Mesmer et al

In the Mesmer article on page four it discusses RTI as an initial referral and identification process. They state "Universal literacy practices are established. Prevention begins with universal literacy screenings to identify students who could be at risk (see Table 3). Any state receiving Reading First monies has identified a literacy screening in grades K–3. All students are screened on basic literacy skills approximately three times per year. Typically, student performance is compared with
minimal benchmark scores and students not meeting benchmarks receive help."

In summation, the Mesmer article states on page 12 "RTI is an initial attempt
to provide an alternative to the dominant and damaging discrepancy model in which so much time is spent admiring the student’s reading problem. By this we mean people discuss the problem, collect data on it, and write about it, months before they do
anything about it. IDEA 2004 provides school districts with a choice to opt out of the discrepancy model."

How would Tovani, in I Read It But I Don't Get It, compare this method of identifying struggling readers with the process of "fake reading?" I wonder which interventions and assessments would be the most effective at quickly discerning the fake readers and honing in on ways to help them? Rather than admiring their lack of skills in meetings, how can we help those fake readers that are already in upper elementary or middle school? High school too; how does switching to the RTI model help our older students? I would be interested to hear from my colleagues.

Here is Danielle's opoinion on the fake readers and ELL students regarding RTI. http://myteachingventure.blogspot.com/

Anyone seen the copy of Old Yeller?

In Chapter 5 of Routman she discussed classroom libraries, and I have seen my share.

Strangely enough, it is in my current placement where I have unarguably the most amazing MT known to man that the classroom library is the least loved and used. The kids in my class go to library each week and check out their three books, as well as using the public library constantly, but I don't think the classroom library is used much at all.

The books are all paperback, a bit dog-eared and in clear plastic tubs with the first letter of the Author's last name on the front. You cannot see the book covers and you have to turn the bins sideways to see the spines and figure out what is in the narrow bins.

There were none of this year's battle of the books, nor any of last years. I asked if many folks order through Scholastic and she said that no, by fifth grade there are not many orders.

I inquired about the check-our procedure and there is none, my MT said that the only kids who follow the procedure are the ones who bring the books back anyway, so why bother? When I asked if she lost many books she replied "tons."

This is one of the best teachers I have seen, her scores are through the roof, parents feel heard and valued, she has 10 IEP and 504 kids out of 26 in her class and they all work cohesively throughout the day (for the most part) So why the non-interest in the library? Why 8 different Roald Dahl books, 4 Laura Ingalls Wilder and nothing written in the last four years?

The kids are reading. Their parents are readers in this school and they get them books. They are not always so accomodating with math homework or science experiments; they expect that to all happen at school. Perhaps that drives this somewhat. And my MT reads math books for pleasure and does Sudoku; when we talk about the Lightning Thief or Hunger Games she has little interest.

What would I do? I would (and will) paw through the district's boxes of books for great novels that interest me and my kids. I would display them, jacket out, to draw them in. I would have princess' saving the lives of the entire village and sons of Poisidon saving the world. I adore books.

The issue for me is deciding what is an appropriate age level. My fifth graders are reading Hunger Games, but it is not in the library at school. Maybe teen books are better left to parents?

Tell me about what you just read...

So hold onto your hat... I was wrong again.

In my son's first grade class, the first one I have really been able to observe because he is my youngest and I am not winging in and out with a toddler beside me, they have guided reading groups.

I thought they were leveled reading groups and fussed that my son was in the lowest group, as I surmised from the other participants; many of whom I work with every Friday. (that is another story; no time to read with my son at home, but I"m in his class every Friday morning helping the three greatest need/most amazing kids.)

During this guided reading time the rest of the class, in my opinion, is loud, unfocused, wandering and often argumentative with peers. When I would break up a tiff between scissor users, or count out art supplies while recalcitrant first graders looked on, Mrs. M would calmly continue her lesson with the reading folks.

