Thank you to Karen who has been so open about people coming in to observe her conducting Reader's Workshop. Yesterday, I was able to spend 45 min. in her class observing a lesson on Determining Importance. The class was already seated at the rug when I arrived, and Karen was reminding them about their work on their research papers related to the Revolutionary War. Students briefly commented on some of their progress. On the easal was an anchor chart titled Determining Importance which listed techniques for applying that strategy, as well as "thinking starters" for writing. Karen complimented the students on work they had previously done regarding determining importance----using large index cards, and while reading on their own listing the title, author, date, a few sentences beginning with "I noticed", and at the bottom of the card, "I think it is important___". Next, Karen read alout from "The True Confessions of Charlotte Doyle". Well, you could have heard a pin drop as Karen read in a quiet tone, the students hung on every word. She paused at times, and commented "I'm noticing" or "What I'm thinking is important is...". Karen also mentioned about visualization, and how the students might include their visualizations from their novels by using illustrations on their index cards. At one point the students turned and talked about what they thought had become of one of the characters....well at this point you could NOT have heard a pin drop, as they enthusiastically turned to each other will all their thoughts spilling out. Next, came the release time for the students to read on their own...some would be writing "Mrs. Verry" letters....(there is a poster that outlines all kinds of ideas for what to include in the letter). Most of the students would be working on the index cards. It took barely a minute for all the students to settle into their spots and their books....I hesitated to approach any of them as they were so engrossed....when I asked Glen why he was writing a letter, and not doing a card...he responded with because I have been reading so much, I need to catch up on my letters...I read at home! Another student was choosing a book and told me she had read several in a series, so she was trying something new...it was great to see former Title One students reading books of substance---in topic and length. The classroom is filled with Anchor Charts----a poster of the Boston Massacre was loaded with sticky notes about inferences...while the children ALL were engaged in their reading, Karen conferred and checked on students....unfortunately I did need to leave before they regrouped for sharing time.....Karen also shared a tip from Tomasen about using the beginning of the lesson as a sharing time, as sometimes we leave that sharing element out due to time limitations....I have also found DEAR time as a good if needed share time....(works well since my RW is right before lunch)....I enjoyed every second of being in Karen's class. It was wonderful to see some of "my kids"...and how they have grown into being readers and thinkers. Thanks, Karen--you're really in the groove!
I have been curious as to how the process of doing Reader's Workshop would evolve in a first grade classroom. So, I decided for my second observation I would leave the upper grades, and sit in on Kellie Annicelli's first grade. Kellie had several students out of the class during my visit. She gathered her remaining ten students on the rug to begin her modeling session. The children were attentive and focused as Kellie began a brief review on being a good reader. She asked the kids to think about why we sometimes need to go back and review what we have read. Good answers were provided in a thoughtful discussion- such as... to figure out what the author said, to understand a new word, to review and read that sentence again, were just a few of the answers. Needless to say, I was impressed. Kellie then did a review on "questioning" she asked what should we do before we begin reading. Again, the class had good discussion... read the title, look at the front and back cover of the book, do a picture walk. The kids were handed sticky notes to write questions before, during, and after reading. They would put them on an anchor chart at the end of their reading session and discuss their answers. They set off to their reading spots and became immersed in their reading and their writing of their questions. I was impressed at their ability to set right to work and just how focused they were on their own work. I sat with three different students as they went thru the process. They did a great job reading and thinking about what questions they would write. I saw a great variety of both "thin and thick" questions. I applaud Kellie and the work she is doing with her young students. She has done a great job getting her students to work successfully in the workshop model.As it continues to filter thru each grade level, we are sure to see confident and thoughtful readers as we all continue with this process. Thank you Kellie, I enjoyed my visit! Nancy
I observed Jen Fitzsimmons, a fifth grade teacher at Barron, on Monday. I observed a lesson on inferring character traits. She revieved the previous days lesson on inferring word meaning for unknown words and then used a book that the class had previously read for this days lesson. She had an anchor chart prepared with her students thinking about the book and showed them how they were already inferring. She then read 3-4 pages of a new book and let them turn and talk about any inferences they could make about the main character. When she released them to read independently, I got to conference with a few children. They showed me their thinking and it was clear that Jen has laid a solid foundation for using the reading strategies. When she brought them back together she called on specific students to share their ideas. I really liked some of the teaching strategies that Jen used. She called the students readers and it set a good tone for the lesson. She used som great prompts to encourage the students to expand on their thinking. (Tell us more about... How does that show us...?)She also restated students responses to help clarify when needed. It was really nice to see another lesson and then be able to "Think it Through" together! Thanks, Jen.
