B.E.S.T Conference!

The B.E.S.T Conference turned out to be so much fun and well worth all the effort and time put into having a great presentation for our peers. I'm happy I decided to take on the task of creating an engaging and informative presentation to inform future teachers about close reading and text dependent questions. I even got to collaborate with my teaching bestie for this presentation!

Here are some pictures from the conference! Thanks Casey : ) (our photographer)

Below is a picture of Macey's blog, which had an outline of our presentation. We used our blogs as a way to present our information. Everyone who attended was encouraged to bring along their own technology to the presentation so they could follow along. It's the same information that is on my previous blog post about close reading. 

During our presentation we used two anchor charts that were prepared before the conference. Both of these anchor charts could be used in an actual classroom with students. We wanted everyone who came to get ideas that they could take with them into their future classrooms. I do however, recommend making the anchor charts together as a class. It's a great way to keep the students engaged and they will feel some ownership in their learning. 

One anchor chart was used with our close reading Oreo activity and the other was used to understand what the different readings involve/look like in close reading.  Below I have where we found both the Oreo activity and the Dig Deeper with Close Reading anchor chart.

Close Reading Oreos

Dig Deeper anchor chart- from Comprehension Connections

Each group around the room had a packet and caddy on their table. In the packet were graphic organizers that they could use during the presentation, along with a few other supplements to help  guide their understanding of close reading. I got the awesome little whiteboards with handles on them from the Dollar Tree and they worked perfect! After we explained and gave an example of what each question would look like on the different days, we had the group members work together to formulate their own questions. When they were finished they would hold these up and we would go around the room sharing their questions. It worked really well for checking their understanding. 

The last picture shown above was the closing to our presentation. We used linoit to ask the class "What Stuck With You?"

 All the presenters at the B.E.S.T Conference

I loved how I had the opportunity to share in depth information on close reading that I got as a  reading minor. I can't wait to continue my learning! Hopefully another opportunity like this will come again : )  

Close Reading with Text Dependent Questions

Close Reading with Text Dependent Questions 

B.E.S.T Conference Presentation

By: Macey Lindberg and Meghan Fetting

What is Close Reading?

Close reading is an instructional method where students critically examine a text. Close reading of a text involves an investigation of a short piece of text with multiple readings, over multiple lessons through text based questions and discussion. During this time the students are guided to deeply analyze various aspects of the text. Having the students go back into the text multiple times will prepare them for the inevitable future of standardized tests and builds deeper comprehension. We dig deeper into the text by using  text dependent questions that allows readers to think within the text, about the text, and beyond the text (Fisher and Frey, 2010).

What are the components to close reading?

There are five salient features that are necessary in order for students to be able learn to participate in close reading.

*    Choose short and complex passages -  Texts that are chosen for close reading should range from multiple paragraphs to multiple pages.  The complexity of the text also needs to withstand multiple readings that will challenge the readers to think critically. 

*    Multiple Readings -  Students reread a text for different purposes. This includes answering different text dependent questions, finding evidence for inferences and conclusions, or for discussion purposes. Allowing students to reread a text improves fluency and comprehension. 

*    Annotation – Annotating the text will look different depending upon the grade level. Students in grade K – 2, may or may not write directly on the text depending on the text difficulty. Students in grades 3 – 5, should write directly on the texts that they are reading. Sometimes readers number the paragraphs in a passage to indicate a sequence of points stated by the author. It’s also important to write in the margins to record questions and answers throughout the passage. 

   

*     Collaborative conversations regarding the text -  Collaborative conversations should occur AFTER reading the text independently. Students need to be interacting with others that facilitates each others understanding of the text.

*    Text Dependent Questions – Text dependent questions require students to provide evidence from the text as part of their responses. Text dependent questions serve as a scaffold for students and different levels of text dependent questions should be given depending on the day. 

(Fisher and Frey, 2010)

Day 1 Questions

These questions should be from within the text. Day 1 questions should include general understanding, main idea, retelling, and overview questions. 

