The Book Whisperer and Currently November

Hello again!

After coming back from lunch and a shopping (browsing, I guess, since I didn't buy anything) excursion, I just had to pick up The Book Whisperer again.  I am LOVING this book.  I have now finished chapters 3 and 4 as well as the second "whisper." but I'm telling  you, it's a real possibility that I finish this book tonight.

I appreciate that Miller emphasizes the importance of providing time for reading.  I like the idea of independent reading replacing morning work, and I tried this last year.  I do not do it this year, however.  Instead, I reserve that time for our daily intentional problem solving math requirement.  Ultimately, though, I agree that it is vital to establish the importance of reading within the classroom.

I do not have the privilege of visiting the library with my students (it is part of their Fine Arts rotation), but I try to address this by communicating suggestions to them prior to visiting the library, maintaining constant contact with our terrific librarian, and showing interest in their book choices following their library visit.  My students are also aware that I always work with our librarian to check out books related to our content topics in class.  Right now, for example, I have all kinds of books about U.S. celebrations, which is our social studies focus.

Miller's comments about a place for reading made me feel better.  I do have several carpets, a special chair, etc. where students go to read each day.  Additionally, as part of launching the Daily 5 (specifically read to self and read to someone), we go over places in the room where students may read (pretty much anywhere they like as long as they have adequate personal space, I can see them, and they are not too close to the reading group I'm working with at my table).  I identify with Miller's assertion that her whole room is a place for reading, and I like to think my classroom has the same feel to it.

While reading the fourth chapter, Reading Freedom, I realized that much of it would be beyond the reach of my second grade students.  However, the overarching idea is attractive to me.  My students choose their own books during Daily 5, and I'd love to transform my language arts whole-class instruction so that it incorporated or even emphasized student-selected books.  Are you able to accomplish this in your classroom?  How do you do it?

I have not read the Fountas and Pinnell book, Guiding Readers and Writers from which Miller draws inspiration for her reader's notebooks.  However, I love the idea.  I can picture how the notebooks would keep the students accountable and help replace a reading block format in which students complete the same written activities for the same books.  Do you use reader's notebooks in your classroom?  Is there a format that you use that is appropriate for young elementary students?  Do you grade them?

Anyway, I'm loving this book, as you can see.  I think I will put the Guided Reading book aside until I finish with The Book Whisperer.  I'll leave you with my contribution to the Currently November linky.

And here's my yummy pin.  

YUMMY, easy, and DIET-FRIENDLY pumpkin muffins.

   Gotta go guys.  I have some grading to do before work tomorrow.  But, realistically, I think I'm going to go make some pumpkin muffins, watch Pitch Perfect for the millionth time, and finish reading The Book Whisperer.  :-)  

Guided Math Book Study Chapter 4 and My Blog's First Award!!!

Hell-oooooooooo blog world!!!  I have been a prisoner of my grad school class for the month of June.  I'm so excited about the little break I have before the second session starts up in a few weeks!!! 

First things first:

I was awarded the One Lovely Blog award by Where Seconds Count. 

As I said, I was given this award by:




  

Thank you, thank you, thank you!!!  :-)

Once you receive the award, you must follow 3 rules:

1. Follow the person that gave you the award

2. Link back to the person that gave you the award

3.Pass the award on to 15 new bloggers

I have chosen the following blogs to award:

1) What the Teacher Wants

2) Thinking of Teaching

3) The Teacher Wife

4) Teaching in Flip Flops

5) Sweet Seconds

6) Step Into 2nd Grade with Mrs. Lemons

7) Primary Graffiti

8) Pitner's Potpourri

9) One Extra Degree

10) My Second Grade Journal

11) Mrs. Freshwater's Class

12) Lory's Page

13) Hopelessly Devoted to Teaching

14) First Grade Glitter and Giggles

15) Create●Teach●Share


Now on to Guided Math Chapter 4!!! 

This chapter was all about whole class implementation of Guided Math.  Here are my thougthts:

1) Whole class instruction is certainly appropriate in some situations.  Those include: mini-lessons (another link I saw to reading instruction!!!), activating strategies, math read alouds (this is something I'd like to incorporate more), setting the stage for math workshop, Math Huddles, practice and review, and formal testing/assessment.  As I implemented the Daily 5 in reading last year, I can certainly attest to the importance of setting up routines, and in this case, setting the stage for math workshop.

2) I think the biggest challenge that Sammons mentions with regard to whole group instruction is the inability to provide timely and appropriate feedback.  This is SO, SO important for your struggling learners.  The danger here is allowing students to incorrectly learn and reinforce this.  Very difficult to undo once it has been cemented. 

3) I'm so glad that Sammons provides us with the sample architecture of a mini-lesson.  I can't wait to try it out!

4) With regard to activating strategies, I have a confession to make.  With KWL charts I have used, of course I had students fill out the "L" column stating what they have learned.  HOWEVER, I never had them revise what they thought they knew.  BAD TEACHER!!!  This was such a "Duh!" moment for me.  I'm a bit ashamed. 

5) As my district moves from Envision to Investigations, I'm excited to adapt the KWL charts for problem solving as Sammons suggests (p. 119). 

6) I'm not sure what I think about Word Splashes yet.  I am willing to give it a try, and I think it will really work well with Thinking Maps, which my school has adopted for the coming school year.  What do you think about this strategy?  Will you try it with your students?

I need to get reading Chapter 5 (remember a few posts ago, when I detailed the saga of my defective book that was missing 30 pages?).  Anyway, Laney Sammons came to my rescue and sent me a new book, so I'm good to go.  I can't wait to catch up on the book study. 

Until next time,