Why We Sing in Language Arts Class

Each day in Reading Workshop for about 7 minutes (usually two songs), students sing. Lyrics are shown on the white board using the LCD projector. Music is played and students sing along, reading the lyrics as they sing. Every week, we sing at least one new song. As students get familiar with a song, they know all of the words, so they don't need to read. Changing songs is important to keep students reading. It also helps with vocabulary instruction. With each new song, there are new words to learn and discuss.

The best part of singing in reading class though, is how it helps academic achievement. When students read fluently, the ability to comprehend increases dramatically. Conversely, when students fight to read each word, starting and stopping, and starting again, comprehension decreases dramatically. We have all listened to a student read, struggling with each word, never reading a sentence through, and wished we had a magic bullet. We know if we could just get him to read fluently, he would have a better chance of understanding what he reads.

As we know, there is no magic pill, to cure all ailments. However, with modeling, and repeated readings, students can significantly increase fluency. In fact, primary teachers use this daily. Adolescent learners will quickly turn us off though, if we try to read as a class every day. This just wouldn’t be “cool.” This is where singing plays an important role in the language arts classroom. Singing their favorite new hit is most definitely “cool.”

Richard Allington wrote in What Really Matters for Struggling Readers

The available evidence provides reliable, scientific evidence of the positive impact of repeated readings on a variety of reading tasks and outcome measures. These studies also indicate that engaging children in repeated readings of a text is particularly effective in fostering more fluent reading in children who are struggling to develop proficient reading strategies.

What better way for repeated reading than through singing?

Did You "Get" Your Book?

How Does Your Child Stack Up?

Brylee, A 50 Page/Day Reader

The Read at Home assignment is a major part of sixth grade language arts as Salt Creek. Nothing builds reading skills and the ability to comprehend like time spent reading. That is the reason the Read at Home assignment rewards those that read more with a higher grade.

As you may know, the grade is based on minutes read each week. As a teacher, I reward the students that make the most effort. Although grades are not entirely tied to how hard a student works, poor grades are reflective of a lack of work ethic. If a student wants a better grade, just read a little more.

A = 180 + Minutes

B = 120 - 179 Minutes

C = 60 - 119 Minutes

F = 0 - 59 Minutes

Plus, if students read more than 180 minutes I give extra credit. The students from our hallway (Classes 601-604) have averaged reading 232 minutes each week. All Students will be bringing home a letter that tells how many minutes they have averaged reading.

You can see all the responses HERE.

I Think You're Reading Too Fast

It was during SSR and I started watching her read.  This girl had chosen one of the best books in the book room.  She was reading Awakening, book 1 in Robin Wasserman's Chasing Yesterday series.  At first I thought she must really be enjoying it.  She was buzzing through the pages.

Then I really started watching.  She wasn't getting anything.  All the action and adventure was lost to her.  The fear and loneliness of main character might as well have not been there.  She never gave a thought about the fact that she could be in the book.  

The main character in this series is a young girl that faces an incredible challenge.  The books are filled with scenes that bring the reader into the book.  But this reader is reading too fast.  Her brain isn't keeping up with the pages.  

The reader isn't stopping to 

THINK

WONDER

REVIEW

GUESS

PREDICT

THINK

PICTURE

COMPARE

DECIDE

THINK

ASK

WISH

GO BACK

QUESTION

RELATE

THINK

When you think about it, she's not really reading.  But she sure can turn the pages fast.  Is this post about you?  Could it be?

Image from http://www.unfinishedman.com/why-you-shouldnt-read-a-book-just-to-finish-it/

Reading Strategies, Making Connections

Can you connect with the book you are reading?  Can you imagine yourself in it?  Does it remind you of things from your life?  If not, maybe it's just not the book for you.


The process of reading is when a person reads text and their inner voice makes connections between the words, and their life and prior knowledge. The more closely the reader connects to the text, the higher the level of comprehension.