What in the world? Didn't she care that the rest of the class was going to pot while she dallied with just five students? Couldn't she see that they did not understand that the paper loops were supposed to form a pattern and they were just stapling them willy-nilly? Really, maybe this job is too much for her after 32 years.

Guess what? Regie Routman waits for blood before looking up from her guided reading groups. And maybe the class wasn't all that loud or crazy, maybe they were learning to rely on peers for instruction (or not, but still happy with their results) and learning that they could argue about the pencil lead that just fell out of someone's desk that they both want to scrape across their paper but they will have to work it out.

They have their worksheets, an art project at the art table, and are allowed to choose books from the library or even quiet games when their work is finished. It really is a matter of comparing their behavior to when Mrs. M is in charge of all of them and that is comparing apples to oranges. For first graders, they do an amazing job of policing themselves (and Sophia is top cop, let me tell you. First-born girls to bossy mothers.... just like mine was.)

I wonder if she explained this at parent night. I've had her for three kids and never observed, pondered or asked about this aspect of class. If she can do it, and successfully, with 18 first graders, then there are no excuses that I can think of!

The difference between guided reading and the reading groups I remember being in are huge. Apparently they don't just take turns reading the story aloud and then return to their seats. The comprehension aspect is huge, with gentle questions, clear strategies and focused monitoring. They are learning, in a small group, how to help themselves learn to read.

Writing Conferences

Writing conferences. Well, we have done them in my 5th grade class, using the six traits, and I felt awkward and more like a poser than a teacher. I could barely remember the six traits and got so caught up in editing that it was difficult to step back. And what about the fifth grader, let's call her Matilde, who wanted to argue each point, including the fact that her rough draft was in bullet points rather than any form of sentence? That was a whole different conference.

Routman discusses reading conferences, and relaxed ones at that. Now this sounds more like fun! A relaxed atmosphere, interest and goal setting, along with one on one time with a student. I love the idea, now where to find the time?

In my classroom we have half an hour for morning work/AR tests/Advanced Math quizes/catch-up and homework. This is because 7 kids come in half an hour late becuase of band. This would be a great time for reading conferences, and I hope that my MT will approve using my time for this.

The questions that I am most interested in are "What made you choose this particular book, and Tell me what you remember about what you just read." I would love to have 5-7 minutes with each child to understand more about them, check that they are reading at an appropriate and meaningful level, and check their reading for understanding. This would also help with the bonding she spoke of earlier in the book.

Literacy Week Two

In Reading Essentials, by Regie Routman, she discusses the choice to encourage shared decision making in order to have a positive effect upon your classroom. This is found in chapter 2, entitled Bond With Your Students. The quote I chose to explore is the following:

When we make all decisions and choices for students, we disenfranchise them. Wehn we seek input from students and value what they say, we demonstrate respect for their thinking. Even more, we are telling them 'We are a partnership. Our collaboration will result in the best product or decision or format.' As teachers, we must involve students in establishing classroom rules and procedures, determining room and library organization, developiong formats for projects and reading records, creating rubrics, and much more."

Ms. Routman discusses how this model of classroom management would reach from how (and how much) you have decorated your classroom (this is my space and these things are important to me) to the organization of the class library and giving up preconcieved notions that as the only adult you know best how to organize something as important as a library.

We have all been in stunning classrooms; I have been in two that I remember well;one that was colorful, vibrant, and perfect. Another that had a few things slapped up on the wall, a giant poster of how you were supposed to behave and quite a few plants. New plants every year, this teacher told me, as they were all dead by May or June anyway. Telling, no?

There has to be a middle ground; an opportunity for the teacher to feel that he/she has invited the students into a safe, exciting space and for the kids to feel that they have an opportunity to contribute and create within the shared classroom space. Teacher "gets to" do two walls, kids "get to" do two? It will be a challenge as a new teacher to allow for unfinished, imperfect classroom walls, it being our FIRST classroom and all, but section of the bonding chapter made me question the value of being ready versus getting ready together. Everyone goes on this trip, shouldn't everyone have a say in how the trip will look?

