journal 67 a negative thought

Today while the group I was working with was busy writing down their responses, I took a look around and was hit with a thought.  I think for the most part using the Daily 5 has really helped my class and I become better readers and teachers.  One thing I was thinking was that unless there is a teacher who is so adament about directing kids towards just right books (such as I am with my highest especially) the Daily 5 is based on allowing choice.  But, those highest students don't always pick the challenging books so they have to kind of be forced towards those books.  It got me to thinking that in looking at my data my middle children and my lowest students have had the largest growth in terms of test scores while my highest students have only had slight growth.  I think this is something I'm really going to focus on next year.  How do I direct the daily 5 and make sure that it's having the same effect on the highest students as well as the middle and low?  How can I put things into the Dailies that challenge those highest students.  In read to self it's pretty simple-they can read instructional level text that is above grade level.  In listen to reading I need to up my supply of more challenging books.  In work on writing about reading I want to do some more project based work in that for those kids.  In word work I think the Text Talk work that I have them doing is plenty challenging.  In read to someone I could always pair them with someone at the same instructional level text, but then it takes away from the whole idea of letting them have choice and enjoying the daily.  I'm not sure.  It really just comes down to do they want the challenge?  I've worked hard to do novel studies with these students but sometimes like today it just seeems like they don't want to do extra work but when I explained to them that their brains will get lazy then they wanted to do some extra.  I think there's a fine line with challenging students and making them feel like they have more work to do.  There's got to be a balance.  Somewhere.

journal 66 it's helping

So I know that my action research is being done to see how the Daily 5 effects my classroom.  But, I think it's as important to document what the Daily 5 is allowing me the time to do.  The thing that the Daily 5 has allowed me to do is a lot of small group work and one on one time with my students.  Today I worked with my approaching group and was having a talk with them about if they thought the QAR work we've done has really helped with their test taking ability.  This was a sort of to the side action research project that I did this year.  I wanted to see if I used the QAR method in my small groups if that would help with their test taking abilility.  Anyways here we are today at a week away from the test and I just had to ask them.  All 6 of them shouted 'yes it has helped!'  When I asked why one said-'it's been easier to answer the questions because we've practiced asking them ourselves.'  That's what I've had them do a lot of-first I started with asking the questions and them finding the answers and then I moved onto having them ask the questions and then switch papers to answer them.  Apparently that's what's working.  The numbers will tell I guess.  But again, I wouldn't have been able to have such deliberate group work if it weren't for the use of the Daily 5.  I love it!!  :)

journal 65 been away...

I know I haven't posted in about a week now but I have a great reason!  My sister had a baby on Wednesday!  He is perfect and I love him.  I can't believe how you can instantly love something so little.  I had heard about parent love but Auntie love is great too.  I took the day off for his delivery which took a little longer than expected but since I work about 45 minutes away and my parents live across the street from the hospital, I wanted to be right there to meet the little guy.  :)

The Daily 5 happened twice this week and I was happy with the results and I worked with my approaching group and my meets group.  I really just wish I had more time to work with them because some I could push to exceeds and some I could really make sure that they are okay in passing.  I really have realized the importance of the RTI process this year.  As a reading specialist I know that it works and I've seen it work but early intervention is key becasue then we can work with those middle/gray area kids that need just as much attention as our most struggling learners.  This whole action research process has really made me think about the research and best practice in my classroom but also in the school.  Which leads me to what's been on my mind most lately besides my new nephew!  I am going to apply to be a study group coach with CFE about the Daily 5.  I have informed my school about it and wanted to see how many I would get to be a school wide group, but I only got 6 that were interested.  I am going to write a general group grant and then have those interested join.  I just really think we need this in our school especially at those younger grades because of the early intervention and the time that the Daily 5 gives to small group work.   This is really something I've come to believe in and I just wish I could empower more than just 6 people.  And what bugs me is that those 6 aren't really the only ones that could use it!  Ugh.  Baby steps I guess.  What was nice is that my principal had to write me a letter of support which was beautifully written and made me realize that she does support me and what I've been doing.  I just wish I had more buy in than I do. 

journal 64 music to my ears

"When we get back will we do the Daily 5?"

