A forum to continue dialogue from class.
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Jessica Popple posted from the web
I'm not sure - I guess it does depend on the text. I just feel like they would get bored, I know I would.
erberry posted from the web
google it - you can make your own out of PVC pipe
Jessica Popple posted from the web
WOW!
Kristi Turner posted from the web
Neat, thanks.
Jet Schmidt posted from the web
COOL!
Jessica Popple posted from the web
good to know, Erin
Aricka Hawkins posted from the web
I can bring my daughter's whisper phone next week.
Tisha Duncan posted from the web
please do Aricka!
erberry posted from the web
http://www.ehow.com/how_4667985_whisper-phone.html
erberry posted from the web
How to make a Whisper Phone - I haven't had time to read the whole article but it looks basically like what I've seen before
Tisha Duncan posted from the web
What were your thoughts on this "guided reading" group for evolving readers (3rd grade an up)? How did it relate to what you observed last semester in K-2? Inspired to do this one day?
Christa Devitt posted from the web
Some of my esteemed classmates made some good points up above during the viewing: the fact that the students were alone in a neat, almost empty space, already aware of the 'fluency' and 'comprehension' lingo (thanks for that word, Tracy!) seems a little unreal. This type of guided reading would be happening while the other twenty students were working on something else, at various noise levels.
Christa Devitt posted from the web
All of that being said, however, I think that this slightly systematic way of approaching strategies for fluency and comprehension can work really well over time--especially as the students understand what is expected of them (the teacher seemed pretty precise as a model). The chart with predictions/what really happened was interesting to me: I like the idea of being able to go back and point out what the group was thinking.
Christa Devitt posted from the web
Last semester in my 2nd grade classroom, the guided reading was very similar--some of the same pre-reading tasks were involved (predicting, word knowledge, etc). I am inspired to try it right now, but I can't wait to read more to decide for sure...
Laura Clark posted from the web
I really enjoyed the video! I thought it was very helpful for modeling how we would do a guided reading group. Clearly the video may have been staged but in my opinion that does not take away from the skills that were trying to be taught. I actually did something similar to this with a 3rd grade. It was the struggling students so it was a little more challenging. But after watching this video i called my mom and asked if i could come in and teach another guided reading group
Laura Clark posted from the web
I also agree with Christa. The chart idea was very interesting, and a great way to go back and look over and track the thought processes.
Jessica Popple posted from the web
The predictions charts from the video are similar in design to the anchor charts outlined in the textbook. These are meant to help chart students' thinking - everyone gets to see each others' thoughts hanging up in the classroom. These charts also give students an opportunity to add and make adjustments to the chart as the lesson, reading, or discussion moves forward. Collaboration is also encouraged, which is always great. Just plugging anchor charts again - I cannot wait to actually put them to use. I might have to integrate one into my lesson for this class. ( :
Sarah Lynch posted from the web
I agree with the idea that even though this presentation might be staged, I really like the idea of predictions versus what really happens. It seems like this would be a great way to reinforce comprehension -if students think about the book/pictures (and what they have already read) enough to make predictions, then I think they would increase their comprehension and make solid connections to the book.
I also agree that rereading the same text more than three times for older students would become boring - especially when the books are as easy as they were in the video. I guess this would depend on the reading level of each group...
I also agree that rereading the same text more than three times for older students would become boring - especially when the books are as easy as they were in the video. I guess this would depend on the reading level of each group...
Tisha Duncan posted from the web
Good discussion here! Let me interject and defend the "staging" piece. This is likely an actual Reading Specialist in her designated classroom space and not a classroom teacher hiding the other 20 kids and their stuff in a closet
Tisha Duncan posted from the web
when I was a gifted specialist, I had the luxury of having my own small space almost identical to this so I can see why you would think it's staged.