At times connecting is simple. At others, especially when the text is not in an area that the reader has background knowledge, comprehension is difficult. To be a better reader, think about how the story relates to your life.

Readers should concentrate on their inner voice and connections.

1. Visualize. Picture yourself in the story and think about how the setting and characters look.

2. Focus on the characters. Compare them to yourself and people you know.

3. Put yourself in the story and think about how would react, and how you reacted when you were in a similar situation.

4. Look at problems. How do they compare to problems you have faced?

5. Ask yourself questions as you read. Think about how the story relates to your life, and things that you know.

6. When reading nonfiction, think about ways the information relates to what you already know.

7. If you are reading a book, and don't connect with it, ditch it and find one where you can make connections.

Here are the start to connections.

Text-to-self:
This is similar to my life . . .
This is different from my life . . .
Something like this happened to me when . . .
This reminds me of . . .
This relates to me . . .
When I read this I felt . . .

Text-to-text:
This reminds me of another book I’ve read . . .
This is similar to another thing I read . . .
This different from another book I read . . .
This character is similar/different to  another character  . . .
This setting is similar/different to an other setting . . .
This problem is similar/different to the problem in  . . .

Text-to-world:
This reminds me of the real world . . .
This book is similar to things that happen in the real world  . . .
This book is different from things that happen in the real world . . .

Students, as you read today, what connections did you have?

Image from http://www.flickr.com/photos/pfala/3368846439/sizes/s/

How Does the Book Make You Feel?

The writer sits at his desk with a purpose in mind.  He just finished a chapter and then he reads back over it.  He puts himself into your shoes.  Imagining the feelings you get as you pour through his words.  He is wondering, does that sentence work?  Is that problem believable?  Can you picture yourself as a character?

Good books separate themselves from poorly written ones because they bring in the reader.  The reader lives the story in her mind.  She pictures scenes and imagines being in them.  The readers' feelings are strongly affected.

Good readers know that their feelings should be affected as they read.  They expect it, and when it doesn't happen, they stop and think about the book.  Why isn't it striking a chord?  Why aren't their feelings jumping out of their heart.

What about the book you are reading?  What kind of feelings do you have as you read it?

Reading Strategies, Connections

Effective readers constantly connect to the text as they read.  Their inner voice  relates the text to their life, other books they have read, and prior knowledge.  Readers with higher levels of comprehension consistently and constantly make connections between the meaning of the words, and background knowledge.

As students build their ability to connect with text, their ability to understand what they read increases.  At times connecting is simple. At others, especially with difficult nonfiction text, connecting and comprehension is difficult.  However, to be a good reader, students must relate what they are reading to what they know and what they have read. 

Students should concentrate on their inner voice and connections.  As they read they should picture themselves in the story and compare themselves to  the characters. 

 

This brings us to today's question.  Reading Workshop students, as you read your SSR book, what connections did you have?

Image from http://www.flickr.com/photos/dulcepericulum/8378493/sizes/s/

What Tools are in Your Reading Toolbox?

If you were building a house, would you use a hammer for every task?    It would be more than a little difficult to measure a board with a hammer.  Cutting it in two would be even more challenging.  Imagine finishing the cement in the garage with only a hammer.  House construction requires a variety of tools, each appropriate for a given task.  

Similarly, reading requires many tools, each which helps in a certain way, with different situations.  Recently in Reading Workshop, we have been focusing on reading difficult, nonfiction text.  We have focused on what matters and what doesn't.  We have also looked at specific skills that contribute to comprehension.

What is Important
1. W's (who, what, when, where, why, how)
2. Main Points
3. Ideas that relate to the gist

What is Not
1. Supporting Details
2. Examples
3. Interesting Stories or Opinions
4. Most Adverbs and Adjectives

But remember anything that helps you understand what you are reading is ALWAYS IMPORTANT!

Strategies for Reading Nonfiction

1.Skim

2.Adjust your reading speed/slow down when needed

3.Read and highlight only the essential information

4.Substitute easy words for more difficult ones.

