The reading assignments for this week were surprisingly cohesive and similar. Chapter 1 of Classrooms that Work and the article What I've learned about Effective Reading Instruction (Cunningham and Allington) most especially. Both taught what Cunningham and Allington's article said were the most effective T's of education
Their article on the 6 T's of Effective Elementary Literacy Instruction gave these important markers for a successful classroom:
- TIME
- TEXTS
- TEACHING
- TALK
- TASKS
- TESTING
All of which coincide with the first chapter in Classrooms that Work. As a future educator, I appreciated the repetition of these concepts under synonyms because it restated their importance in producing exceptional teachers with students to match. All students can learn to read and write given the correct materials and educators. In order to discover these fluid ideas the T's enable a quick glance for success
TIME refers to the amount students are reading each day in the classroom. The best teachers develop a sort of 50/50 rule according to Cunningham and Allington. Reading and writing are equal to the other parts of the day. Students do just as much reading and writing as they do math and other forms of educational "stuff." This also means utilizing time with cross curricular connections INCLUDING using science and social studies. Both are the knowledge part of curriculum (Classrooms that Work), and are therefore very important to integrate in order to allow for comprehension practice and other guided reading strategies. Extensive reading gives both guided and independent reading options.
TEXT needs to be extensive and plenty. One size does NOT fit all. Nobody wants to read something that is incredibly hard and not easily comprehended. Students included. By gauging student's "Status" with reading like what Chapter 2 of Classrooms that work recommends, a teacher can learn strengths and weaknesses of the students. At the end of the year this survey can be given again to show student progress throughout the year, which can give a sense of pride!
TEACHING means giving active instruction! The biggest tool being Demonstration. Model yourself with the students. Show critical thinking skills aloud. Develop a "let me demonstrate" complex to make sure your students understand what you want from them. Remember assessments don't teach, they grade. Make sure what you teach is what they learn. If they're regurgitating information on an assessment, but don't comprehend any of it, the lesson was for nothing. Teachers must also remember that students learn differently and incorporate teaching within the class as a whole, small groups, and to individual students. More needs can be met in this way.
TALK involves EVERYONE speaking. Teacher to student, but also student to student. Conversations should be encouraging, model-centered, and supportive. A great way to think of this form of speaking is "problem-posing/problem-solving." Ask questions with multiple answers, not right/wrong assessments. It is important to allow students to explore their critical thinking skills and how problems can be solved many different ways.
TASKS go beyond simple worksheets, and one-day assignments. The more time someone has for an assignment, the more in-depth it can become. Cunningham and Allington talk about writing tasks lasting 10+ days! Students can explore many different facets within the assignment and in return help self-monitor themselves and create a sense of responsibility within themselves. It also shows behavior modeling skills of what is expected.(Classrooms that Work) When a student knows what is to be expected with assignments, this will carry over into behavior, making discipline effective and quick. Beyond time and expectation involves a student's choice in the assignment both Chapter One and the article state many times the importance of a student getting to choice what they do within reason of course. It allows them to feel enthusiastic about an assignment and not feel it is a task to "get done."
TESTING means grading students on effort, responsibility, AND assessment (Cunningham and Allington). The article What I've Learned about Effective Reading Instruction extrapolates on the idea of rubric-based evaluations. Where both students and parents understand the grading scale and how the assignments is evaluating so much more than "Right and Wrong". It gives importance to progress within the student. This responsibility on grading goes to the students when the understanding of "good students can't skate through assignments and bad students won't automatically fail" is exterminated.
While both manuscripts provide very similar information Chapter 1's Classrooms that Work speaks more about effective classrooms which also moves into Chapter 2's information on Creating Enthusiastic and Independent Reader. Chapter 1's effective classrooms involve variety books EVERYWHERE in the classroom. Which expands in Chapter 2 by showing the importance of variety (fiction, non-fiction, etc) Enthusiastically independent readers are both boys and girls. Boys need their action and logic just as much as girls need their mystery and wanderlust. Variety gives everyone a chance to read it all.
Chapter 2 expands on teacher read-alouds by stating and restating the importance across grade levels. How are students supposed to enjoy 20 minutes of independent reading without their teacher pumping them up? Most people say that their teacher reading to their class motivated them to want to read.