I had the wonderful opportunity to observe Leslie Carignon's first grade class at Lancaster School. I saw a mini-lesson on thick and thin questions. They have been doing questioning for 2 weeks. As I looked around the room, I noticed an anchor chart with post-its showing both thick (think and search) and thin(right there) questions. As Leslie started the lesson she gave the prompt to "Power Up your brains" along with singing some songs on what good readers do. The song started "Oh, I wonder...I have proof, it's in your reading journal". The children sang along and seemed to really enjoy it. After white boards were passed out she told the children that she did not put post-its in the book today. She asked them to concentrate on the questions today, the ones they want to share with her. Leslie's dialogue during the lesson was of a nurturing teacher who, in return, received thoughtful, respectful ideas. She told them that really great readers ask questions before, during and after reading. The text she used was "The Wednesday Surprise" by Eve Bunting. She called on students even before she opened the book. She noted to them that they had so many questions just by looking at the cover. Once the book was open she had them look at the title page and said that even "title pages can give us clues." When one child said that somebody might go the mall, Leslie validates his contribution but said "I'm only going to jot down questions, but thanks for your thinking." When another child said one thing and then seemed to contradict himself, Leslie mentioned, "You changed your thinking...you're using picture clues." Leslie is expert in making each child feel valued, validated and special and their contributions are honored. All this time as Leslie is writing all of their questions on post-its, she places them on the front rug. For a moment she was getting too many questions as she was reading so she told them "If I rest the book (on my lap), then it's a good time for thinking and I'll call on you." She even made a big deal out of opening another pack of post-its because they had so many good questions. "I like a lot of wondering." Systematically, Leslie put the book in her lap, ready to record the wonderings. As Leslie reread each question, she asked them to use their white boards to write thick or thin. She also asked if anyone could explain what a thick/thin question is. It was evident that Leslie's class was very familiar with the language of Readers Workshop. They were keenly attentive and actively participating. Leslie's kind, gentle demeanor provides the best climate for learning. Her Readers Workshop lesson helped me to rethink some of the ways I might approach this type of lesson. I liked her use of the anchor chart for classifying the types of questions. Leslie's organization and attention to detail promotes complete understanding for her students. Thank you Leslie, it was a treat to observe you and your students!
Since Heather and I observed Jen Fitzsimmons’ fifth grade class together and Heather has already shared the sequence of Jen’s lesson, I wanted to share my impressions without too much repetition. Jen’s classroom was well organized. Anchor charts were posted on the walls, books were easily accessible and desks were arranged in groups of four. Jen has organized some books in leveled bins and other books by topics or genres. On a bulletin board on large index cards, students have written short book reviews of each book they had read thus far. Each student’s book reviews were attached with a key ring then hung on a push pin so students can easily read their peers’ thoughts about novels read. All these items were evidence of the amount of time and thoughtful planning Jen has invested in creating her Reader’s Workshop classroom. Her “readers,” as she calls them, are calm, relaxed and engaged with Jen as well as with each other. I chatted with a couple kids asking them to share their thoughts on Reader’s Workshop as compared to other years in school. With exuberance one student shared with me, “This year I like to pick what I like to read instead of reading what the teacher picks.” Jen proceeded with her mini lesson on inferring character traits. She modeled her thinking with ease then made sure students were focused on inferring character traits in their own reading. After the independent reading portion of Reader’s Workshop ( Jen conducted individual conferences), students found a spot with their reading partner to share what they had inferred about the characters in their reading today. Jen has Reading Partnerships posted which stay the same over a couple months time. Students are paired with a similar level of reader. Students sat with their partners to discuss the inferences they made about the characters in their respective novels. The discussion was lively and focused. Students used the language of real readers and were totally engrossed in their partner’s thinking as well as espousing their own. In the last five minutes of the workshop, Jen gathered the students back on the rug for sharing as a whole group. Again, the discussion was focused and purposeful. I was impressed by the ease with which Jen conducts her Reader’s Workshop. The students are clearly applying good reader strategies helping them to read with purpose while genuinely enjoying the process. Jen has got this workshop thing down!
