, compare the second sentence to the first. What word might make sense in both?

3.  Is there a word you can substitute?

Think about what word might make sense in the sentence. Try the word and see if the sentence makes sense.

4. Use Prior Knowledge

Think about what you know about the subject of the essay or passage. Do you know anything that might help you make sense of the sentence? Read the sentence with the word to see if it makes sense.

5. Sound out the word

Break the word into parts.  Look for the root word.  Divide the word into syllables.  Look for familiar beginnings (prefixes) and endings (suffixes).  Read each chunk by itself. Then blend the chunks together and sound out the word. Does that word make sense in the sentence?

6. Connect to a Word You Know

Think of a word that looks like the unfamiliar word. Compare the familiar word to the unfamiliar word. Decide if the familiar word is a chunk or form of the unfamiliar word. Use the known word in the sentence to see if it makes sense. If so, the meanings of the two words are probably close enough for understanding the new word.

7.  Visualize

Picture the passage.  Think about how the question relates to the passage.  Get a picture of what the question is asking.

Under a War Torn Sky Book Talk

Micah shares Under a War Torn Sky by L.M. Elliot in this book talk as part of his class in The Reading Workshop.  To see all of the book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

Word Attack Strategies Survey

See the results here.

A Smile Spreader

Each morning Madison walks into the room, passing out smiles and hellos to everyone in her path.  She greets each student like a long lost friend, and lets them know she is glad to see them.  There are no rainy days in her world, and she wants every person she sees to join her in the sunshine.

This upbeat attitude has infected the whole class.  You cannot be around her without giving some of the smile back.  The next thing you know, even if  you are real careful, and try to prevent it, you give a smile to someone else, and on and on.  It's almost ridiculous how this epidemic spreads each morning.  

I started thinking about this as I was reading the We Teach, We Learn blog and found this link to research at Harvard and the University of California at San Diego by Dr. Nicholas Christakis and James Fowler.  They found that "happiness spreads through social networks like an emotional contagion."  

I don't need research to prove it to me.  I have to watch or I get caught up in it every morning. If this kid doesn't get to seventh grade before long, I may end up smiling all the time.  Naahhhh, probably not.

Image from http://www.flickr.com/photos/joellecleveland/2581227771/sizes/s/

Spy X, The Code Book Talk

This book talk by Micah features book one in an adventure series.  Find out about Spy X, The Code by Peter Lerangis.  To see all of the book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

Thanks for sharing an exciting series of books, Micah!

What Words Students Don't Know--Achievement Vocabulary

Students frequently miss questions during an assessment simply because they don't understand the question.  Use of unusual or uncommon words is a common practice on the Ohio Achievement Assessment.  In addition, simple requests are often worded in a way that create confusion for the test takers.

To overcome this barrier, students went through the OAA 2006 test booklet that they just used as a practice test and highlighted all of the words in the questions that they didn't understand.  Once we compile this list, I will compare it to the vocabulary list from The Reading Workshop Achievement Vocabulary Page.  Also, I will use to to look for specific vocabulary and word attack needs.

• barked--All afternoon, Uncle Orrin barked orders.
• description--Support your description of each attitude with a specific detail.
• symbolize--Which place symbolizes love and safety to Nathan?
• conscience--the value of listening to one's conscience and being honest
• intimidated--Why was Ella too intimidated to dance?
• scat performers--What do the selection and the footnote suggest about scat . ..(this is defined in the footnotes)
• footnote--What do the selection and the footnote suggest about the scat performers?
• evaluation--Identify two factual details from the selection that support the author's positive evaluation of Ella.
• factual--Identify two factual details from the selection.
• amateur--A number of other amateur venues
• venues--After her early success at the Apollo and as a popular performer at a number of other amateur venues . . .
• analysis--To write a scientific analysis of why some frogs jump farther than others.
• organizational--Which organizational tool would most clearly contrast the lengths of winning jumps?
• contrast--Which organizational tool would most clearly contrast the lengths of winning jumps?
• wilted--But she wilted under the glare of the spotlight.
• star-struck--She was star-struck and she just sat there looking at everyone.
• rental frogs--Rental Frogs includes which piece of information?
• coachable--Frogs don't understand about money and they're not very coachable.
• capacity--Having the capacity to be taught.
• figurative language--In the poem, how does the poet use figurative language?
• repetition--Explain why the poet makes this repitition.
• personification--Which characteristic can be found in the poem?
• dialogue--Which characteristic can be found in the poem?
• emperor--Each emperor built a magnificent palace.
• prosper--It also helped the Inca prosper.
• terraces--Why did the Inca farmers build terraces to plant their crops?
• ravines--Suspension bridges made of plant fibers spanned deep ravines.
• spanned--Suspension bridges made of plant fibers spanned deep ravines.
• priorities--What was one of the Inca government's main priorities?
• adequate--To make sure everyone had adequate food and clean housing.

In one class, students averaged not knowing 6.75 words.  This would obviously lead to many missed questions.  We will spend the next few days working on word attack skills, looking for root words, prefixes and suffixes, and context clues, and we will spend the next few weeks improving vocabulary specific to achievement test questions.  This will allow students to show their ability on the 2010 OAA.
Image from http://www.flickr.com/photos/missnita/471669682/sizes/s/