Big Ideas:
Active Literacy- I made a lot of changes to help my students to become more active during reading. Students were taught to be more attentive during reading. This is defined as sitting, listening to the reader, and not speaking unless asked to speak. This is very hard for Kindergarteners. They were also taught how to listen to one another and to give each other eye contact. I had to model many times how to turn to a buddy and just listen without interrupting. Students learned to quickly turn back and give me a thumbs up if both partners had shared. By doing this, it allowed me to monitor for understanding. It also let me know that they were ready to share out with the whole group. Another way my students became more active was by responding to reading EVERY single day in their Reader Response Notebooks. As soon as we are finished with a story, everyone now knows what we do next. WE WRITE! Sometimes they write about an event that happened in the story (Fiction). Other times they were asked to write about what they learned (Non-Fiction). Every day is different and there is always a new goal to work on! We now use a rubric/scale to monitor our writing. This has been provided below the pictures.
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kindergarten_writing_goal.docx | |
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The images below are from two of my students' Reader Response Notebook. One was at the very beginning of the year and the other is now. As you can see, responding to text (writing) every single day makes a huge difference!
"More Books Please"- Students are now getting a new Guided Reading book every single day. I also added a Reading Log for student to complete at home with their families. I did this for many reasons. The main reason was that I wanted to see who was reading at home to their loved ones. Students were always asked to read at home but now they love having a paper to record all of the books they have read. We have added their completed logs in their Data Binders under the reading section. The other day I heard a student say, "Wow! I've read so many books! Can I go to my Data Binder and count how many books I've read?" Another change I made was going to the library more consistently and allowing students to pick out books that they were interested in. Another perk of going to the library is that the librarian reads an award winning book to the students and models what a good reader sounds like. While they are reading she encourages students to share their ideas and answers questions with a buddy. Students now look forward to returning their old books and checking out new books. They also like being able to FINALLY take their library books home!
Strategies:
![Picture](/uploads/2/4/2/7/24272080/4814771.jpg)
Sharing Your Questions about Your Own Reading
Before I introduced questioning, I decided to bring in a book that I was about to start reading. On the book I had attached Post-it notes with questions that I had about the book. I began each question by saying "I wonder...". My students were so excited to see the book and they even started to ask their own "I wonder..." statements after listening to my questions and looking at the cover. One of my Kindergarteners looked at the cover and said, "I see a barn... I wonder if they live on a farm." Another student said, "I think you are right Mrs. Marcotte...they are friends." By bringing in the book it also showed my students that I am a reader too and that I like to read for enjoyment! It also showed students that even teachers have questions about their reading. If I were to do this with an older grade, I might show them how I put question marks on post-it notes/passages where I was confused. I would model how I figured out certain words using context clues and would also have post-it notes that explained the answer.
Before I introduced questioning, I decided to bring in a book that I was about to start reading. On the book I had attached Post-it notes with questions that I had about the book. I began each question by saying "I wonder...". My students were so excited to see the book and they even started to ask their own "I wonder..." statements after listening to my questions and looking at the cover. One of my Kindergarteners looked at the cover and said, "I see a barn... I wonder if they live on a farm." Another student said, "I think you are right Mrs. Marcotte...they are friends." By bringing in the book it also showed my students that I am a reader too and that I like to read for enjoyment! It also showed students that even teachers have questions about their reading. If I were to do this with an older grade, I might show them how I put question marks on post-it notes/passages where I was confused. I would model how I figured out certain words using context clues and would also have post-it notes that explained the answer.