Many thanks to Sheila for allowing me to visit during her Reader's Workshop recently. Observing a 1st grade that had been introduced to the workshop model early in the year was a valuable experience - one I needed to SEE. Sheila and her class had worked on Questioning the day before and were reviewing the strategy. Using a 3-column chart labeled Before-During-After, her students offered ideas about how questions might be generated from the cover, the text and "after reading". Sheila then used a read aloud to model a few "before" questions of her own, and proceeded to read the book focusing on "during" questions. (She shared with me later that she felt her students had had difficulty with this aspect of questioning yesterday and wanted to reinforce the concept before independent reading today.) While modeling the strategy, she and the students referred to cues and language from a chart they had created earlier. Together they discussed possible questions connected to unfamiliar words or action in the story. She wrote and posted these on sticky notes under the appropriate section of the chart. Students were focused and invested in the process offering relevant and thoughtful comments. Sheila then set the purpose for independent reading - to record on sticky notes 1 before question and 1 during question. She asked several students to retell the directions before going to work then sent several students at a time to get their book boxes and settle into their established reading spots. I was truly impressed with how smoothly they transitioned and got right to work. Sheila set the tone with her quiet voice and gentle background music. It was obvious that Sheila had set a routine for the workshop early on and students now needed minimal direction. During this time she checked in with individual students discussing what they had read so far and reinforcing the questioning strategy. I sat with 2 or 3 different students who conversed easily with me about their books and shared the questions they had written so far. Some of their questions involved word meanings, but others were deeper -asking why... or I wonder... Later, when the class rejoined Sheila at the rug she asked, "Was it easier to look for questions today?", then asked them to turn and talk about their questions and tell why it was easier. I heard comments such as, "because we practiced it yesterday" and "I read a sentence and visualized a picture about it,then thought of a question" Sheila asked a few students to read and post their questions on the 3-column chart, deciding which column (B-D-A) they fell under. The quality of their questions, the way they shared information and listened to each other demonstrated a good understanding of the strategy. Thanks again Sheila (and your students!) for letting me sit in on your workshop. It's now time for me to synthesize everything I've read, heard, discussed and seen, and find a way to organize and create a workshop model that works for me. You've given me a lot to think about.
Thank you to Erin for letting me observe her first grade classroom. It was a treat for me to get into a first grade classroom because I usually go into an upper grade classroom. I was curious of how a first grade classroom looks and sounds during a reading lesson or workshop. I entered Erin's room and the group was just finishing up their questions before reading a story. They have been working on questioning for a week. It was surprising to hear first graders use the language and seem so comfortable using it. After they finished doing the before questions Erin started to read the story to the class and stopped after 2 pages and asked if any of the students had any questions from these two pages. The students again blew me away because they were focused and stuck to questions and as always there were one or two kids who wanted to answer the question right then. They had some really good questions I thought for first graders. After continiuing this process they came to the end of the story. They went through the questions after and sorted them into questions that were answered and not answered. After going throug the questions she had the students partner up and take a sticky note question that did not have an answer and place it on a premade chart she prepared. The had to come up with four possible answers to that question and give evidence for their thinking. At the bottom of the chart the students had to write We're thinking________. Some of the groups did a very nice job and were able to start on their own. THe other groups needed to wait for a little more guidance from the teacher. I was unable to watch what happened from there but I was impressed with what I saw and heard from the first graders. It was evident that Erin has been doing readers workshop and using the language. Her room was well organized and had a nice library and anchor charts around the room. I can say after leaving this observation I had time to reflect on what happened. I can honestly say that if this was happening in first grade (readers workshop) and was continued on through elementary school I could see where when the students got to fifth even third grade that the whole readers workshop model would be very easy and it would be pure routine for the kids. Thank you Erin for allowing me to come in your class and enjoy your students and your lesson.
Fortunately I was able to visit a school in Portsmouth during a workshop day with a few other teachers. During this time I was able to see classes ranging from kindergarten through grade five working through reader's workshop. This was such a great experience because this was actually my first internship site through UNH my senior year. It was great to go back and visit with a different, more specific purpose in mind. The first thing I noticed was the fact that many of the grade levels happened to be focusing on the same comprehension strategy of visualizing at the same time…this wasn’t specifically coordinated, I guess it just seemed to be the natural flow for many of the classrooms.
I spent most of my time in the third grade classroom so I could pick the teacher's brain, gather new ideas and interact with her third graders. The lesson started prior to my arrival, but was not too far along by the time I joined. The focus was that good readers use sensory images to help them better recall and understand what they are reading. The lesson started out with a read aloud that was put onto the overhead. I thought this was a great idea, because it allowed the students to be able to visually see what was being read. It also allowed the teacher to “mark” her thinking very visibly and made it very easy to be read by all the students.