Tisha Duncan posted from the web
Also, remember this is an evolving reader group, likely 3rd grade. By this time, they usually are pretty in tune with the "lingo". They are also now in a formal assessment year (EOG's) so they are familiar with all types of structured lessons and teacher talk.
robert.fogel@... sent an email
> [Original Message]
> From: <mcfrt@chatterous.com>
> To: <robert.fogel@earthlink.net>
> Date: 2/4/2010 9:42:07 PM
> Subject: People on "Future Reading Teachers" have been chatting
I know this is redundant, but I was impressed with the prediction model,
also. The first question that I would have asked after the film, if we had
time was what, if any, are the benefits of whispering?
>
>
> From: <mcfrt@chatterous.com>
> To: <robert.fogel@earthlink.net>
> Date: 2/4/2010 9:42:07 PM
> Subject: People on "Future Reading Teachers" have been chatting
I know this is redundant, but I was impressed with the prediction model,
also. The first question that I would have asked after the film, if we had
time was what, if any, are the benefits of whispering?
>
>
Tisha Duncan posted from the web
benefits of whispering- child hearing themselves (i.e. voice in their head); teacher hearing all students read at the same time within a tolerable level
Kristina Zucchino posted from the web
I think the video demonstrated some great strategies to use during guided reading lessons. I particularly liked the predictions chart and the notecards of words from the text. I think giving the kids a chance to look at words that are in the text and think about those words promotes comprehension of the text and more engaged reading. I wasn't fond of the whisper reading, but I really liked the choral reading. I feel like when people whisper there is some subconscious effort to listen, so when the other children are whispering, I feel like they are listening to the other kids instead of focusing on what their reading and their own whispers. I'm sure they are more used to it than I, however. The 4th graders I work with still amaze me how they can stay focused with 4 different reading groups going on in one class room...all reading the same pages, out loud, at the same time. Crazy! I guess it is something that requires conditioning, which is why most of us were baffled at the concept of it. But as for what I have witnessed in K-2 field experience - the Kindergarten class I was in last semester did not use these strategies in a formal group setting. When the teacher did a read aloud as a group, she did ask for predictions, but did not write them down on chart paper. I think writing them down is key because then the students can revisit them after the read aloud or guided reading group. I look forward to putting these techniques to practice!
Kristina Zucchino posted from the web
I also read on a website that whisper reading may be useful simply for the fact that you know the students are ACTUALLY reading instead of fake reading in their heads...which is a good point.
Aricka Hawkins posted from the web
For third grade (may early 4th), I see this as a great way to continue building comprehension and fluency while also providing a bridge to other methods like literacy circles and discussion groups. I could not see using this method beyond that point. If I were teaching in 3rd grade or had some reluctant 4th grade readers, I would definitely use this method or some variation of it. I like the structure of it and the fact that the children are still being supported even though they are pretty good readers.
Ada Adele Arbuckle posted from the web
i agree with what people say that the guided reading group seems to good to be true- no other students, no distractions, everyone in the group paying complete attention (which of course our students will do as well). i liked being able to see how a reading group could be done for 3-5 grades. it was very similar to what i saw last semester in my 2nd grade class- walking through the book, making predictions, introducing new words.
Ada Adele Arbuckle posted from the web
i liked the different reading ways the teacher used- teacher read aloud, everyone read aloud together, all whisper read (yay whisper phones), or one read aloud while the rest whisper read (this one was not my favorite since it spotlights one student to read out loud which could make them nervous).
Rebecca Powlison posted from the web
I agree with Ada Adele about the different formats of reading. So far I've only heard of the students taking turns reading. I liked the variety of having the teacher read, whisper reading, chorus reading and then partners. I conducted a couple of guided reading groups last semester and I only had each student take turns reading. After seeing this video, I am motivated to do one with this variety.
Rebecca Powlison posted from the web
I don't really think the guided reading group is too good to be true. Yes, in the classroom it is different because you have other students in the class involved in centers, so it is a little bit more loud and chaotic. However, I observed many guided reading groups and did some myself and they were pretty similar to the one that took place in the video. The texts aren't too long and if you keep the discussion and questions flowing, the students will pay attention.
