Reading Non-fiction: Notice & Note Big Question #1

It's the end of my first quarter teaching 9th grade reading intervention for the first time. We spent the first quarter focusing on Notice & Note: Strategies for Close Reading for fictional texts. Today we began noticing the stances, signposts, and strategies for non-fiction outlined in Reading Nonfiction: Notice and Note by Kylene Beers & Robert E. Probst.

First we created an anchor chart in our reader's notebooks modeled after the chart in the text titled "What surprised me?" (p. 81).

Then we watched a youtube video that modeled the thinking of "what surprised me?"

Next, we read "Hard at Work" by Ritu Upadhyay, an article from Time for Kids. As students read, they practiced looking for places that were surprising, noting their thinking in the margins. During discussion, students shared their surprising facts with each other. As a whole group, we charted our findings in a class list.

As a formative assessment (ticket out the door) students wrote:

"Looking for things that surprise me helps me understand what is going on in the passage." - Selena

"Looking for things that surprise me helps me notice more things in the article and makes me read a little closer." - Breona

"Looking for things that surprise me helps me know a little more about the text and keeps me wondering why?" - Hanna

"Looking for things that surprise me helps me get more interested in the story than I was before." - Ashyln

"Looking for things that surprise me helps me read a boring text." - Gabe

"Looking for things that surprise me helps me want to read more." - Arien

"Looking for things that surprised me helped me understand the article better because it was interesting." - Sydney

"Looking for things that surprise me helps me think more about what I'm reading and makes me want to keep reading." - Gavin

"Looking for things that surprise me helps me understand the article better because I actually focus and take all the facts and stuff in and have to think about it." - Taylor

moving away from the 30:1 model

Technology is everywhere. But technology can never replace a good teacher. Schools are slowing moving toward one-to-one devices. Not all of us are there yet - we might only have access to a few devices for classroom instruction. If this is the case, station rotation might be ideal in your middle or high school classroom. Furthermore, blended learning is becoming important as a tool to support classroom instruction and personalize learning. Blended learning provides opportunities for students to take ownership of their learning in ways that have not previously been possible. Additionally, blended learning can shift learning from passive to active.

One way to use blended learning in the classroom while providing small group differentiated instruction is to incorporate stations or learning groups. Stations have been popular in lower elementary grades, but what about middle and high school? Can they be used effectively?

Station rotation models can provide differentiated instruction, collaborative learning, and online instruction to meet the needs of all students in your classroom. The teacher-led center is the key to differentiation - this is a place that deep learning can occur. With a class-size of 30, a one-size-fits-all approach cannot be effective. This model allows you to shift your instruction to class size of 10 if you are using three groups (less if you utilize more groups).

The collaborative group can be working together to solve a problem or creating an artifact that consolidates their learning. This group might be practicing a skill that they have been working on in whole group or preparing for upcoming learning. This groups will need explicit instructions as they will be working independently of the teacher. Collaborative group station can easily transform in to partner or independent work.

Online instruction should be used an engaging time for students to steer their own learning. The possibilities are endless in this stations, some of which include: educational apps, instructional videos, informational sites, research, composing, etc.

Lastly, "New technology doesn't revolutionize classrooms - new thinking transforms learning - change is more about 'headware' than hardware." -@ijukes

next steps with guided reading

This week we had the opportunity to share our love of literacy with Cloudland teachers. Topic? Getting started with guided reading. We had a great time sharing ideas and learning from each other.

PD books that have inspired us

getting ready for learning

For teachers who have never incorporated guided reading into their literacy block, getting started with guided reading can be a little intimidating. These teachers rolled up their sleeves and got right to work. 

We began our session on day one with some video clips from Man on Fire. In one part of the movie, Creasy, played by Denzel Washington, is taking Lupita, played by Dakota Fanning, to a swim meet. He notices that she is the fastest swimmer in the water, but the slowest swimmer off of the block. In this inspiring clip titled "The Gunshot Holds no Fear", Washington guides Fanning through the issue by providing instruction, feedback, and practice. 

The teacher's role in guided reading is very similar to coaching a sport. First, there needs to be some assessment. Next, the teacher and student discuss the results of the assessment and set a plan of action. Thirdly, the student practices the skill with feedback from the teacher. Finally, the teacher and student determine when it is time to move to the next skill. 

In a balanced literacy curriculum, guided reading is the last step toward independence. The teacher must be sure that students are sufficiently challenged so that learning can take place. 

we identify a barrier

we write a goal statement

what are the roadblocks?

We could tell by day 2 that many teachers were hesitant about how guided reading would fit into their curriculum. They had many concerns, some of which included: time management, too many reading levels in one class,  & having too high expectations - will students be able to do this? Change can be difficult. We worked together to brainstorm some solutions. 

First, we wrote our concern or barrier. Then we wrote a goal statement. We identified possible roadblocks, and finally we made a plan. 

Next, we traded charts with another group. We read our new chart and listed another plan for the barrier. 

We spend the end of day 2 visiting teacher classrooms to prepare their rooms for guided reading groups. We arranged meeting areas for whole group instruction. We created a space for word study and writing. Finally, we carved out a space for small group instruction. Last, student desks and tables were placed in the remaining space. Teachers rooms are almost ready for students! 

what is our plan?