The book was a nonfiction chapter book that coincided with an animal study that they were working on in science…this connection of the reading to other subjects was a common theme found throughout many of the classrooms that I saw that day. After the teacher had read a few pages, modeling and marking her thinking of strong sensory words or phrases that enhanced her comprehension (and made sense of some confusing parts) she slowly began to allow the students to practice with the reading on the overhead. After a few examples were discussed the students were allowed to practice this strategy more on their own. Quickly they got to their just right spots, took out their journals (or sticky notes) and eagerly began their reading. The students were very engaged, and frequently were seen looking around the room at the thinking stems and visuals posted to help them use this strategy in their own reading more independently. This was something that I noticed a great deal…they were really making use of these thinking stems and anchor charts, it really made the strategy accessible to everyone! While they were reading there was a great deal of parent volunteers as well as paraprofessionals and title staff all in the room at the same time. This was really great to see because at any given time there was a great deal of support and scaffolding within the classroom…which the reader’s workshop lends itself so nicely to.
After talking with the reading specialist at the school I was reminded that this school has been incorporating the workshop model into their school going on 9 years. The students were engaged, they enjoyed their reading and the reading had REAL meaning…more than just deciphering and decoding the words on the page. Seeing where this school is after many years using the model and thinking about where we are (and myself) right now with the workshop model and how much change and growth that has taken place over the course of the last two years…I’m excited about where we are as a school and I’m excited to see where we will be within the next few months, and years to come.
I thought it would be nice to see a first grade in action so Sheila invited me in one Wednesday morning for this last observation. Shila has had many visitors and this day was no different. Leslie Carignan also visited and the two of circulated around. Sheila has a wonderful atmosphere in the classroom. the books and materials they need are organized and available. I loved the "Stop Signs" on popsicle sticks. What a great way to remind themselves to write down their questions and inferences. The music is calm and soothing. It is so soft that at times you forget it is on. I have two students in Sheila's class who are receiving specialied instruction in reading and I wanted to see them during the Reader's Workshop. I wasn't disappointed. Sheila was continuing the Questioning strategy lesson from the day before. They were reading two sight word books about a farm. They were sharing some of their schema about farms and coming up with questions. they were very confident with what they were doing. One of my students had made a nice text-to-self connection about visiting a farm. I was very happy to see him doing so well with appropriate level text. Nearby, Sheila was conferencing with a student who was an active participant. I moved on to another pair of students working on writing their questions. I asked them what their task was and they easily told me what they were doing. One boy read his book. Then, they both wrote some questions as they went through it again. When they finished, the other child read their book. As I meandered around, I noted that the children were actively engaged. Some wanted to share their questions. We lost power for a little bit, but interestingly enough, they really didn't miss a beat. Sheila offered them the choice of moving near the windows for light if necesary. Once the lights returned, they gathered at the rug in order to share their questions and and attach them to the T chart. I enjoyed my time there. Looking forward to another visit real soon.
PS. The songs were a hoot. Everyone did a great job. It was a variety show with a purpose. I loved being part of such agreat group of people.
I was lucky enough to visit Leslie Carignan's first grade classroom at Lancaster. Leslie had taken on Reader’s Workshop last year; therefore, I was very excited to observe her. Additionally, Kellie and I went on the adventure together and were be able to talk together about what we had seen from two different perspectives…which I enjoyed.
When I walked into her classroom, the children were already on the rug and eager to learn. Leslie was going over the mini-lesson from earlier that morning (that I was not able to attend) with the children. The class was discussing how good readers ask questions. They discussed both thin and thick questions and how they help us as readers. Leslie knew the children seemed to understand the concept and they were ready to try it themselves.
Before being sent off, the class sang a song about selecting a Just Right Book. I noticed a bear with a book on the shelf and wonder if the song was connected to the book somehow. The song was very effective and got the children excited to search for their books.
Leslie asked a boy to pass out baskets that had clips with each child’s name. The students place their clip on a basket from the classroom library to remember where their book came from. Leslie also assigned reading spots to the children. I am wondering if the students rotate reading locations.
Leslie provided her students with materials to keep track of their thinking. Each student had a list of Thinking Stems, Reader’s Notebooks, and many other tools. Leslie, can I have a copy of the Thinking Stem list to share at Soule?