5.Think about the writer and the writer's purpose
6.Connect to prior knowledge
7.List W’s
8.List facts

What should be added to the list?  What strategies do you use when reading difficult text?

For more information on reading check out these posts:

What's the Deal With Details?

How Fast Do You Read?

Reading Strategies, Using Prior Knowledge

Learning to Read Adult Style

Connections When Reading

Image from http://www.stockvault.net/photo/107135/hammer

Why This Inner Voice Thing is So Important

We just discussed the Queen of Fake Reading, and no one wants to be her.  In fact, everyone knows that I am talking about someone else.  Surely no one can be like that, can they?  Does anyone really do that?  YES, a lot of students (and teachers) fake read.

Fake reading usually takes place when the inner voice volume button is on mute.  In other words, the reader is not listening to his inner voice.  Usually the reader just skims the page, not focusing on the ideas, or trying to relate to them.  There are no connections to prior knowledge, people, problems, or places.

The inner voice is what gives words their meaning.  Knowing the definition of words doesn't mean the reader understands the text.   Meaning comes from the relationship between the words on the page and the reader.  The inner voice controls and drives that relationship.

To better use your inner voice, and understand what you read you can:

1.  Stop reading and think

2.  Pause at the end of the page

3.  Question what might happen next

4.  Compare what the character does, to what you would do

5.  Slow down

6.  Compare the setting to some place you know

7.  Reread if you suddenly realize you don't know what you just read

8.  Make a prediction

9.  Read slower 

10.If some of this list sounds like it is repeated, thank your inner voice for paying attention.

Students, what advise do you have to help readers hear their inner voice?

Hey Readers, Catch Your Brain in the Act

Your brain is a sneaky thing.  The whole time you are reading it is thinking things without you telling it to.  It sneaks around making connections to your past.  It compares the problems in the book to situations from your life.  It takes the characters and  examines them and matches them with people you know.  And it does it without your permission.  In fact, you can't even stop your brain if you try.  This inner voice has a mind of its own. 

The process of reading is when a person reads text and their inner voice makes connections between the meaning of the words, and relates it to their life and prior knowledge. The more closely the reader connects to the text, the higher the level of comprehension.  So, the key to being a good reader is learning to hear and control that inner voice.  What is it telling you?  How does it relate to the book?

At times connecting is simple. At others, especially when the text is not in an area that the reader has background knowledge, comprehension is difficult. As students build their ability to connect with text, monitor their understanding of a passage, and compare it to things they already know, their ability to understand what they read increases.

Do you want to be a better reader?  Get control of your brain.  Listen to your inner voice.  You are the boss of your brain.  Take charge of it when you read.

 

Reading Rambunctiously

Put some life into your reading.  Make the words and the voices scream out.  Don't just read it, live it.  If the beautiful princess and the ugly frog have the same voice, you are not getting it.

When you sing a song, you listen to the music and your brain automatically tells you when and what to sing.  Reading should be similar.  As you read the words, your brain should be seeing a picture, hearing the sounds, making connections to what you already know, and comparing the story to them.

All of this starts with hearing the characters' voices.  So practice reading rambunctiously.  Read as if giving a performance.  Be a beautiful princess (good luck boys) and then switch to an ugly, little frog.

Rambunctious--energetic, boisterous, lively

Details	last edit by MrMcGuire Dec 8, 2008 10:48 am - 3 revisions
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The Frog Prince
Edith H. Tarcov version

Once upon a time there was a beautiful princess. She had a golden ball, and it was her favorite plaything. She took it wherever she went. One day the princess was playing in the woods, near a well. She thew her ball high into the air. It fell-splash-into the well. The princess watched her golden ball sink deep into the water of the well, and she began to cry. She cried harder and harder.

Suddenly someone said, ''What is the matter, princess? Why are you making so much noise?" The princess looked around. She looked into the well.