What I heard on our way back from a field trip today.  They love it!  Sadly, we didn't have enough time to do the dailies!  :(

journal 63 having order

So in my intent to work with more groups today I was able to work with 19 kids!  Wow!  I only have 28 in the class so that's super considering I had 3 at another class.  Anyways I was trying to decide what I could do to push that highest group more.  What i realized in watching them yesterday is that I've told them what they're supposed to do in a novel study but I've never really sat with them and done a whole novel study group.  So I started them off and got them reading then I worked with two other groups and went back to them for the discussion part.  They seemed so into it!  One kid told me it was so nice to have order in the group!  The other day they had been arguing about who had to read and answer the questions first and so forth.  It worked out well! 

I also got a new fluency library for the listen to reading daily.  They were so excited about it!  Yay for an all around good day!  :)

journal 62 got me to thinking...

Today was the first day my little buddy was gone for his specialized services.  That left me all alone all morning.  Not!  I first worked with my above group and taught them about rising action, climax and falling action.  I was thinking about this today and thinking that with the highest kids we don't need to do a guided reading lesson persay, but we should still do some sort of teaching with them even if it's not as often as with the lowest kids.  So even though that's a really advanced concept they seemed to understand it and were able to see that the action in their book was starting to be rising action leading to the climax.  Then I pulled my approaching group.  I am working on reading The Magic Finger with them and they are loving it!  I think now that my group time will be dedicated to pulling groups they will benefit a lot more.  All of this got me to thinking...

A new initiative is Response to Intervention.  Well, it's not really all that new to my school we had a school base problem solving grant before it became RTI and it all kind of fused together.  What amazes me is that of the students that I have that are on the RTI list, majority of them have been on the list for years and nothing has been done despite them not improving with interventions.  So it's been my job this year to get them staffed so they can have the services that they need.  I don't know if it's a trend in other districts but I sure feel like people wait until third grade-the testing year-to really push the kids forward.  Anyways now that my lowest student is seeing the special ed teacher and my time is more open I got to work with my middle kids.  It got me to thinking that they could have been pushed so much higher than I have been able to (and believe me I've worked really hard even though my time has been limited with them).  If we really used the tier system the way we are supposed to, then am I wrong in thinking that by third grade we should really only be working with the middle kids all the time?  It just seems so late to be catching them in third grade and then no wonder we don't make AYP in all of our subsets.  How can we improve this???

Another thing that got me to thinking today was the fact that I had three thumbs middle at the meeting.  I had the kids set a goal today again like we did last week and then at the meeting I had them share if they had made their goal or not.  The three kids that had thumbs middle said "I was too busy talking to ___ and didn't really work on getting to my goal.  I got half way there but if I had worked the whole time I would have gotten it."  "I didn't really have a goal because I wasn't sure which book I'd read so I felt like I didn't have anything to work for."  "I wasn't able to finish my goal."  It got me to thinking that they are being reflective and to think of how powerful goal setting can be.  One of my questions before I started to focus on the Daily 5 was goal setting.  I'm starting to realize it's a powerful thing. 

journal 61 setting goals

I've noticed that in my meetings at the end of the Dailies that my students always say something they're going to work on the next time but then we never really go back to that because we move directly into Math time.  I had also noticed that a few students looked as though they would start in their Daily on task and doing it well and then about 25 minutes into it they would become unfocused.  I thought about what I could do to maybe improve this and I thought that before going into the Daily of the day we could think about a goal for the Daily they are going to that day.  Then at our meeting we would talk about if they met that goal or not.  Wow has this worked wonders!  They were so focused today!  I did keep an eye on the little guy that was off task yesterday and he seemed off task today too so I'm going to have to have a conference with him.  Other than him, they really worked hard to complete their goals.  Some of the goals included:
"I want to read 2 chapters."
"I want to listen to an entire book in listening to reading."
"I want to write a whole page to you in work on writing about reading."
"I want to read a whole book with my partner." 
"I want to stay in the same spot the entire time and not think about anything but reading."

They did work to complete these goals I could see them.  I had one little guy even come up to me and he looked so excited that even though I was working with another student I let him talk to me.  He said "I met my goal and even more!  I wanted to read 4 chapters and I read 6 and finished a book!"  He was beaming from ear to ear.  It was a great sight.  I think the goals helped with making them more independent.  I wonder if I did this with them earlier in the year if it would have had the same effect?  I wonder...