While chatting with students, I was able to get a better feel for the expectations during her Reader’s Workshop. The children enthusiastically shared their questions and were able to indicate if they generated thin or thick questions. I really enjoyed listening to them tell me what they though of Reader’s Workshop…who better to ask then the kiddos themselves. Leslie, you are doing wonderful and the students are loving every minute of workshop. One little boy told me this is the favorite part of his day.
I took a lot away from my visit with Leslie. I was able to incorporate some of the things I saw into my Reader’s Workshop. I liked the idea of using more songs and providing the students with a list of Thinking Stems. I also cannot wait to get her conferring form to give it a try. I haven’t found one that is quite right yet. Hopefully this is it!
Leslie, thank you for letting me visit your room. I love your climate and the reading culture you have created. : )
Spending most of my time with 5th graders, I was anxious to observe how teaching the reading strategies to 1st graders would work. I've seen bulletin boards throughout the district demonstrating how students are learning the strategies but the displays are an end product and I wondered what the process was like. At a morning meeting, I approached Karen Stone and asked if I could observe her. She said she was doing a lesson on questioning in about an hour. I was free so she and I spent about 3 min while she briefed me on her plans and her pre-lesson - mixing oil and water. We would have liked more time to discuss the lesson but we were both willing to give it a try.
By the time I arrived in Karen's class, the lesson had already begun. Her 16 students were gathered on the carpet. Written on the board was "Good Reader's Ask Questions!" and there were already a list of questions beneath it. Karen was reading "Yasmin's Duck". As she read each 2 page spread, she invited the students to think about what they were hearing and seeing and ask any questions they might have. Karen then wrote down their questions (hence the questions already on the board). "Why did Ben say Ducks, Ducks, Ducks?" "Who's Ben?" All of their questions were listed.
Karen read half of the book and then students were paired and given their assignment. Each pair of students was given a copy of the book to read the second half together and each received a worksheet where the would ask a question for every 2 pages they read. Students found themselves a spot to work together. As they began, 2 more of her students came to class and Karen proceeded to repeat the lesson for them - reading the book and talking about asking questions. Somehow it all worked. Karen was unflappable. She was aware of what all of the students were doing - monitoring their questioning, shared reading and behavior. As they read, some students were realizing that they were beginning to find answers to some of the questions they had asked earlier while others made a connection - ducks are waterproof because of an oil they produce. "That was what you showed us yesterday, Mrs. Stone!"
After giving the students enough time for everyone to complete their task, Karen brought the students back together on the carpet. Together Karen and her students reviewed what they had learned from their reading. They talked about which questions they could answer from their continued reading and talked about what they'd learned about oil and water. Several students observed that some answers were in the pictures. They also discussed which questions they still couldn't answer. "Mrs. Stone - we're full of questions!
I have to say that I was amazed. The questions and observations were remarkable. Students were more than engaged. The lesson was at least an hour long and Karen had it structured so that the students were always busy and involved. It was clear that they were thinking about their reading!
I was lucky to be able to visit Leslie's first grade class. The first thing that I noticed was the atmosphere that Leslie has set up. It was warm, calm and inviting. When I entered the children were already on the rug. They were discussing thick and thin questions. Leslie had done the lesson earlier in the day and they were reviewing. The children were polite and took turns answering. Leslie was talking about how you wonder throughout your reading. Discussed about how you even wonder when looking on at the cover.
Once Leslie was done a boy passed out the basket with the clips. Each child can pick up to three books and they put their on the basket that they borrowed the book from. I really liked the way she uses music through out her day. She has a song about "going on a book hunt" This reminds them to pick just right books. She then plays more music to gather the children back to the rug. They now have their books reading journal and thinking stem sheet.Leslie then organizes where the students sit. I really liked their Reading Logs. There is a place for the title, picture and words. Today they were working on I'm wondering... At this time Leslie and her assistant are roaming around the room working with different children. I was working with a boy who had a book about the body. It seemed a little to hard for him but he was very interested in reading it and was trying.
As time went on it was time to wrap up. They came back to the rug and Leslie had some students share what they were wondering.
I loved how organized Leslie is. The kids know the routine and are comfortable even when they have visitors. Thank you Leslie for letting me come in.