Other motivators include:
TIME refers to the amount students are reading each day in the classroom. The best teachers develop a sort of 50/50 rule according to Cunningham and Allington. Reading and writing are equal to the other parts of the day. Students do just as much reading and writing as they do math and other forms of educational "stuff." This also means utilizing time with cross curricular connections INCLUDING using science and social studies. Both are the knowledge part of curriculum (Classrooms that Work), and are therefore very important to integrate in order to allow for comprehension practice and other guided reading strategies. Extensive reading gives both guided and independent reading options.
TEXT needs to be extensive and plenty. One size does NOT fit all. Nobody wants to read something that is incredibly hard and not easily comprehended. Students included. By gauging student's "Status" with reading like what Chapter 2 of Classrooms that work recommends, a teacher can learn strengths and weaknesses of the students. At the end of the year this survey can be given again to show student progress throughout the year, which can give a sense of pride!
TEACHING means giving active instruction! The biggest tool being Demonstration. Model yourself with the students. Show critical thinking skills aloud. Develop a "let me demonstrate" complex to make sure your students understand what you want from them. Remember assessments don't teach, they grade. Make sure what you teach is what they learn. If they're regurgitating information on an assessment, but don't comprehend any of it, the lesson was for nothing. Teachers must also remember that students learn differently and incorporate teaching within the class as a whole, small groups, and to individual students. More needs can be met in this way.
TALK involves EVERYONE speaking. Teacher to student, but also student to student. Conversations should be encouraging, model-centered, and supportive. A great way to think of this form of speaking is "problem-posing/problem-solving." Ask questions with multiple answers, not right/wrong assessments. It is important to allow students to explore their critical thinking skills and how problems can be solved many different ways.
TASKS go beyond simple worksheets, and one-day assignments. The more time someone has for an assignment, the more in-depth it can become. Cunningham and Allington talk about writing tasks lasting 10+ days! Students can explore many different facets within the assignment and in return help self-monitor themselves and create a sense of responsibility within themselves. It also shows behavior modeling skills of what is expected.(Classrooms that Work) When a student knows what is to be expected with assignments, this will carry over into behavior, making discipline effective and quick. Beyond time and expectation involves a student's choice in the assignment both Chapter One and the article state many times the importance of a student getting to choice what they do within reason of course. It allows them to feel enthusiastic about an assignment and not feel it is a task to "get done." TESTING means grading students on effort, responsibility, AND assessment (Cunningham and Allington). The article What I've Learned about Effective Reading Instruction extrapolates on the idea of rubric-based evaluations. Where both students and parents understand the grading scale and how the assignments is evaluating so much more than "Right and Wrong". It gives importance to progress within the student. This responsibility on grading goes to the students when the understanding of "good students can't skate through assignments and bad students won't automatically fail" is exterminated.
While both manuscripts provide very similar information Chapter 1's Classrooms that Work speaks more about effective classrooms which also moves into Chapter 2's information on Creating Enthusiastic and Independent Reader. Chapter 1's effective classrooms involve variety books EVERYWHERE in the classroom. Which expands in Chapter 2 by showing the importance of variety (fiction, non-fiction, etc) Enthusiastically independent readers are both boys and girls. Boys need their action and logic just as much as girls need their mystery and wanderlust. Variety gives everyone a chance to read it all.
Chapter 2 expands on teacher read-alouds by stating and restating the importance across grade levels. How are students supposed to enjoy 20 minutes of independent reading without their teacher pumping them up? Most people say that their teacher reading to their class motivated them to want to read.
Other motivators include:
- Big Buddy reading which allows weak readers to work on their game without feeling like they're reading "baby-books."
- "easy books" and "hard books" being available for students to read
- teacher involvement conferences
- Conversations with students include:
- "Why did you like this part?"
- "Wow I'm learning so much about desert animals because of you!"
- "I saw this book in the library,and thought of you because..."
- Books boards where students rate books and debate them
- book talks where students "sell" books to one another
- Reading parties which encourage conversations on favorites and why between small groups
- reading attitudes
- not a chore
- intrinsic value
- knowledge is power
In conclusion, these reading have given me so many ideas for my own classroom, and I cannot wait to put these ideas into real life.
I also really feel that being able to know the culture that a student comes from is really important. I know that when I was in first grade my teacher made sure to get to know us in and out of the classroom and that was what made her my favorite teacher. I noticed that when I was in the classroom last year you really are intrigued by where your students are coming from and if you don't try and find out you are only doing a disservice to yourself.
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