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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If you haven't purchased the book you can find it at Amazon!  Just click on the link below and you can go straight to the book to purchase it.

Just click here to purchase!

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! 

 Just click here to jet on over to download them for free!

Here is a button for you to use on your blog if you would like to incorporate your thoughts into a post:

Reading Without Limits Book Study: Week 5

Happy Wednesday, everyone!!

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If you haven't purchased the book you can find it at Amazon!  Just click on the link below and you can go straight to the book to purchase it.

Just click here to purchase!

Here are the answers for Chapter 7:

1.  What is one of your 'most relied upon routines?

My most relied upon routine is counting down from 10 to 1.  When I do that, my students know that I mean business and that they better be in their seats by the time I reach number 1.  I have 2 other routines that I use and they just so happen to be freebies!  Just click on their picture to download.

The first freebie is a set of desk citations I use to warn my clutterbugs that there desks, cubbies, or other areas need to be cleaned up.  You can tell that this is one of the first products I made for Teachers Pay Teachers.  I've come a long way, baby!!

The second freebie is a set of behavior punch cards that I use with my whole class.  It is sort of a 'caught being good' reward system with those with all of the bees punched out by the end of the week earning a trip to the treasure box.  Everybody needs some form of a paycheck, right?

2.  What is a muscle memory routine?

It is a routine of some sort of action that imprints on the brain. The action of DOING it or SAYING it reinforces the behavior that we want.

3.  Explain figure 7.1 on page 186.

Maddie recommends that we repeatedly expose our kids to behaviors or routines that we want by defining accepted behaviors and unacceptable behaviors.  Role playing is perfect for this!  She also recommends that we incorporate something 'bizarre' (for example, acting in a manner not expected) to help students remember what is expected.  I do this in my classroom by wearing wacky 'reading hats' when I am teaching guided reading.  Why my hat is on, I am NOT to be disturbed unless a student has one of the 4 B's:  Blood, Bruising, Barfing, or Broken.  I have an assortment of hats which range from a tiara that lights up to a sombrero and I even have a frog hat!!  

4.  How can you incorporate "hot or not" in your classroom?

I love the example of how to treat books and creating an anchor chart about this.  I can see expanding the idea to apply it to grammar skills such as, "Is this a noun?  Hot or Not".  I think it would be a lot of fun!

5.  Read through the routines on pages 192 to 205.  Choose a routine you can use and summarize it!

Summaries will vary!!

Here are the questions for Chapters 8 and 9:

Chapter 8

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

2.  Why do you want lessons to be bizarre?

3.  How do you address pitfalls?

Chap 9

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

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

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

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

Here is a button for you to use on your blog if you would like to incorporate your thoughts into a post:

Book Study: Reading Without Limits Week 5

Hi, everyone!  Thanks for stopping by to participate in this GREAT book study again!  Are you ready for Chapters 7??  

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If you haven't purchased the book you can find it at Amazon!  Just click on the link below and you can go straight to the book to purchase it.

Just click here to purchase!

Here are the answers for Chapter 5:

1.  Why should a teacher follow the same procedures every time a group meets?

It allows students to memorize procedures and saves time.  It also allows students to access their schema about subjects or topics.

2.  Why do students need to read out loud?

Students need to read aloud in order to practices pronunciation of words, practices 4 fluency, and in order to practices speaking in front of others.

3.  Pages 147-152 have the procedures for a guided reading group. List them in theorder they are prescribed.

See pages 147-152 for the order.

4.  What does Maddie recommend on pg 155 as far as grouping?

Group students homogeneously and teach one grade level up.

5.  Look at table 5.1. Pick out your grade level and summarize what needs to be

taught.

(This will vary by grade level)

Chap 6

6.  What kind of seating is important for your classroom?

Students should have comfortable reading spots that lets them read without distraction.  Desks arranged in partners also helps students when buddy reading.  

7.  What does Maddie mean when she says, ‘Make college visible’?

She means that it is important that students realize that college is important and and expectation.  Teachers should talk about their experience with college and talk about classes that must be taken in order to get to college.

8.  How is your classroom set up?

Answers will vary!  

9.  What does it mean to ‘market’ your books?

Use book talks and pretty displays in order to make students WANT THOSE BOOKS!!

Somehow when making our chart for the chapter/week I messed up and listed Chapter 4 twice.....could it be because of the hoodlum munchkins that run around my house and ask a zillion questions as soon as mama pulls out the computer?  Well anyway....this is a holiday week so we can just focus on Chapter 7 this week.  Here are the questions for Chapter 7:

1.  What is one of your 'most relied upon routines?

2.  What is a muscle memory routine?

3.  Explain figure 7.1 on page 186.

4.  How can you incorporate "hot or not" in your classroom?

5.  Read through the routines on pages 192 to 205.  Choose a routine you can use and summarize it!

6.  If you will be conducting this book study with your staff (and I encourage this!) check out the webinar on the book's website and use it to teach muscle memory routines!

