Why Test Prep is Like Running into a Brick Wall

Boy are students in Reading Workshop about to be surprised.  They may not be crash dummies, but they are headed for a wreck.  After six months of reading and writing, of discussion and learning, of  thinking and blogging, things are about to change.  Woohoo, it is time to get ready for the Ohio Achievement Assessment (this used to be the OAT until they decided we needed a new acronym).

Let's see, we start with pull out for intervention.  Then we add pull out for test taking skills.  Next is pull out students with IEP's so they know what they have to do for the test.  Then, it is my turn to go to the office and run off about 73,000 copies of old test passages about engaging stuff like what makes a dummy crash, with thought-provoking questions for students to answer.

Don't get me wrong.  I think I believe that the test is important.  When I go to grade level meetings next year, they will determine if I am a hero, or a zero.  Students will be placed in seventh grade based on the ability  they show on the test.  So they must do well.  Our school will be evaluated based on students showing they are better test takers than last year. So obviously the test is important.

Why will students feel like they hit a wall next week?  Stay tuned as we discover the answers to these questions and find out why dummies keep running into brick walls, or something like that.

Image from http://www.flickr.com/photos/jodigreen/1674032402/sizes/s/

Gotta Keep Reading

Ocoee Middle School celebrates reading with this video based on the Black Eyed Peas I Gotta Feeling in Chicago where thousands do the Flash Mob dance on the Oprah show.  Enjoy the celebration of Gotta Keep Reading.

Reading Workshop students, what does reading mean to you? Have your feelings about reading changed this year? Have you found books that make you want to read more? Tell me about you as a reader.

Why Their Matters

Recently, a local newspaper published an announcement about help with homework for students.  However, in their listing, someone obviously needed to proofread.  I really don't know about ACTS, but I can't help but be slightly concerned about the quality of help that students will receive.

Obviously, someone is making a lot of effort to help the youth in their community.  And maybe I am just being a picky language arts teacher.  Maybe I have screamed so much about PUGS this year, that I just cannot let it go.  However, if you are going to publish anything, and especially if it has to do with students, it must be right.

No one is perfect.  In fact, I missed an editing mistake on the first draft of this post (I know that shocks my students.).  However, published works should be correct.  And homework helpers probably should know which their/there to use when they color do a craft (see the end of ad if this does not make sense).

Notes from the Dog Book Talk

The Reading Workshop presents another book talk.  Justin shares Notes from the Dog by Gary Paulsen. To see all of the book talk videos, you can visit The Reading Workshop Book Talk Wiki page.




Good job Justin!

Student Blog Project Rubric

The students in Reading Workshop just completed an interdisciplinary project for social studies and language arts.  They had to research and write a blog post about an ancient Egyptian or Mesopotamian leader. 

We discussed grading and this is the rubric students created.

A  Follows guidelines
    Interesting/draws in the reader
    Writing has a sense of style
    Provides background information that is on topic and correct
    Provides several supporting details
    Correct PUGS (Punctuation, Usage, Grammar, and Spelling)
    Cites sources and does not plagiarize

B  Follows guidelines
    Provides background information that is on topic and correct
    Provides several supporting details
    Correct PUGS (Punctuation, Usage, Grammar, and Spelling)
    Cites sources and does not plagiarize

C  Follows guidelines
    Provides a few pieces of background information that are on topic & correct
    Few supporting details
    Two - Four mistakes with PUGS (Punctuation, Usage, Grammar, and Spelling)
    Cite sources and does not plagiarize

D  Does not follow guidelines
    Provide little background information that is on topic and correct
    Few supporting details
    Errors with PUGS (Punctuation, Usage, Grammar, and Spelling)
    Does not Cite all sources

F  Plagiarizes
    Little sign of effort
    Not posting on blog


These are the project guidelines:

1. Introduction explaining project

Help the readers understand what the post is about/the focus

2. Identify person and civilization (river)

Give background information about civilization

(Several important facts that explain the civilization)

3. Explain the impact on development of civilization

Include details supporting what you see as the impact

(Should have 2 – 3 details that explain what the impact was and how it effected civilization)

Schooled Book Talk

The Reading Workshop presents another book talk, this one by Katie that is from a great Gordon Kormon book, Schooled from the realistic fiction genre. To see all of the book talk videos, you can visit The Reading Workshop Book Talk Wiki page.



