Marathon Reading Day

Our current unit of study in Reading Workshop is a test prep unit (click to link to a previous post about our materials and resources). We renamed it Journey Through Genres because we thought that sounded much more appealing. This also matched well with the students' reading passports (another previous post).

 

Lucy Calkins' A Curricular Plan for the Reading Workshop Grade 3 describes the need for increased stamina and volume during this unit. She refers to it as a Marathon Day which also fits in with our journey theme.

Tuesday is our Reading Marathon day. They get warmed up by listening to Eye of the Tiger while they get their book baggies organized and get their reading logs open. One day they ran a lap around the track with their baggies! 

The students read for 60 minutes. Yes, they do. They really do. Seriously!

 

The boy in the blue shirt was talking to a friend of his at the end of our first marathon and he told him this was the best day he had ever had in school. He said, "can you believe she let us read for 60 minutes?!"

 

After they completed their first Reading Marathon, they earned gold medals at the end of the 60 minutes. Some students will wear them on Tuesdays now.

 

Students keep 10-12 books in their baggies now. They have a variety of genres including magazines and some passages we use in minilessons. Students also select some books that are slightly above and below their Just Right levels. This was decided on by the students because some of them found some books that "they just really needed to read please!"

 

 

My special needs students do not read for an hour,

but EVERYONE reads on Marathon Day.

No Better Feeling in a Teacher's World

I have a student this year who is The Little Engine That Could. He came to 3rd grade unable to speak coherently. He would babble animatedly and we would have to listen very hard to initial consonants to try and figure out what he was saying. We knew he was an identified exceptional needs student, but after one day of school we knew we would be digging into our toolboxes to help him learn.

He was a nonreader. Now he is a level F. He wants to read all of the time to everyone he sees! He used to use the string of letters eyeyeyeyey no matter what he was writing. Now he has published 2 books--one personal narrative book about swimming and one nonfiction book about flies. I wrote a previous post about this student titled The Reason.

I pulled the student over yesterday to conference during Reading Workshop. I asked to see his My Reading Life Log. He brought it over and proudly told me that he was filling it out all by himself.

His log in September

 



His log yesterday, April 18

 



 

The entire date (M-D-Y) is written by him. The genre is not correct. The book levels range from a C (read independently) to an H (read to). The titles are written by him. His time for reading ranges from 20 to 45 minutes! His page numbers are sometimes inverted. He has a variety of read to, read with, and read independently.

 

Everyone who knows this student is excited for his progress. The special needs teachers who work with him celebrate his growth. His speech therapist shares his progress. The literacy facilitator writes him notes. The principal gives stickers when the student comes to his office to read to him. The secretary claps when she hears him read. The teaching assistants congratulate him when they see him read.

 

There is no better feeling in a teacher's world than when the reading spark ignites in a student. This is why I love teaching reading.

Using Tests as a Teaching Tool

Tests should be used as teaching tools. They should not be administered, graded, and then put away. Students should be able to dissect the test and learn from it. Yes, this does not happen with standardized tests, but a classroom is a place of learning. In my classroom students see their tests and review them to learn from their mistakes.

I took our last assessment and tore it apart based on the data results from my students. On the cover of the test, I wrote out the steps that I use to review the test with students. I wrote out the steps for one of the instructional assistants at my school so that when she comes in my room to help students she and I can be on the same page regarding instruction. I know what I am doing, but I want her to be familiar with my process.

 

I set up work stations in my classroom. I wrote the students' names that we are working with on index cards. I am working with the neediest students and my assistant is working with the midlevel students who need some practice with strategies to give them that boost to be on grade level. I also placed a basket of sticky notes, pencils, and pens (students think work is so much more fun with pens, right?).

 

 

Beside each question in the test I wrote the percentage correct that each of my blocks earned. This lets me know on which questions I need to spend more time. If both blocks scored poorly, then I need to do a whole class reteach. I also mark which answer most students selected to help me understand why they struggled with that particular question. Finally, I write notes to myself about teaching points.

Passport to Reading

My team decided to call our Test Prep Unit "Journey Through Genres" because that sounded more appealing and exciting. To carry out this theme we designed a passport filled with genres. Each child is working towards earning a sticker on each page after they read 5 books from each genre.

When children go  book shopping, they make sure to choose books from a variety of genres. They can also choose authentic literature such as magazines and cookbooks.