Before vacation, I had the pleasure of observing first grade teacher Erin Bergeron in action. I was interested in observing her conferencing with students. On this day, children were working in small group at stations. One group was working at a writing center, another at a math center, a few kids were partner reading, and Erin was pulling small groups (from two to four student at a time) at the back table. When I joined her, she was quickly reviewing a stack of index cards with a couple dozen sight words printed on them. Each of the four students seated rapidly took turns calling out the words on the card. This only took a minute or two and I thought it was a great way to begin a guided reading lesson. This particular group of students was in need of guidance using various decoding and comprehension strategies. They were using a McGraw-Hill leveled reader. Erin carefully guided them through the story, prompting as needed to try various strategies. After about ten minutes it was time for the groups to switch. The next group was another group of four who were to begin working on a scholastic leveled reader book. The group was asked, "What do good readers do before, during, and after reading?" The group confidently responded, "Ask questions." After briefly sharing some before questions after only reading the title and previewing the front cover, Erin handed them a graphic organizer she created and asked them each to record two before ?'s, two during ?'s, and two after ?'s. The students were then sent off to read on their own. The final small group I observed was working on making inferences. This group was reading a McGraw-Hill leveled reader and the students did a wonderful job of stating their inferences about an event in the story or about a certain character. Most automatically gave their evidence while Erin gently prompted another to clarify why they inferred something. I was only able to spend about 30-40 minutes in Erin's class this day. While it wasn't a pure "readers workshop day" where all students were reading their own self-selected books (although Erin has been implementing this as well), I was able to observe how she implements so many comprehension strategies into a guided reading model. She has a solid understanding of her students' needs and she was able to guide each of them based on their individual needs. I was so impressed with how fluidly her class moved along. They transitioned from their independent explorations to her guided reading group and back out again in a manner which was so smooth and non-disruptive. Not once did she have to interrupt her small group to speak to the rest of the class to stay on task. Her small groups were more like a checking in station where Erin was able to informally conference with a small group at a time and give them guidance while also gaining valuable information on where her students were at that point and how she could help them move along further. I thoroughly enjoyed my visit with my neighbors in room two.
Karen was a peach to let me come into her classroom. I know that people have been in and out of your classroom and I appreciate you keeping your door open to me!! Thank you so much Karen!
When I arrived in Karen’s classroom the twenty-four fifth grade students were arranged on the rug. (Now I know why Karen chuckles every time she sees my class on the rug.) She has more students and those students are a little bigger than my second graders!! The twenty four fifth grade students sat snuggly on the rug while Karen was reading to them “The Fighting Ground” by Avi. When I walked in she allowed the student to catch me up on the story. Karen sat next to the reading chart that gave the sequence of the story. The story was not arranged in chapters rather in time intervals. Karen went over the chart with me reviewing what was previously recorded from the story. They were noting how the character was feeling and the evidence from the story. Students were very eager to share with me the different events from the story. After the class caught me up on the events, Karen began reading. At one part during the reading, Karen’s class all seemed to get keyed up over a detail in the story. Karen could see them working out some clues from the story. She knew that they couldn’t keep from exploding and allowed them to turn and talk. The students were gathering clues and synthesizing what the corporal might have been guilty of. When she reached the next time interval, she stopped and recorded the character traits. She encouraged their thinking and gave students the time they needed to discover the actual clues that helped them to infer the character’s feelings.
When Karen’s students left the rug she encouraged them to keep a sequence of their reading similar to the class record of “The Fighting Ground.” Karen does give here students the leeway to record their thinking the way they want. She is encouraging to what works for them.
It was also great to talk to another student eager to do a book share with another classmate. He shared his notebook full of notes, letters to Mrs. Verry, and books that he would like to read.
Karen was conferencing with two students who would be sharing a book talk together with the class. She told me that they would be acting something out for the class during their book talk. I loved hearing how Karen encouraged these two dramatic students to do so. Karen can easily see a person’s strength and encourage them to use it to their advantage. I am thrilled when I get the opportunity to work, talk, and be with Karen because of this. I believe that her students are lucky to have this guidance each day. Go Karen Go!! You are the best!!