Organizing the writing process

In chapter seven of Regie Routman's Writing Essentials she states "Our students will learn to "do" all the necessary skills and a whole lot more if we shift our focus to meaningful teaching of writing and then teach the necessary skills to support that writing." One particulary clear example is that of the jigsaw; sans picture on the box. Routman states that teaching children the pieces of writing, without the whole becoming clear, that is what we are doing.

In giving them the whole, then teaching the parts and coming back to the whole, Routman believes that writing will become easier and more meaningful.

I watched this work in fifth grade this quarter, in the poetry unit. The kids were given eight examples of poetry, walked through one each day and practiced. Every other day they spent on a piece of poetry; learning more about the skill. The kids did great and came up with a number of creative and inventive poems running the gamut from penguins to cheesecake.

The majority of the students worked hard and thought creatively. One or two were frozen with the enormity of writing a poem; and they needed more time to dive into the project. This is their usual mode; they are slower to embrace new things and do not want to appear foolish. One kept his paper covered while typing, covered it while it came out of the printer and turned it in folded in half and stapled.

Focusing on the parts, as opposed to the whole, may not carry over to writing successfully, according to Routman. Comparing the original essential writing goals to the new writing goals on page 144 I could see the difference. It seemed that the new writing goals were thoughtful and interesting; focusing on the whole of being a writer as well as sharing that work, as opposed to skills that were a mystery to the students. Well done.

A filler perhaps?

According to multiple syllabi there are ten posts required; eight of them to be for our literacy course and two for tech. So it is incumbant upon me to provide the filler post in order to reach the tenth post at the apex of stress; our last week of Fall quarter.

What have I seen, what has happened this quarter? I fell in love with middle school and realized that the "cool" teacher is not always the best teacher. Kids need time to work; and real time evaluation of their required work. Reflection, though brutally difficult, makes for a better product; that product being the person who had taken the time and energy to reflect thoughtfully on their experience.

I have learned much about literacy, and know that more will be required. I have written lesson plans but don't feel that I know HOW to write a lesson plan; and I have been evaluated but don't feel that I know HOW to prepare for evaluation. Go figure.

Despite all of this, the quarter will end, and with it will come grades, and the pulling together of forces in order to face next quarter. Viva la loco mutti.

The Best Test Preparation is Excellent Teaching... So what if you are a new teacher??

In Writing Essentials, Routman states that "The Best Test Preparation is Excellent Teaching" but that many education folks do not believe that. In the article Ranking, Evaluating and Liking: Sorting Out Three Forms of Judgment, Peter Elbow states that as little ranking and grading as possible should be done; and that assessent should be replaced with a more careful process; evaluation. He also states that there should be projects and places where no evaluation or grading is done at all.

In my main placement the students; fifth graders, do extensive and wide-ranging writing throughout their school day. We do aim for fluency; whether that be in the science lab that they are writing or the creative assignment "just for their journals" which would never be scrutinized for a grade. Routman would agree, in my opinion, that this will build muscle and fluency without taxing their ability to like writing. It changes, and with it so does the audience. In poetry they were given and SHOWN models of 8 different types; then asked to choose their favorite four and write them; each for a different person or audience.

Just as in Hooray for Diffendoofer Day (please please please tell me that you know this Dr. Seuss/Jack Prelutsky & Lane Smith book) The teachers taught writing, and critical thinking, and not how to take a test per se. They taught audience,and gave feedback (thoughtful feedback given in a timely manner)and the kids did fantastic on the test becuase... well, they were taught to think.

In my middle school placement I see projects and papers and quizes languish for weeks; and I cringe, quietly. Social Studies is information intensive; and my MT cares about their reading skills, and geography and thinking through WHY some states had slaves and others did not. Were some states just evil? Did it perchance have something to do with the land? It takes time and thought and she gives out a TON of homework but has no time to grade and pass back. Routman reminded me of that with the discussion of the standardized tests: without being able to examine their strengths and weaknesses on papers passed back they can't really improve their writing. At this stage of my learning I think there is too much homework, and it is too distanced from the student to do what it is designed to do. We'll see how that changes!

