Elisa,
As I read different ideas from the list serve and in the book, On Solid Ground,
I learned that the students have their own notebooks. They have the
responsibility of using them during reader's workshop. I did this a little last
year. Each child had a Reading Response Notebook and they
I would do that too. I made a bunch of stickies with Pass This Out on
them. Slapping them on a pile. It's great the way they pick up the
routine. Also, when I pass back notebooks, I spread them out on the floor.
I put on some music with a beat. It's a fun way to start the morning,
walking
Hi Debbie,
And what are they controlling? The place were the notebooks are kept? The
lack of
secrecy about what the teacher writes? I'm not sure about this part and so
would love
some ideas about what this looks like.
Thanks,
Elisa Waingort
Calgary, Canada
The one thing that I can see the
-
Debbie wrote,
The one thing that I can see the value of is the students having control of
the notebooks.
-
Don't forget to check out Beth Newingham's web page. Remember she has
AWESOME resources available to download for a reader's notebook.
TeGrootenhuismailto:[EMAIL PROTECTED]
To: 'Mosaic: A Reading Comprehension Strategies Email
Group'mailto:mosaic@literacyworkshop.org
Sent: Monday, July 16, 2007 9:31 AM
Subject: Re: [MOSAIC] reading conferences PLUS an idea!
-
Debbie wrote,
The one thing that I can see the value
I have tried labels, individual sheets, spiral notebooks, etc. The
simplest form works for me. I use a file folder filled with
overlapping index cards (one per child). I leave space under each to
write the students' names and make a tally mark each time I write a
note about a particular kid.
A friend of mine did something similar. She mapped out the boxes on several
laminated file folders, made into a book. The block for each child was the
size a larger sticky not, and she loaded the notes each day. They were
later transferred to the files for each child. I used this system during
Elisa,
I had to laugh when I read about the On Solid Ground
notebooks...I tried them too...a nightmare for me! :o)
I was mad at myself for spending that money! I wish
they had worked, because I do think it's a really neat
way to keep your records. It is always nice to hear
from another teacher
Well, Lisa that's the thing. I haven't yet found what works for me.
I've tried lots of different methods but I get involved with the kids
and then I forget to jot things down or to check things off
or to write down notes. In the past, the one record keeping tool
that worked best, though it
When I was in elementary, this was my favorite way: I buy a box of mailing
labels. Run them through the printer so that each child's name is on them.
You can print whatever you want on them. I make my notes on them as I
conference with the kids, then stick them on a sheet in a binder with the
On Jul 15, 2007, at 10:29 AM, kimberlee hannan wrote:
When I was in elementary, this was my favorite way: I buy a box of
mailing
labels. Run them through the printer so that each child's name is
on them.
You can print whatever you want on them. I make my notes on them as I
Yes, I've done that and it has worked for a while. I think my problem
has been sticking to something long enough to see its usefulness.
With so many options sometimes it's overwhelming. That's why I need
to go back to my purposes or goals for the record keeping before I
decide on one or two
So, what do you feel has worked the best of all of the
methods you've used?
Lisa
2/3 IL
I haven't tried these yet as I've just read the books, but you might be
interested in Debbie Diller's book about small groups (which has some good
and some not-so-good content, I think, but might be helpful
What really worked for me was dividing a paper into 20
sections (one for each student. I printed each
student's name into each section (one section per
student). Since each section was about 2by 2 there
was plenty of space for comments. I had one sheet per
week and tried to keep up. For the
What really worked for me was dividing a paper into 20
sections (one for each student. I printed each
student's name into each section (one section per
student). Since each section was about 2by 2 there
was plenty of space for comments. I had one sheet per
week and tried to keep up. For the
I can see good possibilities if a person bought the larger-size labels, with
or without student names. That way there would be room to record the next
best step so you could do analysis on the fly to record possible teaching
points. I think I'll buy 2 x 4 labels with a few 3 and 1/2 labels
Debbie Diller's book can be read online at Stenhouse.
Shirley Miller
Hyde Middle School
Cupertino, CA
You don't have to read every day, just on the days that you eat!
-Original Message-
From: Beverlee Paul
I haven't tried these yet as I've just read the books, but you might be
Since I taught junior high with six different classes, I used 4 x 6 index
cards. I punched a hole in the corner and put the same class on a ring. I
put the student names at the bottom of the index card and it was easier.
One year, I tried to color cod them; my thinking was I would see pink on
I have used this method for several years and it works for me. I have one
non-spiral composition book for each student in my 1st grade class. I keep
these in a special basket. When I am listening to kids do their first read
on a new book in guided reading, I take anecdotal records (including
The one thing that I can see the value of is the students having control of the
notebooks. You know how good they are about that. If they have a Reading
Workshop notebook and a place to keep it (and they aren't allowed to take it
home) I know it will always be there. If we have them bring it to
Hi Lisa,
Your comment below, I am NOT an organized person caught my
attention because neither am I! It seems that every year I keep
records of my conferences and teaching points in a different way.
This year I started reading On Solid Ground and I tried the notebook
idea that Taberski refers to
Hi Maxine,
I don't know if this was addressed to anyone in particular but I thought I
would go ahead
and answer it. I have a 7-day schedule at my school. The way I did it this
past year (may
not be how I do it next year) was to have three consecutive days for writing
workshop
and three
Hi Donna,
Welcome to the Mosaic listserv! I know Nancy personally and know that she is
an awesome teacher. You are fortunate to have her for a professor.
Now, about your question. Time is always a difficult issue for a teacher to
tackle.
There never seems to be enough of it. However, what
Donna,
As Elisa mentioned, time IS the tough one here. I
have found my conferences even tougher to get in along
with guided reading, so I've extended my reading time
by 15 min. (In primary grades, I can get away with
stealing from content area...which I teach
thematically anyway, so the content
HI, Im one of the Wayne State students you were warned about. This is my
last class, I do my student teaching this fall. My question is: Reading
conferences with students seem to be a very valuable tool for the teacher
and the student, how (when) do you find time to do this with every
How do you schedule reading conferences, guided reading, mini lessons etc?
How long is your reading workshop time?
Maxine
** Get a sneak peak of the all-new AOL at
http://discover.aol.com/memed/aolcom30tour
I conference with my students during independent reading time (which is
usually 20 minutes). I try to get to 2 or 3 students each day. Good luck with
your student teaching!
Dollie/5th/GA /HTML
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Hi, Donna,
I am a friend of Nancy's and this is a great question. I know you will get
lots of great responses. For me, as a primary
teacher, I found that scheduling an early choice reading time combined with
running a conference table (which you would find
described in On Solid Ground) each
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