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Thank you to Karen who has been so open about people coming in to observe her conducting Reader's Workshop. Yesterday, I was able to spend 45 min. in her class observing a lesson on Determining Importance. The class was already seated at the rug when I arrived, and Karen was reminding them about their work on their research papers related to the Revolutionary War. Students briefly commented on some of their progress. On the easal was an anchor chart titled Determining Importance which listed techniques for applying that strategy, as well as "thinking starters" for writing. Karen complimented the students on work they had previously done regarding determining importance----using large index cards, and while reading on their own listing the title, author, date, a few sentences beginning with "I noticed", and at the bottom of the card, "I think it is important___". Next, Karen read alout from "The True Confessions of Charlotte Doyle". Well, you could have heard a pin drop as Karen read in a quiet tone, the students hung on every word. She paused at times, and commented "I'm noticing" or "What I'm thinking is important is...". Karen also mentioned about visualization, and how the students might include their visualizations from their novels by using illustrations on their index cards. At one point the students turned and talked about what they thought had become of one of the characters....well at this point you could NOT have heard a pin drop, as they enthusiastically turned to each other will all their thoughts spilling out. Next, came the release time for the students to read on their own...some would be writing "Mrs. Verry" letters....(there is a poster that outlines all kinds of ideas for what to include in the letter). Most of the students would be working on the index cards. It took barely a minute for all the students to settle into their spots and their books....I hesitated to approach any of them as they were so engrossed....when I asked Glen why he was writing a letter, and not doing a card...he responded with because I have been reading so much, I need to catch up on my letters...I read at home! Another student was choosing a book and told me she had read several in a series, so she was trying something new...it was great to see former Title One students reading books of substance---in topic and length. The classroom is filled with Anchor Charts----a poster of the Boston Massacre was loaded with sticky notes about inferences...while the children ALL were engaged in their reading, Karen conferred and checked on students....unfortunately I did need to leave before they regrouped for sharing time.....Karen also shared a tip from Tomasen about using the beginning of the lesson as a sharing time, as sometimes we leave that sharing element out due to time limitations....I have also found DEAR time as a good if needed share time....(works well since my RW is right before lunch)....I enjoyed every second of being in Karen's class. It was wonderful to see some of "my kids"...and how they have grown into being readers and thinkers. Thanks, Karen--you're really in the groove!
I have been curious as to how the process of doing Reader's Workshop would evolve in a first grade classroom. So, I decided for my second observation I would leave the upper grades, and sit in on Kellie Annicelli's first grade.
Kellie had several students out of the class during my visit. She gathered her remaining ten students on the rug to begin her modeling session.
The children were attentive and focused as Kellie began a brief review on being a good reader. She asked the kids to think about why we sometimes need to go back and review what we have read. Good answers were provided in a thoughtful discussion- such as... to figure out what the author said, to understand a new word, to review and read that sentence again, were just a few of the answers.
Needless to say, I was impressed. Kellie then did a review on "questioning" she asked what should we do before we begin reading. Again, the class had good discussion... read the title, look at the front and back cover of the book, do a picture walk.
The kids were handed sticky notes to write questions before, during, and after reading. They would put them on an anchor chart at the end of their reading session and discuss their answers.
They set off to their reading spots and became immersed in their reading and their writing of their questions. I was impressed at their ability to set right to work and just how focused they were on their own work. I sat with three different students as they went thru the process. They did a great job reading and thinking about what questions they would write. I saw a great variety of both "thin and thick" questions. I applaud Kellie and the work she is doing with her young students. She has done a great job getting her students to work successfully in the workshop model.As it continues to filter thru each grade level, we are sure to see confident and thoughtful readers as we all continue with this process. Thank you Kellie, I enjoyed my visit! Nancy
I observed Jen Fitzsimmons, a fifth grade teacher at Barron, on Monday. I observed a lesson on inferring character traits. She revieved the previous days lesson on inferring word meaning for unknown words and then used a book that the class had previously read for this days lesson. She had an anchor chart prepared with her students thinking about the book and showed them how they were already inferring. She then read 3-4 pages of a new book and let them turn and talk about any inferences they could make about the main character. When she released them to read independently, I got to conference with a few children. They showed me their thinking and it was clear that Jen has laid a solid foundation for using the reading strategies. When she brought them back together she called on specific students to share their ideas.
I really liked some of the teaching strategies that Jen used. She called the students readers and it set a good tone for the lesson. She used som great prompts to encourage the students to expand on their thinking. (Tell us more about... How does that show us...?)She also restated students responses to help clarify when needed.
It was really nice to see another lesson and then be able to "Think it Through" together! Thanks, Jen.