Conjunction Junction, What's your function?

We had our second week with our second graders; and I don't feel that I know much more about him that in the first week. He is eager to please, has a great vocabulary and a slight stutter; and he REALLY likes the book Catalina Magdalena Hoopensteiner Wallendiner Hogan Bogan Logan is her name.

"My" student only wanted to read one book; the same book two weeks in a row. He knows it, he loves it, he knows he is GOOD at it. So I told him that it would really help me with my schoolwork for him to read me something else and he chose a book about Fire and Tornados; non-fiction. I was nervous, but he did great. He read particular instead of peculiar and did not know the word furnace; when we talked about what that was he said his family called it a heater. So does mine.

He had no problems with anything that I could hook with a phonics lesson and my erstwhile instructor suggested that we work on his oral reading, and his comprehension through that.

Hey, lighten up Francis

Anne Lamott, on page 18 of Bird by Bird, says "So after I've completely exhausted myself thinking about the people I most resent in the world, and my more arresting financial problems,and, of course, the orthodontia, I remember to pick up the one-inch picture frame and to figure out a one-inch piece of my story to tell, one small scene, one memory, one exchange."

Ms. Lamott, of course, is speaking of me. Homework, writing, reports for work, honestly even Christmas thank-you's; they all paralyze me to differing extents. For example I have been worrying this ELP assignment for two weeks now; tried to start it early and spend three hours on a shallow description of the little girl. At this moment the only thing moving my blog forward is the painful knowledge that when it is done I must turn back to the giant assignment from hell.

Thinking of all the people I most resent; well there's an hour. Considering tracking down flu shots (both swine and regular, thank-you) worrying about those orthodontic bills and the noise in the 17 year old Jeep... These are all the things that keep me from spreading out my papers and getting to work.

So bird by bird. Bite by bite, one-inch picture frame at a time. The thing is that I have tried that before and it has had mild success. But it's not the last minute up all night freaking out me that I have come to know and trust. She makes me crazy, but inevitably she gets it done in the nick of time.

How to Teach Reading in 8th Grade

Today I taught three classes of Middle School (you have to capitalize; it's just that important) Social Studies. And let's be clear here; this is not 6th grade social studies but 8th grade social studies. The French and Indian War was the topic du jour; I think I have learned about it three times now and promptly forgotten everything as soon as the test was finished.

But besides the fact that George Washington fought with the British against the French; that the Native Americans fought on both sides but were lumped with the French in the title of this 7 year skirmish; AND that Spain actually ended up with additional land.... this was a lesson about reading.

My MT gave me a Bellevue School District lesson plan, and a curriculum coach's set of instructions for a reciprocal reading activity and told me to "make it my own." She really wasn't able to sit back for long; but it turned out to be a beautiful meld of reading and pre-revolution and I'm proud of both of us for bringing it together.

The kids were split into groups of four and had five pages of their textbook to cover. A map and a political cartoon were in there too; it wasn't terribly dense. I had made up color coded cards for each group; 1)Predicting; The next thing to happen is...because.... 2)Clarifying; What does ___ word mean? What did this paragraph try to tell us? 3)Summarizing; The main events in this section of the text are... 2)Questioning; What would a teacher ask on a quiz in order to know that I read this paragraph?

There was a bit more to the cards but the idea was that they would take turns reading the paragraphs (take two if they are small!) then someone would take a card and address the content using that strategy, and another person would respond to them. Three people out of four would be speaking in regards to each paragraph.

The lesson plan was hard; it was full of "The student will be able to identify the events leading up to the French and Indian War....." and on and on. But really I wanted to say "The student will be able to practice the skill of careful, content specific reading."