Day 2 Questions: 

These questions should be about the text. Day 2 questions should include vocabulary, text structure, and authors purpose. 

Day 3 Questions: 

These questions should be beyond the text. Day 3 questions should be inferential, and evaluative.

Apps to Support Close Reading with Technology 

Apps	App Description
Paperport Notes	Paperport Notes allows the students to use various tools such asstickie notes, highlighting, add multiple pages from a book to annotate. Multiple note sets can also be saved at one time if only one iPad is in the classroom.
Skitch	Skitch is a perfect app to use for annotating a text. Skitch allows an image to be uploaded and then annotating marks can be added such as stars, arrows, exclamation points, and hearts.
GlowNote	GlowNote is another great app for annotating a text. Students can search for the key details, take a picture of the text, and then can write, underline, or circle their evidence. Finished products can be emailed to the teacher then as a form of  assessment.
ThingLink	ThingLink is a wonderful app that is great to use with  a nonfiction passage. Students can find videos, or photos online and link the images to the passage.
Sticky	Sticky can be used during close reading by taking a picture of a passage, Then, the image can be uploaded and then sticky notes can be added throughout the passage. This would be great for students to use to make inferences, predictions, and connections such as text to self, text to world, and text to text.

Lino it Exit Slip 

Resource:

Word Study Instruction

“The goal of effective spelling instruction is to create fluent writers, not perfect scores on spelling tests” (Rosencrans, 1998).

Learning to spell words should be more than just memorization. Students should learn to dig deeper into words to understand their multiple layers and these words should correlate with their word knowledge, building off of what they already know.

 “Word Study is an approach to spelling instruction that moves away from a focus on memorization. The approach reflects what researchers have discovered about the alphabetic, pattern, and meaning layers of English orthography. Teachers use a variety of hands on activities often called word work, to help students actively explore these layers of information “ (Williams, Phillips-Birdsong, Hufnagel, Hungler, Lundstrom, 570).

When using the word study approach with spelling instruction students learn more than just the words. The words becomes more than just letters. Below are tips teachers can use to guide the word study instruction in the classroom.

Tips for Implementing Word Study:

(From the article Word Study Instruction in the K2 Classroom by: Cheri Williams, with Colleen Phillips-Birdsong,
Krissy Hufnagel, Diane Hungler, and Ruth P. Lundstrom)

Tip 1: Assess Students’ Word Knowledge Using Multiple Assessment Tools- You must determine what your students know about the alphabetic, pattern, and meaning layers of the orthography.

Tip 2: Use a Homogeneous Small- Group Approach to Instruction- In order to meet students instructional needs there should be small group lessons. One approach to the small group instruction is to teach word study within context and another approach is to separate word study lessons for each developmental spelling level.

Tip 3: Carve Out Time to Prepare 
for Word Study Instruction- Teachers need to invest time in preparing word work lessons and activities in order for the word study to be successful. 

Tip 4: Teach Word 
Knowledge, Not Just Words- In a word study program students learn about words.

Tip 5: Demonstrate How
 Word Study Can Be Used During Reading and Writing- Apply the word study to authentic reading and writing events.  

Tip 6: Teach Strategies That Support Students’ Use of Word Study Instruction- Use explicit strategy instruction with the students.

Tip 7: Make Your Word Wall Work- This will be a display of words that the students can use as a resource when exploring the words.

Tip 8: “Word Work”
Should Work, Too!- Allow them to explore the different features of words through hands on games and activities.

Tip 9: Engage Students in Extensive “Real” Reading and Writing- See how they apply what they are learning about words in their own writing.

Word study teaches students how to use word knowledge strategically to support their spelling attempts during writing activities and to help them decode unfamiliar words while reading (Bear, Templeton 1998). It’s knowledge that students can apply, as they are reading and writing.

