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Mme G.C. -Work in Progress

Independent Consultant sharing my learning with others. Please scroll way down to follow me!!

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Teaching Reading

Simple yet Effective Reading Anchor Charts


As I continue my adventures as an independent consultant, I find myself reaching for Jennifer Serravallo’s book The Reading Strategies Book, more and more.  Her lessons are so easy to understand and prepare. Teachers need to know where their students are based on Fountas and Pinnell data, decide what they need and look it up in her book. She has so many ideas to help teachers co-construct an anchor chart and send all ages of readers off to work

Here are a couple of anchor charts I have created to teach with, from Jennifer’s book.

  • students having their own book mark where their reading goals are clearly laid out,
  • choosing the perfect spot to read in students are able to see what success will look like and the teacher is able to co-construct with the class while allowing for differentiation.
  • the lesson on what to do with bold words is so practical , as many readers gloss right over them instead of seeing those words as a tool to help them understand.
  • Paying attention to ending punctuation teaches students to change their voice and also practice scanning the sentences as they read

Make sure you take a look at her book and see her ideas and processes!

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10 Steps of PWIM step 7


Step 1    Step 2  Step 3   Step 4    Step 5  Step 6  Step 8  Step 9  Step 10

7. Class generates titles, main ideas and topics of study

It is essential to discuss the purpose of the title –it is an introduction to main idea. A title is a promise from the author that the content of the book will match the title.

“Mask’ book titles and show them to students one at a time.

titles.jpg

If the author is keeping their promise, the title needs to be about the contents of the book. Let’s look at this book-what is it about? What is the main idea? Can you think of a good title? (generate ideas…let’s see what the author entitled the book…)

Brainstorm things that have titles, together with your students- they will have ideas but you might need to push them-People (Mr. Mrs…), movies, video games…) Tell your students that there are MANY kinds of titles. It is important to be able to make up titles for many things.

  • We are going to look at kinds of titles.
  • Begin an anchor chart with kinds of titles
  • Add the name of each type of title as you go
  • Alternate colours
  • This could be over a week or several days

step7Ali titles (1).JPG

Another way to display titles is by writing them on paper and attaching them above your photo. Make sure that there are several options for students. Avoid voting on a class title and provide students with several options to choose from.

I am attaching a link to the power point I use when teaching titles. Each type of title is a separate lesson. Don’t teach them all in one day!!

A lesson on Titles

Teach Kids not Levels


I was so happy when a good friend and colleague showed me what she had been working on at her school. This poster is displayed in the library and classrooms.  Teachers are trying to teach students to look for qualities in books vs choosing a book by its level. This is so important so that we can enable children to look for real books in the real world.(un-leveled) They are also better able to choose just right books they are interested in. Thank you LB for sharing your thinking!IMG_2083.JPG

Even Fountas and Pinell who created the widely used assessment state: “We did not intend for levels to become a label for children that would take us back to the days of the bluebirds and the blackbirds or the jets and the piper cubs. Our intention was to put the tool in the hands of educators who understood their characteristics and used it to select appropriate books for differentiated instruction.”  Read the article here

Interested in more about  this topic?  Read this book! Beyond Leveled Books by Karen Szymusiak, Franki Sibberson, and Lisa Koch

 

 

Mentor Text with What Neat Feet


This is a lesson shared with my team by Emily Calhoun. She used Hana Machotka’s What Neat Feet as a mentor text to help students write a descriptive text called Fascinating Faces Familiar Faces.

what neat 1.PNGWhat neat 2.PNGWhat neat 3.PNGwhat neat 4.PNGwhat neat final.PNG

Teaching with Graphic Novels


Love this display in our Curriculum Materials CenterIMG_2656.JPG

Culturally Responsive Classroom Libraries


We spend a lot of time talking about the importance of quality classroom libraries . One area that is often in need of growth is the culturally responsive section of our libraries. I am very lucky to work with our First Nation Inuit and Métis Consultant on a regular basis. She  put together this document that she has allowed me to share.

  • What should be consistent in Culturally Responsive Classroom libraries?
  • How will teachers know when they are effectively and deeply implementing Culturally Responsive Classroom Libraries?

Please click on the link below and read her suggestions. Thank you Amy!

Culturally Responsive Classroom Libraries Look Fors:

 

Shi shi etko Jingle Dancer Book images

 

Word Study Instruction


I really like this list-it’s so clearly laid out as to where children are and where are they going. You might find you have a great variety in each layer, but it is a good starting point. Assess your students, figure out which layer they are in , decide what to teach next and what flexible groups you can create for a series of lessons. Then assess them again!word

Talk Aloud (for Comprehension)


A Talk aloud (for comprehension) is using mentor text to help you explain what published authors do and how text features or structures help you to better understand what you are reading. It is not as important to be able to name them, but being able to recognize the features and how they help the reader is crucial.Talk aloud

Read more

Puppet Reading-(simple yet brilliant)


One of best parts of my job is working in classrooms with teachers and students. Everywhere I go, I learn something new.

I recently visited a classroom where the teacher showed me her student’s reading puppets. Each student has a “puppet buddy” which is kept in their take home reading bags. The puppet goes home every night and comes back to school everyday. puppet 1

The puppets were made from scrap material so no two were alike. The fronts and backs were not the same.(put out a call for left over material, find a friend who sews and whip them up on a weekend) The puppets are faceless which leaves creativity and imagination intact. Students are able to draw how the puppet is feeling or what it is wearing on paper and store it in the reading bag.

 

Students are given the option to read to the puppet-they hold it up and read aloud. The puppet listens carefully. This is particularly great for students who have nobody to read to at home and need to practice oral fluency.

puppet 3

The second option is to have the puppet help the student read. The puppet helps the student track the words and read along with them.

puppet 2

The students were very excited to show me their puppets and how they use them. What a great way to build engagement in reading 🙂

Thank you J.C. for inviting me into your classroom and sharing this creative idea.

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