An ugly little frog was looking up at her. The frog asked again, "what is the matter, princess?"

"Oh, it's you old water splasher," the princess said. "My golden ball had fallen into the well. That is why I am crying."

 

You can read more on The Reading Workshop wiki at The Frog Prince.

Image from http://i.ytimg.com/vi/DP1DptN-_7M/0.jpg

Why You Need to Live the Book

Good readers are one with the book.  They know the characters, strive to understand them and relate to them.  They picture the setting, comparing it to places they know.  They smell the aromas, living them like passing a bakery in the early morning.  They hear sounds, from the softest whispers to the loudest screeches.  

Thinking, wondering, questioning, disbelieving, and doubting occur continually as good readers go page to page.  Why did that happen?  What is coming next? Question after question drives an interaction that controls comprehension.  Connections with the story build with the plot.  Interest in the story grows with each question, both the answered and the unanswered.

The bottom line--get your brain involved.  Think about what you are reading.  Get your senses involved.  See, hear, and smell.  Live the book and get all you can get out it, and it will give you back a great story.

So Reading Workshop students, as you read today, were you involved?

Image from http://www.flickr.com/photos/vblibrary/4626893025/sizes/o/

C'mon Bored Boy, Reading Should be Fun

He was looking at the ceiling.  He was looking at the girl beside him.  His head rolled around and then settled on his pencil.  He poked his paper.  The girl beside him asked him to stop, so then he bugged her.  He glanced at his book, turned the page, and then looked around the room.  He turned another page, and then looked around the room.  And this was just in the first five minutes of SSR (Sustained Silent Reading).

After watching this for the last 4 days, I couldn't take it any more.  I took him out in the book room so we could talk.

Me:  Are you getting your book?

Student:  Uhhhhh, not really.

Me:  Let me guess.  You never really get the book you are reading, so you hate to read because it is so boring.

Student:  Well, yeah.

Me:  And this has been going on ever since you learned to read?

Student:  Yes

Here's the message to all students in Reading Workshop

Reading should be fun.  Reading should be exciting.  Reading should be a story in your mind where you can't wait to see what happens next.  If it is not this way, here is what you should do:

1.  Get a different book

2.  Try an easier book

3.  Try a different author

4.  Try a different genre

5.  Ask a friend for a recommendation

6.  Ask me for a good book

7.  Pay attention to when you stop getting a picture

8.  Reread, a page, a chapter, or the whole book until you get a picture.

Reading should be fun.  Reading should be exciting.  If you hate it, then talk to me about what is going on with your reading.  You will be reading a lot this year.  Find a good book that makes you smile, excited, happy, sad, mad, scared . . .  There are a lot of great books.  Find one!

Image from http://www.flickr.com/photos/27117655@N07/4448376213/sizes/m/in/photostream/

Reading Strategies, Connect with Your Book

Good readers constantly make connections. As they read each paragraph, each page, each chapter, they relate it to their life.

Making connections to things the reader already knows helps understand what they are reading and relate to the characters and events more deeply. The purpose of connecting with text is to help use what the reader already knows to understand new information.

Here are the start to connections.

Text-to-self:
This is similar to my life . . .
This is different from my life . . .
Something like this happened to me when . . .
This reminds me of . . .
This relates to me . . .
When I read this I felt . . .

Text-to-text:
This reminds me of another book I’ve read . . .
This is similar to another thing I read . . .
This different from another book I read . . .
This character is similar/different to  another character  . . .
This setting is similar/different to an other setting . . .
This problem is similar/different to the problem in  . . .

Text-to-world:
This reminds me of the real world . . .
This book is similar to things that happen in the real world  . . .
This book is different from things that happen in the real world . . .

Students, as you read today, what connections did you have?

Image from http://www.flickr.com/photos/pfala/3368846439/sizes/s/

Reading Strategies, Ask Questions for Comprehension

Good readers must get inside the book.  For comprehension to occur, several reading strategies must take place simultaneously.  Students must connect with the book--the characters and the setting.

