Listen
to Reading
How will you instill the
importance (or urgency as the sisters call it) of 'listening to reading'
in your students and especially those students who have had little 'lap time'
or reading done for them in their own homes?
We can of course let students know that they will be listening to fluent readers, and that this is how they should aspire to read as well. By listening they are gaining practice in that area. However, I agree with the sisters, listening to reading almost always keeps students engaged on their own!
We can of course let students know that they will be listening to fluent readers, and that this is how they should aspire to read as well. By listening they are gaining practice in that area. However, I agree with the sisters, listening to reading almost always keeps students engaged on their own!
What devices or strategies are you going to use to conduct listen to reading?' Will you use a community recording device with one cd and several earphones, individual cd players, tape recorders, ipod-type devices or computers?
I have several cd players that I keep in a
communal area, along with all my books that have accompanying cds. I stick the
cds inside the books with adhesive cd pockets so the pairs are always together.
I currently have a donorschoose project in which I hope to get an actual
listening center, so we’ll see.
What expectations will you have for your students during 'listen to reading' and how will you keep them on task and independent instead of needing your assistance when they can't manage 'devices?'
First, when teaching procedures I will make sure to hit upon the subject of what to do if you get stuck. Top of the list will be to ask a “tech expert” these will be the kids who really get the hang of the technology right away and are capable of quietly helping anyone having a hard time. You always have a few. Otherwise, they will be expected to quietly pick a book and cd player and take it to their work area. I will show them how to carefully take the cd out of the pocket, put it in the cd player and turn it on. Likewise, they will need to be shown how to turn it off and put it away.
What expectations will you have for your students during 'listen to reading' and how will you keep them on task and independent instead of needing your assistance when they can't manage 'devices?'
First, when teaching procedures I will make sure to hit upon the subject of what to do if you get stuck. Top of the list will be to ask a “tech expert” these will be the kids who really get the hang of the technology right away and are capable of quietly helping anyone having a hard time. You always have a few. Otherwise, they will be expected to quietly pick a book and cd player and take it to their work area. I will show them how to carefully take the cd out of the pocket, put it in the cd player and turn it on. Likewise, they will need to be shown how to turn it off and put it away.
Do you have enough 'listening to reading' type materials? If not, what ideas do you have for securing these materials? Where will you store them? How will your students retrieve these items? Where will they be used (will there be a designated spot in your class for listen or reading or will it be their choice)?
Yes, I have quite a few book/cd pairs thanks
to scholastic book orders. I almost always buy their books on cd collection
each month. I’m also requesting quite a few from donorschoose. I recommend both
places! I think for those who don’t have many, it could be worthwhile to
organize some kind of trade once a month or semester with other teachers in
your grade, so everyone always has some! I will keep both the cds and players
stored next to my two Adirondack chairs as students love to sit there when
listening to reading.
The sisters do not really talk about this in their book, but how do you feel about listening response sheets? Will listening to reading be just for 'listening' or will there be follow-up work required of your students? If there is reading response sheets, what will they look like?
Personally, I like response sheets. I use ones from Deanna Jump. I think it really depends though on how long your blocks of time are. Because I only have an hour and because I have to see all four reading groups my chunks are only 15 minutes. Depending on the length of the story there isn’t always time for the kids to do quality work on a response sheet. Perhaps, a response sheet could be one of the options in “work on writing.” I haven’t gotten to that part of the book yet so I don’t know if it would fit in, but then children could really have the time they need to process what they listened to and craft a well thought out response.
The sisters do not really talk about this in their book, but how do you feel about listening response sheets? Will listening to reading be just for 'listening' or will there be follow-up work required of your students? If there is reading response sheets, what will they look like?
Personally, I like response sheets. I use ones from Deanna Jump. I think it really depends though on how long your blocks of time are. Because I only have an hour and because I have to see all four reading groups my chunks are only 15 minutes. Depending on the length of the story there isn’t always time for the kids to do quality work on a response sheet. Perhaps, a response sheet could be one of the options in “work on writing.” I haven’t gotten to that part of the book yet so I don’t know if it would fit in, but then children could really have the time they need to process what they listened to and craft a well thought out response.
I would be remiss to not add this so . . . how can this station be differentiated to meet the various learning profiles, interests and/or readiness of your students?
It will be very important to include different
level books. Some chapter books even have accompanying cds. The same goes for
having books that cover all different genres, themes and topics for your
students to pick from.
Read
to Someone
Why should students be reading to someone?
Reading to someone allows children to hear someone else reading
fluently, to help each other with reading strategies and to “be the teacher”
and it’s just plain fun! J
How can
your students EEKK?
Sitting Elbow
to Elbow, Knee to Knee can be done many different ways. I mistakenly used to
think that this meant both of your elbows and knees are touching both of
theirs. I never understood how sitting that way was conducive to sharing a
book. Now I understand that it is just one of your elbows and knees to one of
theirs so you are side by side. Students can sit EEKK sitting down on the
floor, laying down on their tummies or backs, sitting at a table, etc.
How can your students read to someone and how will
you need to model these ways with your students?
Students will be able to take turns reading to one another in
several ways. First, one student can read their book, then the other student
can read theirs taking turns. Second, they can read the same book and alternate
reading pages, or both read the same page one at a time to mimic fluency.
Third, they can read two different books, taking turns reading one page from
their book at a time. The child who is not reading is the one who does the
comprehension checks.
What is the one thing you have done with partner
reading that ensures the success of your students?
I’ve never truly implemented this, so I’ll be eager to read
what others write as their tips!
