Reading+Goals


 * Revisiting our goals: 1/12/2014**

1. How do we balance guided reading and independent reading?

__kdg__ found the routine, kids are interested in books emphasis on choice has made a difference using a chart to see comparisons between group and conferring one-on-one

__1st grade__ shopping day--happens during independent reading time keep a reading folder in which they keep books given to them by the teacher not seeing groups as often as they would like

__2nd grade__ balance is difficult, continuing to work, working to sneak minutes in when they can morning time is independent reading time every day

__3rd grade__ hates to pull them away from their choice books for small group work working on carefully planning the small group instruction--allowing for choice within the small groups choice is leading to group formation--interest-based groups the interest is helping all the readers be successful with texts that might be more difficult sticking to topics that are connected to their unit of study

__4th grade__ a good balance between the two finding that helping them get launched into a book when they do not want to take the time

2. With everything we need to do, how do we insure that daily workshop work?

3. We need a PK through grade 4 curriculum map!

4. How do we fit the Toolkit into the workshop model?

5. We need to better level our classroom libraries, and continue to build them: variety of genre, levels, interest.

6. How do we balance our project work and workshop?

__Needs/Wants/Roadblocks from our silent conversation:__

1. How do we balance guided reading and independent reading?

2. With everything we need to do, how do we insure that daily workshop work?

3. We need a PK through grade 4 curriculum map!

4. How do we fit the Toolkit into the workshop model?

5. We need to better level our classroom libraries, and continue to build them: variety of genre, levels, interest.

6. How do we balance our project work and workshop?

__Individual Goals:__ //(Please list them here, along with your name!)//

__Pat__ - As my students become better readers, I try to use more authentic literature as soon as possible. After listening to the ways classroom teachers use the Toolkit, I am trying to use the same vocabulary. I am also trying to be more transparent (metacognitive?) about strategies we use as we move toward better decoding and deeper comprehension.

__Lillie__- My goal is to start each reading workshop with a mini lesson that has a meaningful goal/strategy we will focus on that day ( maybe even week). I want to make sure we come back together at the end of our reading time and we regroup/ revisit our goals. This class meeting should be more student driven and led by their discussions and discoveries. //To think about the structure of what I am doing, and how to piece it together like a workshop, to work on conferring with students in a deliberate way//

Mary Margaret: My goal for reading workshop is to organize our "CHOICE" readers... Our class library is sorted into genres and I my goal is to organize them by levels while still giving the children the opportunity to choose books they are interested in that are on their levels! Our guided readers are all leveled and these are the books the children have been taking home Mon. - Thurs. //helping students choose just-right books/supporting this learning//

__CeCelia__: My goal is to have a meaningful mini-lesson that will move readers along. I do not want to have a lesson for the sake of having a lesson, but I want it to be authentic. I sometimes find it hard to decide what lesson I am going to teach. With that goal in mind, I also want to make sure that I completely understand the difference between Guided Reading and Strategy Reading. //bridge to independence--helping students be more independent, to use strategies taught independently--to use independent reading time as instructional time//

__Marysia__: I have a couple of priority goals for this semester. Firstly, I need to plan out weekly mini lessons appropriate for this time of year, now that the children have practiced simpler strategies during Reading Workshop. Over the years, I have collected a large amount of excellent non-fiction books which are separated into tubs by topic. Unfortunately these books are not leveled and have been mainly used in the past for reference during Writing Workshop. The children choose from these tubs from personal interest and obviously enjoy browsing through the pages. I encourage them to choose a book that is "just right" but now realize the importance of me knowing that a book is the correct instructional level for actual reading to take place. This will be a time consuming goal but worth it in the long run! //developing good minilessons, having a plan for what is being taught, and mapping out that plan, thinking about what we already do and how it fits//

