Stop and think, then jot

This idea comes from Danielle Mahoney. I've created a document to help students remember the "reading stems" (Angela Bunyi), and will use this system of post-it notes. The point is to take time out and practice thinking about reading to boost comprehension. 

Now, I am a big supporter of simply enjoying books for what they are, but I also think there is a time and a place for this purposeful reading-and when these skills do not come naturally I need to incorporate them into the classroom. 


Students will use post-it notes as they read at a guided reading center. The different "stems" (questioning, connections, inferring, determining importance etc.) will be introduced or reviewed as a whole class, and then practiced independently or in small groups. Students will record their thoughts and refer to the corresponding stem symbols on their post-it. On the post-it I will also expect them to write down the page number they were thinking the specific thought! :-)These skills will be then assessed with a Reader's notebook. Students will write a Reader's response letter to me about what they are reading weekly. In turn, I will meet weekly with each student in a conference setting to read their letters and talk about their writing. We will work one on one to create strong habits. I will share strong student work with the class.


Students will also keep a reading log. They will keep track of which book they are reading and include the genre. Parents will need to sign that nightly reading is completed. I am still undecided about doing whole class novels. I may allow students to vote on books of interest and do 1 every other quarter. Otherwise, it will be small group guided reading of leveled readers, the basal, novels, or independent reading. 


I've also been thinking about how all these ideas will realistically be incorporated into the time frame I have. 


I'd like to: 

-Greet students with a come in song and H (handshake, high-five, or hug) as they come in at 10:20. Last year I found myself feeling rightfully guilty for being busy setting things up or checking email or distractedly saying hello as students filed into my room.

-Allow students to get a drink and use the restroom, juggle, bounce on tramp until the end of the song.

-Teach a skill-whole class 15-20 minutes 10:25-10:45

-Spelling center/Wordly Wise center (this would be interchanged weekly)
- Independent  4 students for 20 minutes with tests and homework due on Wednesdays 10:50-11:10

-Reading center- 3 students and paraprofessional 20 minutes 11:10-11:30

-Conference center- Miss Zierke and 1 student pulled from spelling center (student must do Reader’s response letter the day before at one of the centers) 20 minutes 

On the days that I am not conferencing I will switch with the paraprofessional to hear the students read more. She will then guide the Spelling and Wordly Wise centers. This is a lot to do, but I think that it is possible. I also think it will be a much more productive use of my time. I'd like to do poetry folders too for fluency, so I imagine most days will have either only one center, or little/no whole class instruction. 

I've also finished one of my signs to go outside my door! How exciting!

P.S. If you're looking for a new giveaway to enter and are a part of TpT (Teachers Pay Teachers) read Miss B, Busy Bee. :-)