Multiple-Use, Self-Assessment, Interactive Rubrics?!

I know that title is a mouthful, but I wanted to get your attention! I created a new way for my students to complete their self- assessment rubrics for their reading habits and reading logs. I have Teach Like a Pirate to thank for the inspiration. I remember reading about the Taboo Hook and wondering how I could put it in play for third graders.

Today during my Block 1 Reading Workshop, I told my students that I was going to give them their VERY last copies of their Reading Life rubric and Reading Log rubric. I made it very dramatic when I passed them out. I even made the copies on pink paper so they seemed special.

I had the students put the rubrics in a plastic sleeve in their Literacy Binder. I use the binders like a notebook, but it is more manageable for organizing a variety of activities. Then I showed the students how to use small sticky notes to mark their score for each category. Then I discussed with the students how they would be able to revisit the rubrics and simply move the sticky notes to reflect their thinking. Students will be able to physically move their reflections and note either improvements or areas they need to strengthen.



I know this isn't technically a "taboo" subject to hook students, but when you tell third graders it is the last time they are going to do something it becomes an exciting idea. The students really thought they would never have to do another rubric...guess what, kiddies? I  just meant that I wouldn't be running off copies of the rubrics anymore!  Causing excitement and helping the environment.

 

 

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.

Linking Your Reading Life with Your Writing Life

In Writing Workshop we have been studying expository writing. Students have been reading animal books to pique their curiosity. They have been writing lists of facts and interesting details as a prewrite step before they begin writing reports. I was so pleased and proud to notice that my students were recording books in their My Reading Life reading logs during Writing Workshop.