The reader must visualize, picturing events as they happen.  Predictions must be made, evaluated, revised, and then renewed.  Prior knowledge must be related and compared.  Students must constantly question the story, the characters, and the events.  When all of this happens at once, usually without the reader consciously thinking about it, comprehension happens.

One skill that is particularly important is asking questions.  Students must wonder, examine, doubt, and inquire as they read.

Examples of starts of questions might include:

How will the problem . . .

Why did she . . .

I wonder what will happen when . . .

Does this look like  . . .

Why did that character  . . .

How will she solve  . . .

Where are they going to  . . .

Who will be the one to  . . .

Why did the author . . .

Why didn't he  . . .

If I was there I wonder  . . .

Students, as you read today, what questions did you have?

Learning to Read, Adult Style

For the next several weeks, we will be focusing on learning how to read. I am not talking about your overused, "sound out the words, and go back and reread when you don't get it," but real skills that readers of higher level essays use to comprehend.

Learning to read is the main focus throughout elementary school. However, the style of reading must change as students enter Jr. High School and above. By sixth grade, figuring out all of the words is a small part of the reading process. Students must learn to decipher meaning, especially in difficult text. Reading for the gist, understanding the W's (who, what, when, where, why, and how), and comprehending important details becomes the focus.

Although comprehension strategies are taught in the primary grades, the techniques should change as students enter the intermediate grades. That is our objective currently in language arts class.

Over the next few weeks, students will be taught to follow these steps when reading nonfiction.

1.Skim

2.Read and Highlight

3.List W’s

4.List facts

5.Write a topic sentence/Gist Statement

Today we focused on skimming for key words.  As we move forward we will break down nonfiction articles trying to glean the most important facts and information.  In the weeks to come, we will focus on how the parts of speech help determine meaning, what to highlight, and what to ignore, pace of reading, word substitution, and several other skills that will prepare students as critical readers in the years ahead.

*

Get the Picture? Freak the Mighty Does

When you are reading, do you get the picture? If not, why are you reading, or as Chris Tovani says, fake reading? A conversation with a student yesterday in Reading Workshop caused me to think about the point of reading.

Then, as I watched Kevin tutor Max while reading King Arthur in Freak the Mighty a connection shouted out.

As Kevin says, "every word is part of a picture. Every sentence is a picture. All you do is let your imagination connect them together." These interconnected pictures then become the movie that plays in your mind as you read a book. This is the basis of comprehension.

The student I talked to yesterday has spent her whole life fake reading. She chooses books she can't read, or that are so difficult for her that there are no pictures when she reads.

Why? She can read any book she wants. All last year she could choose her own SSR book. Yet she continues to choose books that she doesn't "get." Hopefully someday she will realize that she has a movie ticket, and just needs to turn on the show.

*

Rambunctious Reading

Get fired up readers! Be the character! Live the story! READ RAMBUNCTIOUSLY! The only way to get the story, and truly enjoy the book is to become part of it.

Read this excerpt from I Had Trouble in Getting to Solla Sollew. When you are happy, show me you are happy. And when you get careless and are gawking, show me. Live it! When you stub your big toe, I want to see pain on your face. Give me some tears.

Rambunctious (energetic, boisterous, lively) Reading is a method of reading aloud where students work in pairs to improve their reading. One student acts out the words as he reads. The other student actively listens, affirming thoughts and statements, and commenting to the reader. Both the reader and the listener must be totally involved in the telling of the story.

If students are to comprehend fiction, they must be in the story. Imagining themselves as the main character is not enough. Picturing the setting is not enough. Hearing the characters' voices is not enough. Students must be the main character. His joy must be their joy. His pain must be their pain.

Now is the time students, READ RAMBUNCTIOUSLY!

You can see the excerpt at The Reading Workshop Wikipage.