Thank you Katie!

Harry Potter Book Talk

The Reading Workshop presents another book talk, this one by Kasi for all of the fantasy fans, and especially those that love Harry Potter.  To see all of the book talk videos, you can visit The Reading Workshop Book Talk Wiki page.



Great job, Kasi!

Ella Enchanted Book Talk

Beth shares a book talk for all of you fantasy lovers. Watch as she describes Ella Enchanted written by Gail Carson Levine. To see all of the Reading Workshop book talk videos, you can visit The Reading Workshop Book Talk Wiki page.



If you enjoy fantasy, fly into Beth's recommended book, Ella Enchanted.

Hey Kathy Schrock, How About Share and Share Alike?

Recently a site linked to my Student Blog Rubric.  I am always pleased when someone finds something of value on this blog.  In fact, one of the greatest benefits of blogging is the sharing of ideas and opinions among bloggers. All items on this blog, The Reading Workshop are licensed through Creative Commons.  This allows anyone to use anything of value with attribution.

I was  shocked by Discovery Education and the fact of how they limit use. I can't help but wonder how they can post a link to my site and so many others, for all to use, but at the bottom of their site they state:

©1995-2010 Kathleen Schrock. All rights reserved.

And the terms of use state:

V. USE OF MATERIALS
Except your own User Submissions, the materials available to you through Discovery Education Media Share are the property of Discovery or its licensors, or of other users of Discovery Education Media Share, and are protected by copyright, trademark and other intellectual property laws. You are free to display and print for your personal, non-commercial use information you receive through Discovery Education Media Share. But you may not otherwise reproduce any of the materials without the prior written consent of the owner. You may not distribute copies of materials found on Discovery Education Media Share in any form...

Probably the easiest thing for them to do is just blow me away, never link again, and pretend I don't exist.  However, the just thing to do would be to share and share alike.

So there is no misunderstanding, please feel free to use anything you find of value on this site.  I would appreciate attribution.  Please see the link below to answer any questions.

This work is licensed under a  Creative Commons License.

Travel Team Book Talk

If you are a sports fan, this book talk shares a book you might really enjoy.  Jake is discussing Travel Team written by Mike Lupica.  This is the latest in the series of book talks by students in The Reading Workshop.  To see all of the videos, you can visit The Reading Workshop Book Talk Wiki page.

Thanks Jake for sharing a book with a great story!

Chasing Yesterday, Awakening Book Talk

Students in The Reading Workshop are continuing to share their book talks.  To see all of the videos, you can visit The Reading Workshop Book Talk Wiki page.

In this video, Madison shares one of the most exciting books ever written, Chasing Yesterday, Awakening written by Robin Wasserman.

This three book series is filled with adventure. Thanks for sharing Madison!

We Need Jesse Stuart, Right Here, Right Now

I was reading The Thread That Runs So True again recently.  As I read this novel, a couple of Jesse Stuart's thoughts hit home.  He discussed the inequalities of education in eastern Kentucky in the early 20th century.  As a teacher in a district dealing with a building levy failure, and facing the challenge of getting an income tax levy passed again, I couldn't help but wonder how we could have come so far, but have so far to go.

In this autobiography, Jesse Stuart tells of his life as a school teacher in rural Kentucky in the 1930-40's. The book focuses on his efforts to make positive changes in education and the  influence good teachers can have on their students. Many of the stories are funny, others a little sad as he tells of the challenges his students face to become educated.

He states:

I couldn't understand why a child born in the city or town should have a better education than a child born among the valleys or on the hills.  Why shouldn't a boy at Sassafras, Kentucky be as well educated as a boy in Boston or Manhattan?  It seems to me, the democratic public school system needed some democratic reforms. 

As I read this, I thought about the 100 year old building that my students come in to every day.  The one where they walk down three flights of stairs to the basement to go to the bathroom.  Where the floor in the gym has broken tiles and waves like the ocean on a breezy day.  While in every surrounding district, in every direction, student go to school in brand new buildings, with large rooms, and every convenience.

Stuart also says:

I love the state of Ohio because the people move.  They do things.  They don't wait.  They believe in progress.  And at this time it was debatable whether Ohio or California rated tops in the nation's schools.

I love teaching at Laurelville. The teachers I work with are unbelievably dedicated.  The staff wants to be here. And the students are absolutely the best.  They work hard and achieve with amazing success.  

But, after reading Jesse Stuart's stories from 70, 80, and even 90 years ago, I can't help but wonder, where is the equality in education?  Why do students all over the state and the country have new buildings?  Why do students in so many other schools have the latest technologies?  Do the students of Laurelville deserve any less?

Dairy Queen Book Talk

In dramatic fashion, Hadley shares her thoughts about one of The Reading Workshop's favorite books this year.

Enjoy her book talk about Dairy Queen written by Catherine Gilbert Murdock.



Thank you for the exciting book talk of a great read Hadley!

Takeoffs and Landings Book Talk

Students in The Reading Workshop are continuing to learn and progress with their efforts of sharing their video taped book talks.  Our hope is to build a video library that students can browse as they search for a book to read.   

In this video, Hannah Hop shares one of her favorites Takeoffs and Landings by Haddix.

Thanks for sharing a great book Hannah!

Student Book Talks Become Part of The Reading Workshop

Students at The Reading Workshop are going to begin recording book talks whenever they read something that they want to recommend to their peers.  Hannah was courageous enough to volunteer to be the first to have her video posted online.  The videos will be hosted at Schooltube.

In this book talk, Hannah shares Found written by Margaret Peterson Haddix.

Great job Hannah!

Reading Strategies, Using Prior Knowledge Part 2

Yesterday's class focused on Using Prior Knowledge to help students read and understand their SSR book.  Today in Reading Workshop, we will look at how this skill appears when reading nonfiction.

Good readers constantly try to make sense out of what they read by seeing how it fits with what they already know. As you are reading, think of connections to the text from your experiences and background knowledge.

This article is from MSNBC/Washington Post.

This winter's extreme weather — with heavy snowfall in some places and unusually low temperatures — is in fact a sign of how climate change disrupts long-standing patterns, according to a new report by the National Wildlife Federation.

Read the entire article here.

As you are reading, list facts/information that you know that enables you to comprehend this article.

Reading Strategies, Using Prior Knowledge

Imagine picking up a book written in French.  How much would you understand?  How about the same book in English?  Even if there are parts you don't understand, you could get the gist.  This is because you know enough of the words to help you comprehend.

What you know is a key to understanding as you read.  Using background knowledge, or your experiences, help make connections to the text, and then comprehension increases. Good readers constantly try to make sense out of what they read by seeing how it fits with what they already know.

As you are reading, think of connections from your experience to the text. This is the foundation, that will help you understand new facts, ideas, settings, and characters. As good readers read, they think about what they are reading and consider how it fits with what they already know.

New facts or information only makes sense when we connect it to what we already know. Using prior knowledge helps make sense of the text.

As you read today in Reading Workshop, consider what you already know that helps you understand your book.  What facts and information (prior knowledge) are you using to understand the text?

Image from http://www.flickr.com/photos/cdnsue/230444671/sizes/s/

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/

A Wimpy Movie Coming Out

On April 2, 2010 the movie based on Jeff Kinney's Diary of a Wimpy Kid will open.  For all of the students in Reading Workshop that have read the series, this should be a funny and exciting show as Greg faces all of the challenges of middle school and growing up.

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?