I have found myself in a bit of a panic lately over the impending end of the school year. That panic does
NOT involve the carefree summer days at the beach, clearly! However, I can't even think about those days yet. I am in a panic over my Reading class. The fact that I only have 18 days of instruction left. Well - let's be clear... between standardized testing and finals, I only have 13 days of instruction left with them. I think my panic is due to the fact that I only had them for the current semester. Maybe if I had had them from Day 1 of the school year, I would feel a bit more relaxed. But as I taught today, I looked around and noticed several things. First, they were all engaged - (Okay, all of them but one. Ya'll - I am desperately still trying to reach this one!) -engaged in meaningful and explicit practice of targeted skills for each of them on their instructional level. (I felt very impressive even typing that...Haha!) Second, they were all working at a higher level - some incrementally higher while others significantly higher - than when I first got them in January. And finally, the one student whose lack of progress, negative behaviors, and zero engagement inspired me to volunteer to take this class was: Progressing, Behaving, and Engaged! So what could be wrong? I am about to send them off into summer with this foundation we have all worked so hard to achieve in our classroom just barely in place. I still have not made progress with many of them in the area of independent reading. I can honestly say, I see in several that they at least no longer
hate to read. They are willing to try and are authentic in their efforts. But for some others, they still hate to read on their own and are the best, most epic fake readers you have ever seen. Panic!! How far back will they have regressed when I see them in the Fall? Will they have read anything at all? Will they return to me, roll their eyes, and think: "Oh. Good. Lord. Not this crazy reading lady with all her dorky book suggestions!!" These are literally all of the thoughts running through my head this afternoon as I was watching them do their independent and partner work, and I was about to meet with students individually. And then, as if the Reading Gods heard my panic, one of the students said, "Can we do that thing where we make the words on our desks? I think that is helping me." And another replied, "We won't have time to hear her read
Wonder if we do that. We can do it tomorrow. I want to hear Via's (main character's sister) side of the story. " Shut the front door. Maybe the foundation isn't so barely laid after all. Fingers crossed, we may just be able to start up where we left off. And until then, I will continue to plan purposefully, differentiate, and read aloud. And hopefully when they return, the hating to read part will not even be on their radar, and the "hey this isn't so bad it is actually pretty great" part will remain. Fingers crossed. After all, the willingness to try is the majority of the battle. attitude. And today, I realized that at least that much, we have accomplished.
I will share quickly two things from this past week. With all of the standardized testing coming up (Ew.), I have tried to have mini-lessons that review literary features they will probably see and need to identify. Since Spring Break, I have done two days of literary feature mini-lessons and three days of reading strategy instruction and/or review mini-lessons each week. I have also done Word Work once a week and Making Words three times a week. This partnered with read aloud, conferring, and independent/small group practice make our class period seem pretty short and sweet.
First up is Plot Structure. As a disclaimer here, let me say that I get many of my ideas off of Pinterest. I always give credit when I can find the source. I have looked and cannot find the original post for this Plot Structure idea. So my apologies to the sweet teacher who shared this originally! I am sad I can't find it, because her blog was amazing. Anyway, here is the anchor chart I made:
I printed them all books based on their independent level off of the A-Z Reading site so they could practice identifying the parts of the structure. I also had them add the anchor chart to their journals. I didn't get a picture of the independent work. They shared it and I recorded it on the board. Here is a journal entry picture.
I wish I had a picture of their independent work. Ugh! We also did a foldable on Plot Structure.
Each of the flaps listed bullet points to further explain and give examples of each part. Again, this was a Pinterest find. I adapted the bullet points on the inside.
Next we did characterization. I outlined 5 basic questions to ask themselves about the main character in the same book that they had used to identify plot. They filled in a graphic organizer I threw together, and we discussed it.
We also discussed how thinking of these questions and answering them about the character as they read could lead to a great character analysis with textual support. Win-win! Here is an anchor chart we put together for the mini-lesson.
We also did a FAST characterization strategy. FAST is an acronym for Feelings, Actions, Sayings, and Thoughts. I try to give them options so they can choose what makes the most sense and use what works for them. Here is the anchor chart after we analyzed Santa Claus.
They then did a character analysis of someone they know and added it to their journals.
Okay - I feel like I inadequately explained the instructional part of this post. Don't judge. Ginger the Golden needs to go out for her walk and I am exhausted. It is pretty self explanatory, though. Look over my Pinterest boards (either High School Classroom or High School Literacy) and you will see links for support if you'd like. Or shoot me an email.
Have a wonderful week and make these last days count!
Mrs. Beck
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