Jevonda Perkins posted from the web
I too enjoyed the video and was impressed by the level of understanding that the students had. I believe that since I have been in a "K-2 state of mind" that I was surprised at the comments and predictions that the students were able to make. However, would be easy for a regular teacher (not a reading specialist) to have the time and space for this type of guided reading? It seems to take longer than the G.R. that we saw in action before. Hopefully so, I would love to use it in my future classroom.
Sarah Lynch posted from the web
I agree that the older kids have a completley different level of comprehension. I think regular teachers can make the time, while their other students are doing literacy centers, to conduct this type of reading interaction. I do think though that this teacher in the video made it sound a little simplistic and kind of "talked down" to the kids; I think this setting might not be engaging enough for some kids for very long (the one boy who knew all the questions did seem at the top of this level and I would not be surprised if he got bored easily). However, I think that this age can make connections and predictions that makes text more meaningful. I wonder if you could do this type of interaction with a longer, chapter type text - or would that be for comprehension more rather than decoding?
Christa Devitt posted from the web
Jevonda, I think that you nailed it: I, too, have been in the 'K-2 state of mind', so I jumped to a conclusion about what the kids would know about the 'lingo'. Your comment has made me realize that I need to adjust my horizon line when evaluating 3-5.
Kristi Turner posted from the web
Sarah, I think that it might be possible to do this with a short portion of a chapter book - possibly using a chapter at a time, I guess it would depend on how long the chapters are and how fast the students are able to read. Even though the students are, most likely, more fluent readers at this point, I think they could still benefit from practicing fluency - also, re-reading allows them to work on their comprehension of the book.
Kristi Turner posted from the web
I liked the chart that the teacher used with the guided reading group. It is good for the students to be able to see their thoughts about the text, as well as those of their peers. It is also nice for them to be able to go back to the chart after reading the book to see their "thinking" about the text.
Kristi Turner posted from the web
This type of reading group reminded me of the guided reading that I saw in the second grade classroom last semester. I observed the ESL teacher working with a group of two students. The teacher introduced the book to the students and then read it to them. She then had the students partner read, alternating reading page by page. The teacher then asked the students questions about the plot.
Holly Holman posted from the web
I also liked all the different ways the teacher used to read. I feel like there are benefits to each way, whisper reading, partner reading, etc, and I would like to use each in a guided reading group to find out which ones are best for which groups of readers. This group did look too good to be true, with no other students in the room, no distractions and no other sounds, but I think that it is possible to carry out a reading group like this if all of your students know how the classroom is supposed to work during this time.
Holly Holman posted from the web
I really liked the use of the chart paper to predict what would happen in the story. This could be used to teach other comprehension strategies that we have talked about as well. I hadn't thought about it until now, but guided reading groups might be a good place to work on comprehension strategies if you notice that certain students need a little extra help with them. You could even regroup your students depending on which students needed to work on certain strategies more.
Traci Veenstra posted from the web
I also liked this session, it was similar to the guided reading groups that I observed in the classroom except that the students went more into the text. The teacher had the students whisper read each time they met and they did not seem distracted by others. Instead of listening to all of the students and helping them when they had trouble, she had each student read a bit louder when she pointed to them. Sometimes they did well and she moved on, other times she would work with them on fluency or finding the meaning of a word with context clues. The students seemed to like it. The other students were reading around the room with a goal, such as using post it notes to mark different elements of the plot. At times they were distracting, but most of the students working around the room were on task.
Melinda Braswell posted from the web
Unfortunatly i did not have the opportunity to witness a guided reading session during my observations last semester. i dont know if it had to do with the grade (Kinder.) or just my timing being there but I was really hoping I would get to see it in action. I thought the video was so interesting and hopefully i will get a chance to see some kind of guided reading this time around although I am not sure if that is likely (with 5th graders?). The reading group on the video had obviously participated in guided reading before because they were able to follow the directions promptly and knew exactly what to do and what was expected of them. The chart was great. It gave them a chance to see their thoughts out on paper as they progressed through a reading and gave them the opportunity to go back and review/address them. I would really like to aim to incorporate guided reading into my classroom.