__Clifton and Kaylan: __ Mini Lessons - Teaching with Purpose! We have been discussing how we can use the CARS reading data, DRA data and teacher observations from Toolkit lessons and small groups to better facilitate the instruction of our reading mini lessons. This CARS/DRA data is skill specific and can help us to quickly focus our mini lessons on strategies. We are able to observe the students progress weekly to see what areas need additional practice thus driving our mini lessons. //same goal//

__Meredith__: I want to focus on providing more opportunities for students to read and discuss a choice text together with a partner or group of their choosing (on occasion). I'm already finding how much reading with a friend helps with engagement, even if one partner is not at the same level as another. Recording my observations and keeping records is another goal I am working on! *Added Goal from Reading Belief statements: I need to work on assessing students by conferring in small groups with __intentional conversation.__ This goes with our belief that reading instruction is assessment driven. //to use independent reading time as instructional time, to keep good records of this teaching time, to organize and track conversations with reading groups, and to work on timing//

__Ginny__: In listening to the discussion about finding a balance between the toolkit and reading workshop, I think at the PreK level it is essential that we begin to use more of the common vocabulary. My goal for our classroom would be to use more intentional teaching that speaks to this common vocabulary so that we can build a strong foundation even at the earliest level. I plan on trying to familiarize myself more with the toolkit so I can incorporate some of this lingo into our literacy activities. I also felt that during our most recent Prek book share the students found great value in "reading to a friend" which I know is a workshop goal. I hope to encourage more of this partner reading over the next few weeks as well. It allows our kids to feel they are real authors and emergent readers and writers.

P.S. I love hearing everyone's thoughts and ideas, you are all incredible teachers :)

__Cordie__: My goal is to have my students continue to grow as readers, and most importantly develop a love for reading through choosing just right books and taking ownership of their learning. By providing meaningful mini lessons and building their comprehension skills, I am hopeful that my students are able to make connections and understand that reading is a valuable tool for life long learning.

__Kelsey__: My goal is to try to be better about time management in regards to my mini lessons. At times, it is easy to get long winded and therefore lose time for the student to have independent practice. I want to put more focus on having them be short and sweet. Also along with time management, it is easy to forget about the "closure" part of your lesson. Most of the time we are rushing to put things away and get to specials. I want to be better at stopping early enough so that we have time for the much needed wrap up discussion and share time.

__Christine__: I continue to work on getting my students in the habit of meeting me in the reading corner with their materials without any prompting. Keeping my mini-lessons to 10-15 minutes is getting easier. Right now my students are working on sharing with a partner as a part of our wrap-up time.

__Mary__: We start our mornings off with "Discover Books Time." Students may read any book, with a partner or independently. However, they are not "discovering" as much as they did earlier in the year. My goals are for students to branch out from the leveled tubs and author baskets they are so familiar with … aka Mo Willems (among others), build confidence, find new favorites, and become more at ease with new genres. Last spring, Steph Harvey suggested having children quickly share out or give brief booktalk (different than the share at the end of workshop), thus introducing new books to students. Hopefully, we can do this during morning meetings. I also am realizing I need to get back to 'selling' books during this time as well. Children have started recommending books to peers - physically passing the books off. Hence, time to put up a chart they can add & refer to. (I am going to cycle back to how to choose books for their private reading for adding books to their book tubs.)

__Dana__: I am working on meaningful one-on-one conferences with my students, seizing the opportunity for an "in the moment" target mini-lesson for the child I am conferring with. I am also looking at student choice vs. teacher assigned reading buddies. I notice when children naturally gravitate to each other and immerse themselves in their chosen books, magic happens. But I also know that some students are left out or are ill-matched left to their own devices. It is a dilemma I am still pondering. //planning and executing meaningful reading conferences with students, finding a good system for record keeping//

__Melissa__ **: **//more deliberate and intentional teaching and record-keeping//

<span style="background-color: #ffffff; color: #404040; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 14px;">__Jennifer__: //**mapping out a schedule and routine that works, balancing the social studies content with the reading strategies and skills//