Reading Without Limits Book Study Week 6

Hello everyone.  It is 6 AM here and I got up early in the hopes of getting the post done before leaving out for my 2nd day of Common Core training.  The training is pretty intense and tiring, so I thought I might ought to do this while I have a brain cell or 2 working!! 

I apologize ahead of time--Blogger is doing something wacky with the fonts this morning.  Apparently it is choosing when to change fonts on its own.  Very odd! I think there are 3 or 4 different fonts and spacings on this post!

 So, anyway, here we go to work on the answers for last week and get the new questions for Chapters 10 and 11.

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Here are the answers for Chapters 8 and 9:

Chapter 8

1. What is a pitfall you have faced in your class room. How did you fix it?

My biggest pitfall in my classroom would be managing my schedule.  It is easy to lose time when you get engrossed in a lesson.

2.  Why do you want lessons to be bizarre?

To keep their attention, of course!!!

3.  How do you address pitfalls?

I have classroom meetings each morning to talk about issues that are arising in the classroom.  It gives the kids ownership of the problem and makes them work to solve problems.

Chap 9

1.  Share an 'aha' moment with us. We want to learn from YOU!!

An aha moment:  I can't do everything.  I have tried, and the result is becoming burnt out and run down.  Each year, more is expected of teachers, and while I think we need to do our utmost to teach our kids, there is just no way to incorporate EVERYTHING.  I have learned I have to pick and choose what I teach and how I teach it.

2.  What is the difference between racetrack and halftime conferences?

Halftime conferences is when you are addressing the whole class using a trend you saw the students demonstrate throughout the work time. Racetrack conferences are individual conferences with as many students as possible to see if they understood the lesson.

3.  What is a grow goal? How can you manage them in your classroom?

A grow goal is a goal that is set with a student and is worked on until it is mastered. Identify the goal, help provide support by setting ‘next steps’, take anecdotal records of process, and above all, make the student be accountable!

4.  On pages 238-239, Maddie gives a format for reteaching. Summarize the format.

                                                                                                            

        a. Check in and conference with the student to see what needs to           be worked on.

        b.   Reteach

        c.   Hold the student accountable for the expectations that are set.

        d.   Give affirmation and praise the student for meeting the goal.

        e.   Set a new goal.

Here are the answers for Chapters 10 and 11:

Chapter 10

1.  Did you know that any child can be gifted?  Gifted status is determined by the amount of words a child hears between the year of their birth and age 3.  Knowing that, why is teaching vocabulary important?

2.  What is the difference between these words:  tier 1, tier 2, and tier 3?

3.  What is a morpheme?

4.  Summarize the 4 Week Word Cycle.

5.  What is your 'vocabulary' schedule like?  

Chap 11

1.  What are 'think, pair, shares'?  Why does Maddie recommend using a partner checklist?

2.  Why do teachers recommend using rubrics?

3.  How are discussions supposed to be conducted?  <pgs. 279-285>

I wanted to share an 'aha' moment that my students and I had 2 years ago.  We decided that we needed to create our own 'lesson plan' for guided reading.  To be honest, it is actually more or a record of what they are learning or what they think they need to learn while at the table with me.  Just go to my store to grab the set!  I hope you can use them! 

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