Tiffany H. posted from the web
I like the idea of guided reading groups, and see how they could help students with their comprehension and fluency skills. Some of the strategies shown in the video were new to me like the whispering or choral reading. My first reaction to the whispering was.. creepy. But when some classmates suggested and discussed the whisper phones, that made it work more for me. I think the guiding reading does lend itself to differentiated instruction as well. It seems like an important tool for helping students improve in their reading and comprehension. As far as previous experiences last semester with guided reading, I did not have any with my field assignment kindergarten class, but there may have been times she implemented it when I wasn't there. I am interested in trying this out someday, but I imagine I will have more the five students to supervise (and noise control) at the same time. It would have been interesting to see how the teacher implemented guided reading in an active classroom (what she would have the other students doing, classroom management, etc).
Tiffany H. posted from the web
I was also interested in Robert's question. Whispering to ourselves is not something that is generally thought of at our age as beneficial. Usually it actually sends up a flag of concern. It reminded me of the little kid on Modern Family that comes on Wednesday nights and always whispers to himself. I think I need to work on seeing things through a student's eyes and thinking out of the box (how cool do whisper phones sound like - I want one). Anyway, good question Robert and thanks for asking. Thanks Dr. Duncan for responding and it shows creativity can be outside the norm is cool to incorporate in instruction.
miche posted from the web
One thing I was wondering about the video was when they did choral reading. I know that putting kids on the spot to read out loud in class is not a good practice, so in this smaller group is more acceptable to put one student on the spot to read in a louder voice? I am guessing that this practice might be to increase fluency, especially if the lead reader might go at a faster pace. It still just did not settle wel with me.
miche posted from the web
I did not see guided reading done in my kindergarten class, my teacher was getting ready to introduce it to her students towards the end of last semester. It makes sense that guided reading groups could be used in upper elementary levels, especially third grade. The guided reading groups could be used to scaffold into literature circles, by using a chart to highlight the different settings in the book or learning how to summarize what was read.
Melinda E posted from the web
I thought the video was very helpful. I've seen a very successful guided reading group in the 2nd grade, but was wondering how that could be applied at the upper level. I'm not sure that I liked having a student lead the choral reading, I feel that it would put some students on the spot - similar to spontaneously calling on students in a round robin. Perhaps it would work well for a re-read though, after all students are familiar with the text. I really liked the activity on the chart paper. I think it is a great tool for predictions and to ensure comprehension. I'm sure there are tons of other activities you could do as well with students in the upper elementary grades. You could make story plot charts or do character analyzations. You could really go a lot further than the decoding and comprehension strategies that are often seen in the lower grades.
Elizabeth posted from the web
I agree with Michelle and Melinda E that when they mentioned choral reading, I immediately thought of reading "round robin" and felt uneasy that they were doing that. But like Michelle said, it's a reread, so I feel it is different. Speaking of rereading, I like how the video stressed the importance of rereading for meaning and fluency instead of decoding (which happens during the first read). Another guided reading difference they did that the younger kids did not, was the type of questions the teacher asked. She asked them literal questions where she would ask the students to find a sentance in the text that supports their anwswer. She asked application questions, such as "do you think it's okay to do... Why or why not?" And she asked them general questions. I feel as if this is different for the older kids because they are expected to answer and support their answers in more detail than the younger kids.
Tisha Duncan posted from the web
What a wonderful discussion about our course topics! Well done!
guest1020996 posted from a guest
ftr5redewrgtyfrtey6greweryd
Tisha Duncan posted from the web
You may continue to use this chatterous feature during EDU 725 class time or for online discussions!
guest1130552 posted from a guest
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