The kids did great. Even 7th period; the ones I have termed the To Sir With Love period. They didn't want to move their chairs, this was the class that NEARLY did not stand up when I needed that too. But they did; so achingly slow that I thought I would leap over the desk and just help them out, but they did. And they worked in groups and made thoughtful responses to their classmates questions, summaries, requests for clarifications and predictions. Now granted there were a few that continually predicted that George Washington would die; that may not have been the most level headed thought considering that we were going into the Revolutionary War next; but they tried. This group work lasted for over 25 minutes and the vast majority of it was not desk wiggling (one desk squeaks like a stuck pig) or chair tipping or girlfriend lusting (would those two just break up already?)or continually yelling my name; minus the Ms. part. (Becker-Brown! Hey, Becker-Brown! What... I said Mzzzz, you just didn't hear me.) They sound awful but they are the most exciting to be trapped in a classroom with of all the 8th grade classes.




So we tried to work on reading skills; in 8th grade Social Studies. I thought you should know it went really really great.

Test Blog for video

embed the HTML code within the HTML edit. Slow.


This is the first ten minutes of the Harvard commencement address given by JK Rowling. She speaks of the importance of failure and imagination. And makes a very funny joke about them not running off to become gay wizards.

Week Four:

"All students, especially those who begin school with limited literacy skills, need to think of themselves as readers and writers, see the processes as meaningful, and have posititive attitudes about literacy before they can successfully engage in literacy practices." This quote is from page 34 of Writing Essentials.

I have noticed that in science; workbooks, worksheets and teachers especially have begun using the term scientists instead of person or student. "Today all the scientists in room 104 will be working on an experiment that involves water and lifeboats." For example; "List the names of the four scientists who worked on this experiment." At first it sounded clunky, and a little wierd, but I really like it now; it sets the tone for a transition and change; from student to scientist. For their part the kids seem to take it at face value; no one questions the terminology and kindergarteners see themselves as scientists with their bean plants just as well as High School students with their bunsen burners.

Thinking of themselves as readers and writers, and their work (or process) as meaningful will help to support positive attitudes about literacy, shoring up those with poor literacy skills to a higher elevation in reading. I am a reader. I am a writer. It's an important first step.

In middle school Social Studies they learn and practice pre-reading skills with a KWL chart, and by segmenting pre-reading textbook skills and learning them in small groups then bringing them together. I have not heard the terms reader, or writer; but I have heard (and have said) "yes, in 8th grade you need to be using complete sentences." A better way to say that would be "yes, complete sentences are required for this exercise and for all the work you will be doing in this class."

At our house we have a reader party for your first book you are able to read alone; and it was a really big deal for the third child because the older two made it seem like this would be an attainment, a definition for life, you would become A READER. Not all bad, but a little pressure there! We make a cake, the child reads their book to everyone and shows the pictures like a teacher or librarian, then we sing "for he's a jolly good reader" and they blow out the candles. Corny, I know, but in some ways there needs to be more celebrations and less drudgery. We have had the kids' friends come over to tell me that they can read their first book and have thrown together a cake for them too. Betty Crocker, she should jump on this one!

Becoming a reader doesn't mean that the hurdles are over; but the glow they felt reading that book out loud; and then calling Grandparents to tell them that they are a reader now; that was a glow of success and pride. They should be proud.

Week three ... on Fox

Based on my experience, and on Fox chapter Three; my feelings about invented spelling are mixed at best. It's almost a nature vs. nurture arguement.



My fourteen year old can't spell her way out of a paper bag. It mostly does not hinder her, she is creative and funny, has found her voice and writes circles around her parents. All spelled peculiarly until spell check has done it's magic. She learned all the words for the tests; then promptly released them back into the universe. She loves to read.



My ten year old is ready for the nation championship spelling bee.... almost. He gets spelling, it is easy for him. He learns the two words that he didn't already innately know each week and then makes them part of his written knowledge. His stories are not as long, as creative or as detailed as others; he writes to fulfill the assignment, for the most part. He also loves to read.