Recommended Books by Maddie (just click on the book to go to Amazon and look at it):

Here is a button for you to use on your blog if you would like to incorporate your thoughts into a post:

Reading Without Limits Book Study--Week 4

Hi friends!  We are now on week 4 so we will be going over Chapters 3 and 4 and looking at questions for Chapters 5 and 6!! Sorry that this post is going out so late, I plan to post these on Wednesday and tonight, it is getting posted around 11:30 EST.  I got it on here by the hair of my chinny chin chin!  Please let me know what your thoughts are about the book by answering in the comment area. Last week there were only 2 comments.  =(  <sniff, sniff>

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If you haven't purchased the book you can still find it at Amazon!  Just click on the link below and you can go straight to the book to purchase it.  This book has made on to my list of favorite professional reads!!  And, it is pretty close to the number 1 spot and very well may be number 1 by the end of the summer!!

Just click here to purchase!

And now....here are some answers for Chapters 3 and 4.

1.  What makes an expert reader an expert?

Practice because practice makes perfect!

2.  What does stamina look like?

Stamina 'looks like' students doing what is expected of them for longer periods of time each time the behavior is practiced.

3.  What is a break book?

A 'break book' is a book that a student might read that may be on a lower level or on a topic that is not being studied at the moment.

4.  Why is choice so important in independent reading?

Choice puts the student 'in charge' and validates their learning.  <Jenn here:  There  are different ways to create 'episodes' of choice in your classroom.  There is 'controlled choice' where the student chooses out of a bucket filled with appropriate levels and then there is 'free choice' where the students are free to look through the classroom library. I suggest 'controlled choice' at the beginning of the year and scaffolding and modeling how to make good reading choices as the year goes on.>

5.  What does it mean to read in a state of flow?

Reading in a ‘state of flow’ means that the students are so engrossed in reading that they don’t realize how long they have read and do not want to stop!  I call this ‘high stamina’!

6.  What are book series that you recommend for the classroom and what grade level?

I teach 2^nd grade so I would recommend the Magic Tree House books, Flat Stanley, and Junie B. Jones.

7.  If you were going to create a 'play list', what books would be in it?

For me:  Amelia Bedelia, books by Kevin Henkes and Tomie de Paola, and fairy tales!

8.  Why does Maddie suggest that you have a partner book library?  How is it     organized?

A partner book library has books organized so that multiple copies are bundled and easy for students to grab and go buddy read together!

9.  How would you use/organize a read-a-thon in your classroom?

At the end of the school year when I was trying to get all of my running records done and end of the year testing completed, I had a read-a-thon in my classroom.  I challenged students to read a book, write a 2 sentence summary, and then move on to the next book.  I even had a prize for the student that read the most books and had really good summaries!

10.  What is a book talk?  How can a book talk be used in a classroom?

A book talk can be used to promote a book that others might want to read.  It is often used by librarians or classroom teachers to get students excited about a book.  I often read a snippet of the first chapter or the book jacket to motivate students.

11.  What would a recommendation basket do in your classroom?  How would you set one up?

A recommendation basket would bring lots of excitement to my kids.  They always want to read what I am reading or what I pull out to wow them with next!  I would probably set up a basket with my favorites from up above.

By the way have you seen the book hospitals?  These are great also!

12.  Explain this:  I do.  We do.  You do.

See this link!  It is an excellent explanation!!

13.  What are 'double entry journals' and what are their purpose?

Here is a template for a double entry journal and it even has an explanation!  Go grab this freebie!

14.  What can you learn from the table on pg 105?

I learned how to use symbols to help students link their thinking to reading skills.  Can you imagine having a poster like this?  It would make a great anchor chart!

Chapter 4

15.  How often/how long should shared reading be scheduled in the classroom?  What does it look like/sound like/include?

Maddie recommends scheduling 4 blocks of shared reading each week.  Each block should last at least 30 minutes.  Shared reading can be used to spiral skills that have previously been talked, model new strategies, and plug on ahead with ‘think alouds’.   Don’t forget Close reading!  This information can be found on pages 118-130.

16.  What is 'accountible talk'?

Accountable talk is discussions between the class or partners and often involve using sentence starters.

Jenn here—We often prod student thinking by giving ‘private think time’ after giving a sentence starter so that students have time to gather their thoughts and can be direct with their conversation.