![Picture](/uploads/2/4/2/7/24272080/5008542.jpg?269)
The More We Learn, the More We Wonder
This past week, we learned about Jaguars. I read a short article about Jaguars and then they paired up with a buddy to discuss what they had learned. Afterwards, students raised their hands to share what they had talked about with their partner. I added their learning to the part of the chart that said, "I learned". A little bit later, I asked them if they still had questions and they did. I added their questions to the part of the chart that says, "I still wonder...". We then did a little more research on the computer and even watched a Discovery Education video. Some of our questions were now solved. I added the answers in red next to the question. As a result of doing this, many students have started to ask questions in their writing. This is very challenging for most Kindergarteners. They also love answering their questions in their writing. One student wrote, "Do you think the Jaguar can run? Yes he can run fast!" Another wrote, "Is the Jaguar green? No he is brown and black." Goudvis and Harvey stated that doing this lesson with Kindergarteners "prepares them for more independent research in first grade." (p. 112)
This past week, we learned about Jaguars. I read a short article about Jaguars and then they paired up with a buddy to discuss what they had learned. Afterwards, students raised their hands to share what they had talked about with their partner. I added their learning to the part of the chart that said, "I learned". A little bit later, I asked them if they still had questions and they did. I added their questions to the part of the chart that says, "I still wonder...". We then did a little more research on the computer and even watched a Discovery Education video. Some of our questions were now solved. I added the answers in red next to the question. As a result of doing this, many students have started to ask questions in their writing. This is very challenging for most Kindergarteners. They also love answering their questions in their writing. One student wrote, "Do you think the Jaguar can run? Yes he can run fast!" Another wrote, "Is the Jaguar green? No he is brown and black." Goudvis and Harvey stated that doing this lesson with Kindergarteners "prepares them for more independent research in first grade." (p. 112)
![Picture](/uploads/2/4/2/7/24272080/1386117087.png)
Some Questions Are Answered, Others Are Not
I did this chart a little differently. First we made a list of all of their questions. I included the name of the child next to their question so that I could refer back to them. Later on, we read a story about camels and watched another Discovery Education video. We realized that a lot of our questions were not answered. We put an asterick by the questions that we still weren't sure about. A couple days later we were able to go back and answer the questions. Unfortunately, I do not have a picture of the updated chart. As a result of doing this lesson, students became even more motivated to seek answers to their questions. When we couldn't find an answer they would shout, "Look on the internet!" or "Can we watch a short video to see if we can find the answers." One student even said, "I think we have a book about this in our classroom library. We can look there!" If I were to do this with older students, I would categorize the questions. For example, if the question was answered I would put an "A" and the answer. If the question was answered based on someone's background knowledge, I would put "BK". Inferred questions would have an "I". Questions that could be answered with further discussion would get a "D". "RS" would be for more research is needed to answer the question. Lastly, if students are confused about the question we could use a "C" or write "Huh?" in the chart.
I did this chart a little differently. First we made a list of all of their questions. I included the name of the child next to their question so that I could refer back to them. Later on, we read a story about camels and watched another Discovery Education video. We realized that a lot of our questions were not answered. We put an asterick by the questions that we still weren't sure about. A couple days later we were able to go back and answer the questions. Unfortunately, I do not have a picture of the updated chart. As a result of doing this lesson, students became even more motivated to seek answers to their questions. When we couldn't find an answer they would shout, "Look on the internet!" or "Can we watch a short video to see if we can find the answers." One student even said, "I think we have a book about this in our classroom library. We can look there!" If I were to do this with older students, I would categorize the questions. For example, if the question was answered I would put an "A" and the answer. If the question was answered based on someone's background knowledge, I would put "BK". Inferred questions would have an "I". Questions that could be answered with further discussion would get a "D". "RS" would be for more research is needed to answer the question. Lastly, if students are confused about the question we could use a "C" or write "Huh?" in the chart.
![Picture](/uploads/2/4/2/7/24272080/1386191306.png)
Students responded to the text in their Animal Alphabet Books. Every Friday we learn about a new animal and add our new learning in our special books. I try to introduce them to animals that they are unfamiliar with. Below are the same student... 7 weeks later!!!! The progress is amazing!!!
Supplemental materials:
I have used the following chart many times during shared reading. Pinterest gave me this great resouce! I plan to use the other ideas found on Pinterest in the next few weeks!