My youngest.... we will see. At first grade they are just starting spelling tests; and use primarily invented spelling. But at home he wants it spelled right; he asks for the right letters and is impatient with the "just sound out how you think it would work and move on" philosophy. Plus there are a bunch of us now with the knowledge of how to spell it, and he figures that if we are not willing to help him out we are just mean mean mean.



In Fox, chapter three, it states that children move through unconventional spelling as they learn to put beginning, middle and ending sounds together; and that their unconventional spelling gives the teacher necessary clues as to how far along this student is towards becoming a good reader. I had initially thought that my eldest was allowed to use invented spelling for too long; and that was why she couldnt spell. Through time, and some intense literacy homework, i see that the same practices were used for both children and one flourished and the other did not. She doesn't see spelling; she sees a picture of what the word means, and can't wait to attach more words to it; like so many baby elephants linking trunks and tails.

Is it just different skill sets? Genes? They actually had the SAME teachers. Nature vs Nurture, I think that has some sway, and thank-goodness for spell check.

First Week Post/Reading, Writing and Communicating

In the Sulzby and Teale article I read that emergent literacy is a newer term; and yet I remember being read to as a child. It was a special time; with four kids in the house this was an opportunity to have mom (ususally) or dad to ourselves, if only for a few minutes.

It may be a new term but literate parents have known that to pass on the LOVE of reading you must read to your child. To share your old friends; Spot, Harold and the Purple Crayon, Berenstein Bears, Lilly, and Corduroy with your children; that is heaven, and a chance to hand the keys to heaven on earth to your child.

Emerging literacy, as seen from a childs point of view, makes good sense. So does the conclusion they reached that a strong oral language base facilitates language learning. A strong base will always facilitate upward growth, in my opinion, and a strong speaking and comprehension of a language must facilitate greater language learning; including writing.

Examples of emergent literacy I have seen in children would include our own grocery lists constructed here at home; with pictures and scribbles underneath. Usually on the back of the grocery list is the "map" of all the errands that must be done that day; and we were helped by the third child with Dora the Explorer and her interactive map. First they draw a picture of where we are going, provide an initial sound or scribble underneath and then memorize the path we will take. Then we get to hear them repeat this until all the errands are done; and checked off in their memory. The youngest is the most concrete about this; and is not happy if we deviate from the list or need to add another stop.

In the classroom the temporary spelling is a big one for me; Kindergarten and first grade both use it in story and short answer writing. By first grade they are doing short spelling tests already, but spelling is not part of the rubric for their assignments either in class or outside as homework. Our eldest still uses temporary spelling and relies on her spell check to catch her innacuracies; which I find discomforting at best. The child in the middle has awesome natural talent in the spelling arena and just finds the right letters in place, even when he has not seen that word before. It doesn't seem fair to compare one that really does not need to work at a skill to one that needs to correct nearly 30% of her essay, even in middle school. She just does not remember past getting them right on the spelling test.

Also in the classroom; the rich use of stories and opportunities to go beyond the worksheets has abounded in classrooms I have been a guest in. Pre-reading, story telling, discussion, sharing, cheers for the letters and letter sounds, songs for short stories, pictures in story format, and more. Always more. Making letter shapes with their bodies, hands, paper. Marching to the alphabet song. Letters cut into scrabble blocks used to play games. For each of our kindergarteners it seems that the curiculum gets broader and richer; more inclusive and exciting.

In nearly every classroom undert third grade that I have been a guest in there has existed a separate world of reading that lives under the banner "labels." Over the water fountain, the cupboards, the math games, the book case, each child's place at at table or desk, the teacher's desk and all the belongings there (stapler; tape; pencils) as well as the door, coat racks, windowns, glue sticks and colored paper drawer. Younger grades may have pictues as well, but always tied to the letters and sounds of the descriptive word. Older grades may have instructions on their labels; "One or two paper towels please" or A two second drink if there is someone in line."