ARC Notes
October 14, 2018
Three Questions Your Students Should Be Able to Answer
2. What is your power goal?
3. How do you practice your power goal?
On Target for IRLA Reading Level
This is where our students should be at this point in the year:
K- 3Y and .10 growth
1st- 1B and 1.10 growth
2nd- 1R and 2.10
3rd- WT and 3.10
4th- BK and 4.10
HES creates readers!
On Target for Reading Practice
ARC Swimming Pool
Steps calendar for this month
ARC Focus of the Week
- Our goal for this week is to have a step make up plan for students who are not reading for an hour a day. Could they read on the bus?
Turn Around Tuesday
Great Idea!
Teach the Teacher
Conferencing Confidently
As we think about our role in helping our students gain reading skills, we need to see ourselves as miners, mirrors, models and mentors.
MINER: To understand what is driving reluctance in each individual, Goldberg says teachers need to step back and observe how the student interacts with reading, what they say about their approaches to reading, and how they feel about it in order to understand what particular strategies will move them forward. This might be one of the hardest and most rewarding parts of teaching reading. Students dislike reading for many reasons and different strategies will work with different kids. A student who can articulate what he tried, what he didn’t understand, and what he needs help with is signaling that he’s willing to lean into the struggle. That’s very different from a student who avoids reading altogether.
MIRROR: This is where teachers can give students growth mindset oriented feedback that calls out the work students put into reading, focusing on the strategies they used and not on the end result. Goldberg says language is very important in this feedback. Even saying something simple like, “I like how you made a prediction,” can indicate satisfaction with an end goal. She suggests thinking about it as a narrative, rather than a label. Describe what the reader did, rather than labeling it. “That way we’re acknowledging the work they put in,” she said.
MODEL: This is when teachers get to show students how to use strategies that may help them improve. It’s the third “teacher move” on (the) list because before teachers can effectively model, they need to have a sense of the individual reader and to have given feedback on the strategies already in use. But, “if students aren't taking time to preview their book ahead of time, just telling them probably isn’t enough,” Goldberg said. She suggests thinking of it like a cooking TV program by showing students why the strategy is useful and when they might choose to use it.
MENTOR: When a student is trying to use a new strategy, she might struggle. That’s when a teacher can do a little coaching, like “try reading it again,” or “what other words do you know that have that part,” to help cue the strategy. Crucially, though, teachers aren’t stepping in to do the work for students. Goldberg says when teachers help too much they rob the student of the “learning high,” that exultant feeling after getting something that didn’t come naturally.
Let's strive to be all of these when we interact with our students.
Read more of this great article by clicking on the link below!
What can I do for you?
- Modeling
- Side-by-side coaching
- Coaching and modeling of using the IRLA
- Round up resources
- Assist with differentiating lessons or materials
- Cover your class so that you can observe a colleague's class
- Cooperatively plan a lesson or series of lessons that meet best practices
- Serve as another pair of hands for a lesson
- Offer strategies for classroom management
- Help you connect with other teachers in the district
- Lend an open ear for a topic of your choice
- Reflect on student learning in your classroom through conversation and observation
- Work collaboratively to bounce ideas off one another to address a concern
- Evaluate new students to guide instruction
Hardy Elementary School
Email: lhenk@iwcs.k12.va.us
Website: http://hes.iwcs.k12.va.us/
Location: 9311 Hardy Circle, Smithfield, VA, United States
Phone: 757-357-3204
Facebook: https://www.facebook.com/Hardy-Elementary-School-205065852892284/
Twitter: @Mrs_Henk