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.