17.  What is assigned reading? Why should we assign reading? At what grade  should assigned reading begin?

Assigned reading is when the teacher says, “Read pages ______. You will need to be done by ______.  Let’s get started!”  Maddie says that assigned reading should be used in the classroom because helps students prepare for deadlines in the real world.  I know that 2^nd graders aren’t ready for assigned reading, as their reading levels differ so greatly.  However, if used in a group by group basis and not in whole group, it might just work!

18.  Steps to Say Something pg 139--paraphrase this!

Students must decide which partner will speak.  Students choose from a list of skills that are used to discuss what was read.  If the students can’t answer any questions or discuss the book, then they reread.

Now, here are the questions for Chapter 5 and Chapter 6!!

Chap 5

1.  Why should a teacher follow the same procedures every time a group meets?

2.  Why do students need to read out loud?

3.  Pages 147-152 have the procedures for a guided reading group. List them in the

order they are prescribed.

4.  What does Maddie recommend on pg 155 as far as grouping?

5.  Look at table 5.1. Pick out your grade level and summarize what needs to be

taught.

Chap 6

6.  What kind of seating is important for your classroom?

7.  What does Maddie mean when she says, ‘Make college visible’?

8.  How is your classroom set up?

9.  What does it mean to ‘market’ your books?

Here are guided reading sheets that I use with my groups.  Just click here!

Here is a list of books that Maddie recommends for these chapters.  Just click on the pic of the book to go to Amazon and read about it!

Here is a button for you to use on your blog if you would like to incorporate your thoughts into a post:

Remember we have this WONDERFUL BLOG that we can  explore.  You can get lost in it and best of all.....it goes with the book!  Also, here is the website for the book and the Facebook page that goes with it, too!

Reading Without Limits Book Study--Week 3

Hi friends!  We are now on week 3 so we will be going over Chapters 3 and 4!! Sorry that this post is going out so late, but I am part of some professional development this week that is taking EVERY brain cell in my brain!!  I am TUCKERED OUT!  Lucy Calkins, bless her, is challenging me this week as we do some backwards planning.  Whew!  Let's get going!  

Feel Free to Pin This!

If you haven't purchased the book you can still find it at Amazon!  Just click on the link below and you can go straight to the book to purchase it.  This book has made on to my list of favorite professional reads!!  And, it is pretty close to the number 1 spot and very well may be number 1 by the end of the summer!!

Just click here to purchase!

QUESTIONS TO PONDER:

Here are some questions to think about and to respond to in the comments section later on.  I SO appreciate those of you that left comments!  It makes me feel validated <and I don't look so crazy since I DID change the name of the blog to Charts N Chit Chat!!>.

No one took me up on my mild, medium, and spicy anchor chart offer, so I'll be working on one of those soon to share!  

Here are the questions from last week and some answers for them!

1.  How would you define the "Zone of Proximal Development"?

Here is a video about the zone of proximal development.  Basically, guided reading should be done within this 'zone'....it is the area in which you can get the most bang for your buck, or the most progress with your students WHILE you are helping them.  When you see a child that is not working, often this child is in his/her frustration zone.

2.  Have you ever given a running record?  What is your experience with them?  

I can tell you that my experience has been DEEP and WIDE <ever hear that song??> and I've presented professional developments on them several times.  The hardest part <and the most often forgotten> is going back after you are done with the student to code the errors and make a list of issues that need to become mini-lessons for the little trooper that just read to you.  I had a conversation about this just yesterday with a co-worker of mine <we are both attending some training on the new Lucy Calkins writing units>.

3.  What is the difference between a self-correction and a miscue?

A miscue is an error while a self-correction means that the student made an error, self-monitored, and then fixed it.  Self-corrections are GOOD!  Miscues are BAD!!

4.  Why are tiered questions and retellings so important?

We all know that retellings are good because they are a measure of comprehension.  Tiered questions are very important because they allow you get so much more information from the student.

5.  Using the table on page 34, what correlations do you see?

The table shows that the higher the word accuracy is, the higher the comprehension is.  Teaching vocabulary, word chunking, sight words, and all those other things that we teach in phonics/phonemic awareness pays off in the end!

6.  What is a QRI-5 and how can it be used as a group inventory?

A loyal reader and blog friend, Tasha from A Tender Teacher for Special Needs answered that question for us on her very own blog!  Click here to go see what she has to say about this!  <And then come right back!!!>

7.  What is the difference in the type of texts that are used for choice reading, guided reading, and shared reading?  Where might we put Independent reading?  

Choice Reading--96% word accuracy and 90% comprehension

Guided Reading--76-90% comprehension; Other sources say 85%-90%

Shared Reading--76%-90% comprehension range.  This is Jenn talking here:  Typically shared reading can be used to teach many different skills at one time.  In the elementary grades, shared reading can be used for seminars, phonics work, to dip in and out of other subjects and make connections, comprehension, etc.  The uses are endless!!!