Are we seeing more of this type of approach being used to teach spelling in classrooms today, or is it still a memorization of words that are only really being used for spelling tests?

Resources:
Williams, C., Phillips-Birdsong, C., Hufnagel, K., Hungler, D., & Lundstrom, R. P. (2009). Word Study Instruction in the K-2 Classroom. The Reading Teacher, (7). 570

Newlands, M. (2011). Intentional Spelling: Seven Steps to Eliminate Guessing. The Reading Teacher, (7). 531.


Miss Carter on miss carters blog has some great anchor charts to use with students when learning to spell words. Here is one that I found, which seems like it would work well in the classroom!

And here is a Word Work freebie from Krista Wallden on teacherspayteachers.com

 

Technology in the Classroom for Literacy Instruction

We all know that we are at a time where technology is extremely important and used in so many different ways throughout a persons day to day life. Because of this the IRA(2009) (International Reading Association) had a position statement saying:

"To become fully literate in today's world, students must become proficient in the new literacies of 21st-century technologies. IRA believes that literacy educators have a responsibility to integrate information and communication technologies into the curriculum, to prepare students for the futures they deserve."

In the classroom there are a number of ways in which a teacher can incorporate technology. We see this being done with the use of computers, smartboards, iPads, cameras etc, in small group and whole group or even when students are working independently. For literacy this maybe means having students use the technology devices to complete pre reading activities or things such as reading responses. But as teachers how do we know when the technology is fostering successful reading practices?

Digital text vs printed texts requires new modes of reading and writing. "Digital texts requires different skills, strategies and dispositions, collectively referred to as new literacies to read and navigate them (Hutchinson, Beschorner, Crawford, 16 )." As teachers begin to integrate these new technology enhancements into their curriculum, it will give students the opportunities to learn the new literacies and support differentiation among the students. It can also support individual readers' text comprehension and engage struggling readers (Leu and Reinking). A question I saw in the article asked, How does the use of an iPad, or similar tablet, as a response tool encourage differentiated instruction? What unique benefits does this have for students? I want to see what you have to say about this question.

I read an article called A Planning Cycle For Integrating Digital Technology Into Literacy Instruction by Hutchison and Woodwind, that describes a guide to help teachers to integrate digital technology into literacy instruction in meaningful ways that are consistent with the Common Core State Standards (Hutchison and Woodwind, 455). The Planning cycle for integrating the technology was based off of Harris and Hofer's (2009) suggestions about the instructional decisions that teachers can make to plan a learning event that involves technology. You have to determine the learning goals while using pedagogical decisions (Who will technology teach the children the goal?).

The Technology Integration Planning Cycle for literacy and Language Arts

(Source: A Planning Cycle For Integrating Digital Technology Into Literacy Instruction by Amy Hutchison and Lindsay Woodward)

The 7 Crucial Elements that Influence Teachers' Instructional Planning Involving Digital Technology

1. Ability to identify a clear instructional goal: This should be stated and tied to overall course goals, grade-level goals, and state and national standards.

2. Ability to identify an appropriate instructional approach for the instructional goal

3. Ability to select appropriate digital or nondigital tools to support instruction

4. Ability to foresee how the selected tool can contribute to the instructional goal

5. Ability to identify the potential constraints of using the tool to determine whether they can be overcome

6. Ability to understand how the instruction will need to be delivered or altered due to the use of the selected tool

7. Ability to reflect on the resulting instruction and make changes/ learn more about the instructional tool as needed. 

Remember you want the learning experience to meet the goal and in this case the literacy goal!

Sources:
Hutchison, A., Beschorner, B., & Schmidt-Crawford, D. (2012). Exploring the Use of the iPad for Literacy Learning. Reading Teacher, 66(1), 15-23.

Hutchison, A., & Woodward, L. (2014). A Planning Cycle for Integrating Digital Technology Into Literacy Instruction. Reading Teacher, 67(6), 455-464. doi:10.1002/trtr.1225

Check out Simply Second's blog for the top 10 literacy apps to use in your classroom!