Also today I brought in the Level S books for my highest kids.  Wow they were so excited.  One kid even thanked me for bringing him harder books!  I did have to warn them about some of the content.  I explained that not all authors think a third grader can read a fourth or fifth grade level book so sometimes things are a little bit more mature!  They seemed to understand what I was saying and were excited!  Yay!

journal 60 20 minute study

In the last couple of weeks I've done a few 20 minute studies on my class.  I've just sat and jotted down what they were all doing.  Today I did it a bit differently, I picked 8 students to watch-all of whom were at different dailies-and jotted down what they were doing.  It was really interesting to see who was on task and who was not.  Of the kids that I was observing 1 of them was never on task the entire time.  Mind you, I didn't go over to him and redirect him, per the Daily 5 guidelines!  It took every bit of my being to not go speak with him but I didn't.  What I was happy to see is that of the 8 that I watched it was only 1 of them that was off task.  One other guy was off task for the first time I looked at him but that was right after we moved into our dailies and he has some underlying issues that make him take a bit longer to transition into things.  Once he got settled, he was deep into his daily.  One of my students that I observed was one of my most reluctant readers.  She sat the entire time with a nose in her book.  She has grown a lot this year and while I would love to say it's all because of the small group work I've done with her I also think it has a lot to do with the extended time with a nose in a book.  Prior to using the Daily 5 they would only have their nose in a book for the 25 minutes of SSR daily.  Now they are reading up to 45 minutes uninterrupted reading.  That's a whole 20 minutes more!!  Unbelieveable.  It makes me think that the research really is correct.  More time spent reading really does increase student achievement.

journal 59 book choice

Something that I've really been working on is writting my students back when they work on writing about reading. I've figured out a great system that allows me to write them back on a daily basis. They love to hear back from me...or so they say. I've been really interested in what they write about especially looking at what books they choose. Now that we have the MOY data from DIBELS and TRC I've begun telling my students a different just right choice for their book bags.  Something that I noticed when reading their response journals is that they aren't taking my suggestions and getting the harder books.  It's a struggle to get third graders to want to read long long books even if they are at their instructional level.  Just like the most struggling kids don't want to pick picture books, the most gifted students don't want to pick the harder books in fear of being different from their peers.  I especialy see this with one of my little girls and when I asked her why she was so reluctant she said, "my friends don't read those books so I don't really want to."  Which got me to thinking-as adults we are social about our reading with books clubs and book talks and blogs about books.  Yet, we as teachers are so focused on giving students just right books for them that may take them away from the their friends which takes away the ability to be social about their reading.  Part of why adults love reading is because of the social aspect.  At least I know that's the case for me.  So when choosing the read to self books for my students even though there is a read to someone book that can be at any level do I still stick with their instructional level even if this means they can't chat later in the day or gasp at home about their reading?

journal 58 what will I do???

I have got to give some credit to the Daily 5 for allowing me the time and energy to work with my nonreader.  He came to me in September not knowing all his letters and barely knowing any of his sounds.  I've had the opportunity to work with him and see the light turn on.  He now knows his letters and his sounds and is starting to master some consonant blends with the help of kindergarten making words.  Every Monday during the daily time, my time has been dedicated to working one on one with him on his blend of the week and watching him identify the real/aileen words.  I realized today while working with him that this will probably be our last Monday working together.  He will now be receiving specialized services as he hasn't made many improvements since the beginning of the year.  But like I said, I have to give credit to the Daily 5 because I don't think that if I had continued to  use the basal and whole group instruction that he would have made any improvements.  He has made improvements but they are very small.  He now knows his letters and sounds on most days but some days he forgets.  I love that this program has given me the time dedicated to working with him and I love that I am confident when I say there's indeed something not right.  But now I wonder what will I do on Mondays???  I know-work with the other 27 kiddos!  :) 

journal 57 longer school day

The district that I work in is moving towards having a longer school day.  While I think this is great because yes we need it, I looked at the proposed schedule for my grade level and became worried.  Included in Literacy now is writing and reading.  In the past 5 years we've had one block for Reading and then another period for teaching Writing.  Now, the 120 minutes are alloted to Literacy which includes both.  45 minutes for Writing and 55 minutes for reading.  Right now I have 80 minutes for Reading each day and 40 minutes 3 times a week for writing.  What makes me nervous is that Reading time.  My daily time is going to be cut short.  Not to mention my read aloud which I think is so many kids favorite parts of the day.  I really am going to have to get creative.

journal 56 juggling

Today the idea of juggling got to me.  I am working with 4 groups and one individual and I'm having a hard time juggling all of it and remembering what I'm doing with each of them.  Just not feeling it today.