Independent Reading--HA!  Tricked you!  This is the same thing as Choice Reading!!

8.  Read page 43.  Here is that Mild, Medium, and Spicy thing again!!!  

I just LOVE this!  Can't you imagine relating this to independent reading?  A medium spicy book would be about right.  The mild book would be too easy, and that spicy book....well....it might be neat to 'read the pictures' but it would never make it during a 5 finger check!

Chapter 2--Teaching Students to Understand What They Read

9.  Pg. 52:  Who is James Lee and what did he figure out?

I think I have the wrong page number for ole Jimmy, so I will try to get back to you on this!  Oops!  

10.  What is strategic reading and why is it important?  How does it work?  What does it look like?  

Strategic reading is reading while using strategies.  For example, chunking words in a strategy that students use to clarify words they come across.  When a student uses a strategy when reading independently, you can say that this student is using strategic reading.  The strategy helps the student gain for fluency and accuracy and in the end, reading comprehension and reading levels will improve!

Go to vimeo.com and sign up!  Use the password readingwithoutlimits to access videos that coincide with the book. Take a look at this video!

11.  What does a dependent reader look like/sound like/work like?  <In the comment section tell us about a dependent reader you had and what you did to help him/her>

A dependent reader may stop every few words and look at you with puppy dog eyes and plea for you to tell him/her what the word is that he or she is stuck on.  This summer, my dependent reader is my son.  It isn't that he CAN'T read it....he just doesn't want to take the time to figure it out on his own.

12.  What is paraphrasing?  How does it work?

Paraphrasing is telling yourself what is happening in your head.  In order to do that, you must be thinking ahead of the action in the story.

13.  Page 57:  What is the gradual release of responsibility?  What would it look like in your classroom?

I love this theory of education!  I wrote a whole thesis on this!  It looks like this:  modeling <you show how a skill is used>--sharing <you act as a coach and get the students to use the skill with you>----look for the skill in a guided group---look for the skill to be used independently

14.  What does it mean to 'check for understanding'?

Stop every so often and see if students understand what is being taught...are students 'digesting' what was modeled. 

15.  What are some strategies that can be used to move passive learners into becoming direct learners?

Any of the strategies presented in the chapter are fine!

16.  Just for fun--what is a rotten tomato???

http://www.rottentomatoes.com/

17.  What is a good think aloud made of?  How do you choose a think aloud?  

pg 55 "I share one think-aloud, then in a read-aloud/think-aloud continue doing the same process three times.  The purpose of this think-aloud is to model paraphrasing and figure it out by asking questions."  Continue reading on to pg 56!!

18.  Highlight, tag, dog-ear, paper clip <or sumpin'> pages 68-78.  How can you go wrong with these pages???  These are the BEST PAGES EVER!!!

And now....we are ready for Chapters 3 and 4!!

1.  What makes an expert reader an expert?

2.  What does stamina look like?

3.  What is a break book?

4.  Why is choice so important in independent reading?

5.  What does it mean to read in a state of flow?

6.  What are book series that you recommend for the classroom and what grade level?

7.  If you were going to create a 'play list', what books would be in it?

8.  Why does Maddie suggest that you have a partner book library?  How is it     organized?

9.  How would you use/organize a read-a-thon in your classroom?

10.  What is a book talk?  How can a book talk be used in a classroom?

11.  What would a recommendation basket do in      your classroom?  How would you set one up?

12.  Explain this:  I do.  We do.  You do.

13.  What are 'double entry journals' and what are their purpose?

14.  What can you learn from the table on pg 105?

Chapter 4

15.  How often/how long should shared reading be scheduled in the classroom?  What does it look like/sound like/include?

16.  What is 'accountible talk'?

17.  What is assigned reading? Why should we assign reading? At what grade       should assigned reading begin?

18.  Steps to Say Something pg 139--paraphrase this!

Challenge:

A.  Create a Goal Sheet for the amount of books read.  If you would like to      create one to share, I'll be glad to post it.  Just email it to me!

B.  Create a book calendar.  <refer to pg. 86>  If you would like to create one to share, I'll be glad to post it.  Just email it to me!

Resources:

Our friend Tasha also created a form for us to use which will help us communicate with parents!  I am SOOO excited about this!!  Click here to go pick it up!

The following books <just click on the pics and go to Amazon to read more> were mentioned and recommended by Maddie:

Here is a button for you to use on your blog if you would like to incorporate your thoughts into a post:

Remember we have this WONDERFUL BLOG that we can  explore.  You can get lost in it and best of all.....it goes with the book!  Also, here is the website for the book and the Facebook page that goes with it, too!