I think the fluency app is a genius idea!!! Click the photo below to find out more : )

Implementing the Daily 5

What is the Daily 5?

The daily 5 is a system set up to give children the opportunity to work around the room in centers while the teacher meets with small groups or one-on-one with children on differentiated instruction. the centers and small group meetings occur after 7- 10 minute whole group lessons.

The 10 Steps to Teaching and Learning Independence:

1. Identify what is to be Taught

2. Set a Purpose and Create a Sense of Urgency- Why are we doing this?

3. Record Desired Behaviors on an I-Chart- This is Crucial for student success. These I-charts  are where desired behaviors are recorded in front of the students and briefly explained. They are written as what we WANT the students doing and not what they SHOULDN'T be doing. Young children are still trying to build stamina so these are not all added to the chart on the first day.

Here are sample I-charts from tunstalltimes.blogspot.com

4. Model Most-Desirable Behaviors- Taking the desired behaviors from the I-chart and presenting them physically. Choose one or a few students to model these behaviors. Once you have gone through and modeled the behaviors follow up with a question like: "If _____________ continues to follow these behaviors will they become a better reader or writer? 

5. Model Least-Desirable Behaviors, Then Most-Desirable Behaviors Again-Communicating expectations with a correct/incorrect/correct interaction model. Now have students model the behaviors in the incorrect way. This allows students to see and feel the expectations rather than just hear. Explain to the students that these off task behaviors will not help them to become better readers and then have them explain which behaviors will again.

6.  Place Students Around the Room- Have the students practice these behaviors around the classroom. This step teaches children to choose spots respectfully and independently.

7. Practice and Build Stamina- The first practice session should only last about 3 minutes because you are allowing students to build stamina.  This could be an even shorter amount of time with younger children and we have to remember each class is going to be different when it comes to building stamina. As you go on through the weeks their stamina will build and sessions will become longer. 

8. Stay Out of the Way- Teachers should stay out of the way during practice. If you go around the room praising the students constantly they will rely on this reinforcement to keep them on task and independent. Instead sit back and wait for the signs of  student's stamina ending. After the launching period of the daily 5, teachers will begin to work with those small groups. 

9. Use a Quiet Signal to Bring Students Back to the Gathering Place- As soon as we notice that a child has exhausted their stamina we bring the class back together as a group. We want them to begin to respond quickly to the signal and to know exactly what to do when they hear it. 

10. Conduct a Group Check-In: "How did it go?"- This is time to reflect on personal success and the behaviors. Create goals for the students based on their reflections. 

What Do You Need to Begin the Daily 5?

• Chimes or some kind of quiet signal
• Chart rack or interactive whiteboard: The I-Charts- Have I-charts as a permanent part of the classroom
• Tools (not toys)- These supplies will help students to build stamina. It can serve as extra support for the "barometer" students.
• Book Boxes- It should contain 3-8 good fit books. You could have students fill up their own book boxes as an activity for teaching students how to choose good fit books. These book boxes could also be used to differentiate the centers around the room. For example for the word work each student could have a set of word cards in their box that they are to work on at the word work center. 
• A Gathering Place and Focus Lessons
• A Classroom Design: Set up spots around the room that will be comfortable and enjoyable for the children to read or write at.

The Centers/Stations of the Daily 5

The amount of time for each station depends on the student's stamina and literacy block. The rounds begin after a 7-10 minute whole group lesson. These are just the main 5 stations that are part of the daily 5, but as you begin to switch out or add stations try adding math, science or even social studies stations! Here are the five with some ideas of what to do at each station:

Use phones to listen to themselves

Use "thinking" post-its 

Writing letters

Themed Journals

EEK

Story Summaries with partners

Practice spelling words or vocal content

Ipad games

Books on iPad

Response journal

Guided reading

Writing conferences

Other Great Blogs to Learn about the Daily 5: