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/

If Russell was a Student Here . . .

Well, the easiest thing to say is Russell would be the same everywhere.  But do you act the same at school as you do at home?  Would you act the same at a new school?

But, you are who you are, right?  No one really changes too much, do they?

As we continue the read aloud of The Revealers, share your opinion about Russell at Laurelville on the wall.

Get Your Grammar Right!

Do you know which word to use?  Let's see, is it to or too?  There, their, or they're?  Your or you're?  Does is really matter?  IT BETTER!

When you write online, your thoughts, ideas, and opinions can be viewed by everyone.  That makes it paramount that you write correctly.  The reader will only respect your writing if it is clean and error free.  Part of your editing responsibility is to use the correct homophone.

A special thanks to Gineriella for allowing the editing of this video to use with sixth grade students in The Reading Workshop.

Bullying Revealed

Every school has a Richie.  He is bigger than most of the kids, and way meaner.  Normal kids like Russell just stay away from him.  Unfortunately, an attempt to be funny puts Russell straight in Richie's sites.

The latest read aloud in Reading Workshop is The Revealers by Doug Wilhelm.  The book opens with Russell, the main character being harassed by Richie Tucker.  Russell is already having a tough time with the start of middle school.  Somehow, he found himself without a group.  He was alone even though people were all around him.

This brings us to the question, if you were in the same position as Russell, what would you do?  What can you do about a bully? 

What, I Can Really Listen to Music in Class?

You can see the shock on this student's face.

Students were amazed when I told them they could start listening to music as they read or worked. They had never heard of anything like this. First it was singing in the class. Now, I was telling them they could bring their IPod to class.  This just had to be too good to be true.

Each students has his/her own computer, so each has a CD ROM at their desk.  Or, if they choose, they can bring in an MP3 player.  When I surveyed each class, the majority of students listen to music each night as they read and/or do their homework.  Why not allow it in school?  When I have done this before, it seemed to help a lot of students avoid distraction.


There are a few rules:

1. You put a CD in the computer at the start of class, and leave it for the entire class.
2. You cannot play it loud, or bother peers.
3. Once you hit play, you must work.
4. You cannot use class time to switch from track to track.

There are several benefits when students play background music while they study, read, or write:

1. increase attention levels
2. improve retention and memory
3. extend focused learning time
4. expand thinking skills
In the brain there is a band of white fibers connecting the right and left halves of the cerebrum called the corpus callosum. Very recently researchers have discovered that the corpus callosum increases in size when humans are exposed to music. This increases communication between the two halves of the brain which increases learning efficiency.

Yiftach Levy of the Department of Educational Technology at San Diego State University studied the use of background music in the classroom. This is part of his finding.

Davidson and Powell (1986) took up this exact subject in their study of American fifth-grade science students. They reported the observations of on-task-performance (OTP) of children in the classroom over 42 class sessions, with data recorded every three minutes (10 times) per session. Treatment, in the form of easy-listening music, was delivered in between two control observations (i.e., 15 sessions without background music, 15 with, and 12 without, in that order). They determined a significant increase in OTP for the males in the classroom, and for the class as a whole. 

Image from http://dresslikenick.com/.

Letter About a Book

Students in Reading Workshop recently had to write a letter about a book they were reading.  Specifically, the letter had to address "If I was the Main Character . . ." and talk about how the book would be different if they were in the book.

Letters were graded using the Friendly Letter Rubric on the Wikipage.

Here is Lexi's letter, which is an excellent example of what I expected.

Dear Mr. McGuire,

I know you love to read and so do I. I’m reading this amazing book by Leslie Connor. It’s called Waiting For Normal. But this book pulls you into the actions that’s going on. Sort of like the books you like to read. It’s kind of a girl book but then again it’s not. I would recommend it to anyone. I think that you might like it. You should definitely read it!

The main character in my book is Addie. She is 12 years old. Her and her mom live on the side of a highway in a trailer. Addie doesn’t really care that’s where she lives but if I was her I would not live there for anything! They even live right next to a rail road and the train goes by often!

Addie also lives across from a mini mart. There is these 2 people that work there. Their names are Elliot and Soula. Addie becomes great friends with them! I would be friends with them too because they are really nice and they would seem like family to me if I was Addie. Soula can’t walk because she has cancer. Addie doesn’t mind that though. Actually I wouldn’t either. But in the end Soula dies! Addie cries and cries and cries! I would have too because Addie got really close to her!

Addie's mom isn’t the type of mom I’d want. I doubt anyone would want that type of mom. Addies mom will leave Addie alone for 2 to 6 days in the trailer! I would be petrified! But the only reason why she does that is because she found a new man and she didn’t tell him she has a twelve year old daughter! Addie's mom says she’s away for work but you can tell she’s not. Towards the end of the book mommers (Addies name for her mom) tells Addie she’s pregnant. Addie didn’t like that because she don’t take care of her, How would she take care of a baby too. I would absolutely feel the same way as Addie did. If my mom treated me like that and then said she was pregnant I don’t even know what I’d do!

In the book there’s also another guy named Dwight. That was mommers ex-husband and the father of her other 2 children. Dwight loves Addie dearly even though she isn’t his, and Addie loves him. Dwight knew mommers wasn’t very good at taking care of Addie so he tried to get custody of her but mommers wouldn’t let him. I would want to go and live with Dwight if I was Addie because Dwight is just way better than mommers and knows how to take care of kids. But in the end Dwight got custody over her because Soula called children services and ratted out mommers. I would have thanked Soula but Addie didn’t!

That’s the end of my letter. I hope you liked it. Thanks for reading it! I hope someday you recommend this to one of your other students! Or you maybe even read it!

Sincerely,

Lexi

A New Way to Read

Patrick Carman is changing the way students read.  It started with the Skeleton Creek series which takes the main characters on one frightening adventure after another.  But what sets this series apart are the online videos that accompany each chapter.

You can hear Carman tell how a multi-media books works in this video.

The latest book, 3:15 has eight scary short stories.  Each one begins with a sound bite that introduces the story, characters, and setting.  After reading the story, there is a video conclusion.  These are chilling tales that grab the reader.  The best part, with the multi-media support, good readers will enjoy them and struggling readers will be able to comprehend them.

Better Listen and Listen Fast

Better pay attention! Why you ask?  Because this isn't a teacher standing in front of the class and talking all day blah, blah, blah, blah, blah kind of class.  

Have a look at this.

Now I am not going to teach quite like that (I hope) and I am not going to talk all day.  This is a class with a five minute mini-lesson, and then students work hard and then work some more.  As famous California educator, Dr. Harry K. Wong said, "the one doing the work is the one doing the learning."  And of course, I want students to learn as much as is possible.

Please give me your attention.  I'll keep it short.

Do You Know a Lot of Words?

One of the most limiting factors in students' achievement and their ability to read is a poor vocabulary.  If students want to learn more, comprehend better, and be a dynamic writer they must have an extensive vocabulary.  Also, test scores almost always reflect a student's vocabulary.

With this in mind, we will focus even earlier in the school year than normal on vocabulary.  We will be using Rags to Riches on Quia, classroom discussions, and other activities to help build stronger vocabularies.  For easier access to the words assigned each week, take a look in the sidebar.

To see Reading Workshop Vocab lists, assignments, practice links and word meanings, go to the Reading Workshop Vocabulary Page.

Want Some New Books?

Online Ordering Information
Web address: scholastic.com/bookclubs
Class Activation Code: J3VGG

Now it's easier than ever to find the perfect books -- shop Scholastic's new online Book Clubs Web site. Choose from a much-wider selection of books than in the printed flyer. Plus, you can send your orders directly to me online and use your credit card to pay.

Best of all, we earn a FREE book for the classroom library every time a parent places an order online.*

It's so simple! Here's how it works:

• SIGN UP at www.scholastic.com/bookclubs. On the parent page, click the "Register" button in the "First Time Here?" section. Register for your own user name and password. When prompted, enter the one-time Class Activation Code shown above. This unique code ensures that your order is sent to me.
  
• SELECT the books you'd like to order -- choose from thousands of titles -- many more than in our monthly flyers.
  
  
• SEND your order to me online by the due date and your child's books will be delivered directly to my classroom.

Ordering online is fast, easy, and secure.

Of course, you can still order using the form from the printed flyer. But why not see for yourself how convenient it is to order online?

Working Like Brady

Tom Brady, MVP quarterback and three time Super Bowl winner for the New England Patriots has worked hard to make the most out of his career. Last night on Monday Night Football he passed for a team record 517 yards in a win against the Miami Dolphins. 

In this video he discusses his road to success.



In your opinion, how does his success relate to success in the classroom?  How can his ideas help you, as a student learn more, earn better grades, and be successful?

Collecting Information the Easy Way

I need to collect blog titles and URL's from students to post links in the sidebar.  Looking for an easy way to do this without having to type and link each blog, I decided to use a form from Google Docs.  This will put all of the information in a spreadsheet and make it easy to copy and paste.

Check out the right sidebar for links to all of this year's Reading Workshop students' blogs.

Excellence with Distinction

Laurelville Elementary earned the rating of Excellence with Distinction on the Ohio Report Card. This is the result of high standards and much hard work by students and staff.  This is the first year for this rating that follows several years of steadily improving scores on the Ohio Achievement Test. 

Students at Laurelville are remarkable in the amount of effort they put into their assignments.  Each year students amaze me with their effort and positive attitude.  The great test scores from students in Reading Workshop  year after year show a history of students' success.

Great job to all of the students and staff!

You can see the Laurelville Report Card here.

A New School Year

It's a new school year and four days in, students are doing great.  Most have started to adjust to their new school schedule and get back into the habit of getting up in the morning.  There are some adjustments this year with fewer teachers and more students in each class, but we are already starting to get used to this. 

This year's sixth grade classes are starting out working hard and have come in with a positive attitude.  If they keep this up, they can be the best sixth grade class ever!  

Welcome to sixth grade new students.  Keep working your hardest and you will be successful!

Wallwisher, A Great Web 2.0 Tool

My teaching neighbour, Mrs. Jayne Stevenson shared this great idea and Web 2.0 tool to allow students to post comments and/or answer questions.  

Post Edited on April 28, 2011.  

Although Wallwisher seems like a great program, there are problems.  Students tried repeatedly over the last two days to access the program.  After several million error messages, I changed my mind about Wallwisher.  The first requirement for any web 2.0 program is reliability.  The inability to post makes this program frustrating, and not at all worth using until the glitches are worked out.

The Life of a Test Grader & Your Test

So Martha, the Test Grader is sitting in her cubical and opens your test. She turns to the first short answer and this is what she sees.

Needless to say, her headache screams out and she wants to be anywhere, rather than try to read this mess. But, she really wants to be fair so she starts to fight through the misspelled words, lack of organization, and off-topic response. She quickly realizes though, this just isn't worth it, scribbles down a 0 and moves to the next answer.

Within 3 - 4 seconds, she has decided this student does not deserve to pass any type of test. As she sorts through each extended response, she becomes more and more agitated at the obvious lack of effort. Sorry, but you failed.

Now it's time for the next test and here is the response.

Martha is smiling now. She is thinking, "this is from a good kid. This is so easy. Why can't all of the kids write like this?"

And little does she know, but somewhere in a state far, far away, a student is smiling as she thinks back to that day of the reading test. She knows she passed, because she did her best, and used all of the test taking strategies that her teacher taught her.

There is someone else smiling. As this student was taking the test, a teacher sat at his desk and watched her work. He knew she would pass. He watched her work hard all year. Today as he thinks back, he knows she did a great job, and anxiously awaits the test results that will show a real success story.

Life of a Test Grader, Continued

OK, so Martha has your test and answer booklet. She doesn't know you, and doesn't care to. In fact, she doesn't even know about Reading Workshop, the name of the school, the town, or the state where you live. You are just a number in a stack. A tall stack of answer booklets that have to be graded before she can take a break.

Whether or not you pass this test means less than nothing to Martha. The things on her mind include sneaking out to get a diet coke, getting rid of this head ache, figuring out how to avoid listening to her sister complain about having to babysit, and about having to do laundry after work, or she will have absolutely nothing to wear tomorrow. She is also thinking about surfing and last summer's vacation.

Now it all comes down to you, the student, and your answer booklet. Will your hard work be in vain? Will eight months of learning be wasted? Or will you be a success story making yourself, your parents, your teachers, and your school feel proud?

The first thing, can she read it? Did you write legibly? Trying to strain her eyes and her brain to read cat scratches is going to irritate Martha. She probably won't even take the time to sort through it. She will just give it a big, fat, zero. Did you write neatly?

Next, if you restated the question and numbered your responses, Martha can easily find key words and information. Using a rubric to score short answer and extended response answers, Martha is looking for specific words and answers. Did you organize your answers to make finding key points easy?

Going back and finding specific details in the passage is paramount. Any time a questions asks for specific details, they are looking for examples word-for-word from the text. Did you go back into the essay and find specific details?

Another factor that makes grading easier is correct spelling. Most of the words that you need to spell are either in the question, or in the passage. It just takes a second to look back and find the correct spelling. Did you use the passage to help you with your spelling?

Did you use the basic test taking skills that you have learned in class?

Image from http://www.flickr.com/photos/kandyjaxx/82881549/in/set-1618327/

Image from http://www.flickr.com/photos/kandyjaxx/2487248468/in/set-1618327/

The Life of a Test Grader

Martha is a single mom, with a four year old daughter named Emily. Martha is just trying to get by day to day. This morning, at 6:00 AM, as Martha was getting ready for her job as an Achievement Test Grader in a state far, far, away, her babysitter called and said she couldn't watch Emily today. 

After three phone calls, she finally reached her sister, who agreed to watch Emily for the day. The only problem was her sister lived 20 miles away, so Martha barely had time to get there, and then make it to work on time.  

As she rushed around the kitchen, eating a piece of toast while she picked up, Emily spilled her cereal all over the floor. Five minutes later, after cleaning up the spill, Martha glanced at the clock and realized she was going to be late. She grabbed a cup of coffee to go, snatched up Emily and bolted out the door. She put Emily in the car, and jumped in her seat. As she reached across to buckle the seat belt, she spilled her coffee down the front of her shirt. "Oh @#$#@@#$," she thought. 

She unbuckled Emily and ran back in the house to change. She searched high and low, but there was nothing clean to wear. She grabbed her cleanest dirty shirt out of the laundry, shook it out, and slid it on. Once again, she and Emily headed for her sister's house. Naturally, she hit a construction zone two minutes from her sister's. After sitting for 10 minutes, she finally got through. She sprinted in, gave Emily a kiss good bye, and headed off to work. She had 11 minutes to make the 20 minute drive. 

She was lucky, the construction only held her up for 5 minutes this time through. Unfortunately, her head pounded with a migraine from the stress of the morning. And work hadn't even started yet. 

She reached work, late again. She stopped by the pop machine, but didn't have any change for her daily dose of Diet Coke. As she rounded the corner, there stood her boss, with a mean look on his face, and her daily stack of tests to score. "Late again, I see," he said with a scowl. "Don't even think about taking a break until you get this school's tests scored."

With her head pounding, no Diet Coke, and no time for Advil, Martha reached for the first test. Martha, the test grader opened your test. 

How will you score?

Image from http://www.flickr.com/photos/kandyjaxx/173120800/

What are You Thinking About the Achievement Test

Students have been working hard, preparing for the Ohio Achievement Assessment.  They have done a kazillion (this is a very high number that students learn about in advanced math at the sixth grade level) problems until they are suffering from carpel tunnel.  They are getting attacked by numbers in their sleep and there is no hope of survival.

In Reading Workshop, students have read passages, wrote and rewrote answers, and been rubriced into submission.  They now know the disasters that await those that don't give specific details, quoted from the selection.  They dream at night of back in the day when Reading Workshop was about reading and writing, thinking and discussing.  There is no chance of them being a child left behind because they are getting whipped into shape. 

Although we only focus specifically on the test for a month in Reading Workshop, in student years that equals seven lifetimes.  But students are surviving.  Not only are they surviving, but they are getting smarter.  They are reading critically, and attacking questions to find the point.  They are shredding selections to find those details that earn all 4 points on  an extended response question.  Best of all is they are learning words, and they are much better than the words they learned on the back of the bus in third grade.

Good job students!  It will all be over soon and your success on the test will make me smile.

Image from http://www.flickr.com/photos/stuartpilbrow/3270138986/sizes/l/ 

I Wanna Be Perfect

I am tired of making mistakes.  I am tired of not knowing the right thing to say.  I am tired of all kinds of problems.  I want to be perfect.  AND, I just found out a way to make it happen.

The latest read aloud in Reading Workshop is Be a Perfect Person in Just Three Days written by Stephen Manes.  After the first chapter, I got some really good news.  Dr. K. Pinkerton Silverfish is going to tell me how to become perfect.

No more bad jokes!  No more saying the wrong thing and upsetting people!  Every student will learn all that they are supposed to every day.  Life will be great and it all starts next week.  In just a few days, you will see a new me and I WILL BE PERFECT!

What about you my brilliant young students?  Are you going to join me and become perfect?  Will you soon become flawless?  How will that change things?

Oh, by the way, wanna is not a word and if I was already perfect, I would have said want to in the title.

Image from http://www.rebeccacaudill.org/teacher/covergallery/1989/be.jpg