Thursday, June 23, 2016

Who's Doing the Work? Chapter 3

I've been reading Who's doing the Work? by Jan Burkins and Kim Yaris. The premise of this books is how to say less so readers can do more. The authors argue that teachers are doing most of the work. In the shared reading chapter, I definitely learned that I have been doing most of the work and that I need to change my instruction so students do most of the work and ALL of the learning.

What is Next Generation Shared Reading?
Next Generation Shared Reading is the second instructional context along the gradual release of responsibility model. During shared reading the teacher selects a text and the students read along with her. The teacher carefully selects a text that is engaging, relevant and above the reading level of the students in the class. The teacher presents the text in a way in which all students can see it. Sometimes it is a book with enlarged text, like a big book. Sometimes the text is enlarged on a document camera and sometimes students have individual copies. Either way, students need to be able to see the text as they read along with the teacher. While the teacher is reading, she sets the pace and rhythm of the reading as students read in unison. She stops to engage students in conversations about the tricky parts of the text.

During shared reading, the teacher identifies teaching points that offer problem-solving opportunities. For example, the teacher can cover up words throughout the story so students have opportunities to use cross-checking and self-monitoring with support from the teacher. The authors say, “Shared reading is highly useful for demonstrating and practicing cross-checking and self-monitoring” (p. 62). Shared reading is designed to support students through a text that would be difficult for them to read independently. It’s a bridge between the read aloud and guided reading that integrates print and meaning while supporting guided practice with a difficult text. 

What does Next Generation Shared Reading mean to me?
I have implemented shared reading the conventional way. I do most of the talking while students passively sit and listen. I thought I was effectively scaffolding learning when I would lead the students through a picture walk of a new text and point out spots in the text that may be difficult for them. I have now learned, that students were waiting for me to prompt them. The authors have shown me that the Next Generation Shared Reading is about the teacher using open-ended questions to get students to think about print and meaning in a constructive way. This teaches students to begin thinking on their own. This type of modeling most closely reflects what students will encounter when they are reading independently. When they are reading independently, they wont have anyone to prompt them "get your mouth ready". I feel like my problem is solved. I've been noticing students can practice the strategy in groups, but cannot apply the strategies during independent reading. Through this chapter, I've learned that I provide too much support for students during reading groups. This is why they don't apply strategies independently. This chapter has helped me realize that I need to be using shared reading during my intervention groups. It is clear that by focusing on just guided reading, I am limiting potential student achievement.

Favorite Quotes

  • “Students make faster progress through guided reading levels”

  • “Students receive the support they need to right themselves when their process falters”

  • “Bridge between read-aloud and guided reading”

  • “Students who regularly participate in shared reading tend to progress through the text gradient more quickly.”

  • “Shared reading encourages a growth mindset.”

  • “No one will introduce the text in independent reading.”

  • “Shared reading leaves students “clawing” to read increasingly challenging texts.”
Follow the discussion for Who’s doing the Work? on Facebook: Literacy Teacher Book Club
Border Credit

Sunday, June 19, 2016

Who's doing the Work? Chapter 2

Think back to your experiences in school. What are your fond memories? Chances are one memory is with one of your teachers reading aloud a story to you. I have a memory of my 8th grade teacher reading aloud Ulysses. She sat on a stool next to the green colored chalkboard. I remember sitting with my head down and my mind visualizing the words she read. Read alouds should be fun. I think I have fond memories of Ulysses because it must have been fun. 
Who's Doing the Work?
Read alouds are the first instructional context along the gradual release of responsibility model that Jan Burkins and Kim Yaris talk about in their book Who’s Doing the Work? Read Aloud is a teaching structure that allows children to enjoy the story for its own sake. It frees up the cognitive work struggling readers use up when they tackle a difficult text and allows students to enjoy and construct meaning with the text. Read Alouds demonstrate what proficient reading sounds like and what engagement “looks like” when deeply thinking about the meaning. 
Who's Doing the Work?
The authors say in the Next Generation Read Aloud, the teacher reads an engaging text to the students. The text selection is the most important part of the read aloud and should be appealing, interesting and relevant to students. Next, the authors stress less teacher talk. When teachers are doing all the talking, they are doing all the work. When teachers talk less, students can hear the story for the story. They can engage in making meaning and hear the print for the language in the story. Finally, the authors say teachers should engage students in a discussion about the text. Engaging students in a conversation about what they “notice, think and wonder” will help them construct meaning and think deeply (p. 45).
Who's Doing the Work?
Key points about Read Aloud (p. 32):
  • Value: demonstrate meaning making process
  • Purpose: commercial for learning to read
  • Text Selection: based on anticipated level of engagement and teaching opportunities the text provides
  • Teaching Points: engaging students, facilitate discussions for constructing meaning
  • Reading Work: teacher carries all the print. Students construct meaning of the text.
  • Discussion: around what students notice and wonder about the text.

How to implement a Read Aloud (p. 38)
1. Prepare
  • Select a text that is engaging, high quality and:
    • introduces students to captivating topics
    • introduces students to familiar authors
    • offers new perspectives
    • offers insight into experiences of children who live different lives
  • Pre-select stopping points by
    • reading through the entire text ahead of time
    • identifying the purpose of the read-aloud
    • determine open-ended questions that can help facilitate conversations
2. Present 
  • Read the text, review the cover, talk about the author, create time for students to make predictions
  • Pause to provide time for students to turn and share their thinking. The more opportunities students have to talk the more engaging the Read Aloud is.
  • Listen in as the students discuss, take anecdotal notes
  • Invite students to share their discussion with the whole group, however it is not necessary to do this after every turn-and-talk.
I like the simplicity of this lesson plan. It will help me be more intentional with my read alouds. When I am intentional about my read alouds I can increase student engagement and students can do all the work.
Follow the discussion for Who’s doing the Work? on Facebook: Literacy Teacher Book Club