The Road Report
While you are out......
Building Status
For the week of July 11th;
* Custodial Team is now working on the cafeteria. The 100 Hall, 200 Hall and 300 Hall are complete.
* Building will be open Tuesday 8am - 4pm, Wednesday 8am - 4pm and Thursday 8 am - 4pm. Kathy and Vicki return on Tuesday. Custodians will be in the building on Monday, but I will be at central office.
Daily 5 Dish
Read to Self (Chapter 3)
Launching Read to Self: Starting the first day, discuss with students how we read a book.
* Read and talk about the pictures
* Read the words
* Retell a previously read book
The teacher explains to the students that we Read to Self to become independent, better readers. The teacher also puts together an I-Chart. The I-chart lists what students will do and what the teacher will do:
Students: Read the whole time, Stay in one spot, read quietly, work on stamina, get started right away.
Teacher: work with groups of students, listen to children read, help students with reading
Practicing Read to Self - During the practice phase of Read to Self, the class starts with 3 minutes. After 3 minutes, the teacher checks in with the students by signaling for everyone to come back to the gathering place. Next comes 3 more minutes and another check in. At the end, the lesson is reviewed and the students share what they have learned about Read to Self.
Day 2 and Beyond- Gradually add time to practice Read to Self. It is important to continue modeling expected procedures and behaviors. Modeling gives students words and examples to frame their thinking. The goal is to build up to approximately 30 - 45 minutes of self-sustained independent reading (depending on age). As you can see in the chart below, there is a significant difference in achievement when students have 40 minutes of independent reading.
Boushey, G. & Moser, J. "The Daily 5: Fostering Literacy Independence in the Elementary Grades." 2006.
CAFE - The Seven Elements of Successful Conferences
Step 1: Check the Calendar for Appointments - The calendar is used to make appointments with children that you are keeping your eye on. Not every child will have an appointment. It is typical to schedule 2 or 3 students per day to conference with. If you do not have any appointments, you can look at the Keeping Track form to see who you haven't met with in a while.
Step 2: Prepare for the conference - Before meeting with a student, look through the Pensieve to see what was discussed or done with the student prior to this conference. Pay special attention to what you had the child work on between these conferences.
Step 3: Observe the child and Listen to Reading - Rather than call a student to you, the author suggests you go to the student in order to refrain from interrupting others. Listen to the child reading and take note whether they are using strategies. Make notes of what you observe in your Pensieve.
Step 4: Reinforce and Teach - Tell the child what you have noticed about them as readers. Then you teach by giving an explicit explanation of a strategy and model it for them. In this conference, we are trying to move the student forward. This isn't an assessment, but rather a coaching and teaching moment. Keep the strategies simple and few so that you do not overwhelm the student.
Step 5: Practice the Strategy - After the previous discussion of strategies, we watch the student practice the strategy. This step should be a mix of demonstrating the skill and observing the student practice the skill.
Step 6: Plan - Now the student is ready for independent work. Make sure to note in the child's section of the Pensieve the outcome of this conference. Make an appointment for this child if you feel it is necessary to check back on these strategies within a given time.
Step 7: Encourage - Always take a minute to praise the student for their work. Note their progress and growth.
Boushey, G. & Moser, J "The Cafe Book: Engaging All Students in Daily Literacy Assessment & Instruction." 2009.
Important Dates
July 28 - SBLT/PTO board meets from 9am - 2pm
Aug 1 - First Day of Preplanning (4 days this year)
Aug 3 - Meet the teacher (5pm - 7pm)
Aug 5 - First day of school
As you meet with your team -
* Scope and Sequence (these will need to be turned in at the beginning of the year)
* How will you use your Skills Group Time?
* Lesson Planning and Team Meetings
* Grade level behavior plans
* Title I spending (start making your wish list!)
* What do you need from administration? Instructional coach? Counselor?
* How will you utilize technology?