ARC Notes
October 7, 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
HES creates readers!
On Target for Reading Practice
ARC Swimming Pool
Steps calendar for this month
ARC Focus of the Month
- Flexible conference schedules should be posted as soon as possible.
- Our goal for this week is for every child to have a power goal by Friday, October 12.
Turn Around Tuesday
Great Idea!
Teach the Teacher
Building up our striving readers...
We are going to shift our thinking about our struggling readers and refer to them as striving readers.
struggle
VERB (USED WITHOUT OBJECT) [STRUG·GLED, STRUG·GLING.]
1.to contend with an adversary or opposing force.
strive
VERB (USED WITHOUT OBJECT) [STROVE, STRIVED, STRIV·EN, STRIVED, STRIV·ING.]
1.to exert oneself vigorously; try hard
The difference for the shift in thinking is clear! We want our students to exert themselves vigorously...not contend with an adversary (reading)!
In her ten years of teaching, Courtney Rejent has had many students pass through her classes who claimed they hated reading, but rather than forcing them to read books they hate or making them fill out reading logs to show they read at home, Rejent has taken to heart an approach to reading that is much more relationship-based.
“Readers, especially struggling readers, often have this mindset that they’ll never be a good reader,” Rejent said. By middle or high school, kids who struggle with reading are acutely aware that they aren’t reading on grade level and often avoid reading because they’ve experienced so little success. Rejent believes that every student comes to her classroom with skills and strengths, but they often don’t recognize them that way. Her first step with a student who states he hates to read is to name what that student is doing positively, as a way to build rapport and help the student see it for himself.
Rejent remembers one student at the beginning of the year who would “find anything else to do besides read.” In her first conference with him she pointed out that when he sat down to read he would find where he left off and then re-read a little bit. The boy mumbled he did that because he couldn’t remember what happened. But Rejent celebrated that reading strategy, acknowledging that all readers do that.
From Four Teaching Moves That Promote A Growth Mindset In All Readers by Katrina Schwartz
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