Test Prep Unit Anchor Charts

I created the anchor charts for our Test Prep Unit using the information in A Curricular Plan for the Reading Workshop Grade 3 by Lucy Calkins. Below each chart I cited the page numbers that correspond with the information.

 

Students should continue developing more stamina as they read during this unit by having one day a week where they have 60 minutes of independent reading time (p. 112).

 

 

In addition to using close reading techniques, students will be practicing how to use road-mapping when they read passages (pp. 121-122).

 

 

These are tips to remind students what they can do to be successful readers (pp. 114-118). This anchor chart will be posted in an area of the room that students can reference during both independent reading and small group instruction.

 

There will be students who will struggle with standardized tests because they are below grade level. Obviously if a third grader is a Level L, they are going to have a difficult time reading and comprehending end-of-the-year third grade text. This chart will give those readers little tips to help them stay resilient and focused (pp. 122-125)

 
 
Teaching Points:  This last set of charts will help me stay focused on what I want students to learn during the Test Prep Unit. This unit is designed to help students use what they have learned as readers throughout the past year.   This unit is not designed to show them how to pass a test. Unfortunately there is currently no way to get around these tests. My students have show tremendous growth as readers this year and the end-of-grade test will most likely not showcase all of their learning.

 

The Moment Balanced Literacy Teachers Live for...

Today I was leading my students through a summarizing activity on the website Into the Book. They were learning how to become pirates by reading sections of a pirate manual. After reading each section, they had to highlight the sentences that described the main idea and supporting details and drag them onto a ship sail. Then they had to use the main ideas from each section to write a summary of the manual.

One of my students raised his hand and said, "this is just like making boxes and bullets in our jottings!"

Other students shouted out their thoughts such as: Hey, yea! and Wow, you're right!  and my favorite, This is just like that! We are making jottings without even meaning to!

Mystery Unit Anchor Charts

Here are the anchor charts I will use during our Mystery Unit of study in Reading Workshop. This first one was inspired by a poster I saw on Pinterest. The others I created myself using information I read in the Lucy Calkins' Curriculum Plan for the Reading Workshop.



Biography Book Club Jottings Assessment

This is one of the forms I used to collect data on my students and what they were learning during our biography and narrative nonfiction unit. I asked them to choose some of their jottings from their Biography Book Club books and then they had to tell why they chose those particular jottings by circling the choices at the bottom of the form. I used these forms during conferencing to celebrate success and address any weaknesses.

 

During the conference with this student, I complimented her descriptions of Rosa Parks' character, but we talked about how to better reference the text and explain events in her life that showed she was that type of woman that was described in the jottings.

 

I complimented this student on her independent use of a chart from a previous minilesson. We discussed synonymns to use that are more detailed than just caring and helpful.

 

I complimented this boy on asking such an intense question. In addition to a quick reminder of capitalization, we discussed other people he has read about that also changed the world. I encouraged him to make more connections between other texts when reading.

 

I complimented this student for referencing the text, but reminded him that when he is a biography reader he should not just be recalling facts. I had him practice relating to the text instead of just retelling details. I led him to the thought that maybe the statue was so big because Dr. King did big things for civil rights.

I was proud of the student, Bryan, because the other members of his book club were absent on the day they did this activity so he put all of their names on the jotting.

 

EMPATHY!

 

relating...not just recalling

 

again relating...not recalling

 

 

This child is religious and often makes connections to her church. In this jotting I complimented her for relating to Abe Lincoln reading the bible. We talked about reasons why he possibly chose to become a stateman instead of a minister.

 

I complimented this student on asking a question and then drawing a line to write the answer to the question after he found it in the text. I encouraged him to reference the text with a few more details. I complimented him on relating to Black Beard's family because he thought the pirate should protect his family and not the gold treasure.

 

I complimented Mya for referencing an event in her book and relating to it. I told her I agreed with her 4-star rating of her jotting.

 

I complimented this student on being in touch with the text and asking questions to help understand what she was reading. I told her that I agreed with her star ratings. She is limited English proficient (LEP) so I think that her questions were justified. We had a basic conversation about Obama and his life. It was not too deep or detailed because that is not what she needed at this time.

 

EMPATHY!

 

Great use of character traits and referencing the text.

 

I complimented this student for referencing the text, but we talked about the difference between fact and opinion when reading a biography.

 

When I conferenced with this student, I had him show me the fancy writing that he found because I thought maybe he was not understanding italics. It was actually a photograph of Declaration of Independence. We had a conversation about how writing has changed from old times and the different types of writing we might see and use today.