I had the wonderful opportunity to observe Leslie Carignon's first grade class at Lancaster School. I saw a mini-lesson on thick and thin questions. They have been doing questioning for 2 weeks. As I looked around the room, I noticed an anchor chart with post-its showing both thick (think and search) and thin(right there) questions. As Leslie started the lesson she gave the prompt to "Power Up your brains" along with singing some songs on what good readers do. The song started "Oh, I wonder...I have proof, it's in your reading journal". The children sang along and seemed to really enjoy it. After white boards were passed out she told the children that she did not put post-its in the book today. She asked them to concentrate on the questions today, the ones they want to share with her. Leslie's dialogue during the lesson was of a nurturing teacher who, in return, received thoughtful, respectful ideas. She told them that really great readers ask questions before, during and after reading. The text she used was "The Wednesday Surprise" by Eve Bunting. She called on students even before she opened the book. She noted to them that they had so many questions just by looking at the cover. Once the book was open she had them look at the title page and said that even "title pages can give us clues." When one child said that somebody might go the mall, Leslie validates his contribution but said "I'm only going to jot down questions, but thanks for your thinking." When another child said one thing and then seemed to contradict himself, Leslie mentioned, "You changed your thinking...you're using picture clues." Leslie is expert in making each child feel valued, validated and special and their contributions are honored. All this time as Leslie is writing all of their questions on post-its, she places them on the front rug. For a moment she was getting too many questions as she was reading so she told them "If I rest the book (on my lap), then it's a good time for thinking and I'll call on you." She even made a big deal out of opening another pack of post-its because they had so many good questions. "I like a lot of wondering." Systematically, Leslie put the book in her lap, ready to record the wonderings. As Leslie reread each question, she asked them to use their white boards to write thick or thin. She also asked if anyone could explain what a thick/thin question is.
It was evident that Leslie's class was very familiar with the language of Readers Workshop. They were keenly attentive and actively participating. Leslie's kind, gentle demeanor provides the best climate for learning. Her Readers Workshop lesson helped me to rethink some of the ways I might approach this type of lesson. I liked her use of the anchor chart for classifying the types of questions. Leslie's organization and attention to detail promotes complete understanding for her students. Thank you Leslie, it was a treat to observe you and your students!
Since Heather and I observed Jen Fitzsimmons’ fifth grade class together and Heather has already shared the sequence of Jen’s lesson, I wanted to share my impressions without too much repetition.
Jen’s classroom was well organized. Anchor charts were posted on the walls, books were easily accessible and desks were arranged in groups of four. Jen has organized some books in leveled bins and other books by topics or genres. On a bulletin board on large index cards, students have written short book reviews of each book they had read thus far. Each student’s book reviews were attached with a key ring then hung on a push pin so students can easily read their peers’ thoughts about novels read. All these items were evidence of the amount of time and thoughtful planning Jen has invested in creating her Reader’s Workshop classroom. Her “readers,” as she calls them, are calm, relaxed and engaged with Jen as well as with each other. I chatted with a couple kids asking them to share their thoughts on Reader’s Workshop as compared to other years in school. With exuberance one student shared with me, “This year I like to pick what I like to read instead of reading what the teacher picks.” Jen proceeded with her mini lesson on inferring character traits. She modeled her thinking with ease then made sure students were focused on inferring character traits in their own reading. After the independent reading portion of Reader’s Workshop ( Jen conducted individual conferences), students found a spot with their reading partner to share what they had inferred about the characters in their reading today. Jen has Reading Partnerships posted which stay the same over a couple months time. Students are paired with a similar level of reader. Students sat with their partners to discuss the inferences they made about the characters in their respective novels. The discussion was lively and focused. Students used the language of real readers and were totally engrossed in their partner’s thinking as well as espousing their own. In the last five minutes of the workshop, Jen gathered the students back on the rug for sharing as a whole group. Again, the discussion was focused and purposeful.
I was impressed by the ease with which Jen conducts her Reader’s Workshop. The students are clearly applying good reader strategies helping them to read with purpose while genuinely enjoying the process.
Jen has got this workshop thing down!
Many thanks to Sheila for allowing me to visit during her Reader's Workshop recently. Observing a 1st grade that had been introduced to the workshop model early in the year was a valuable experience - one I needed to SEE.
Sheila and her class had worked on Questioning the day before and were reviewing the strategy. Using a 3-column chart labeled Before-During-After, her students offered ideas about how questions might be generated from the cover, the text and "after reading". Sheila then used a read aloud to model a few "before" questions of her own, and proceeded to read the book focusing on "during" questions. (She shared with me later that she felt her students had had difficulty with this aspect of questioning yesterday and wanted to reinforce the concept before independent reading today.) While modeling the strategy, she and the students referred to cues and language from a chart they had created earlier. Together they discussed possible questions connected to unfamiliar words or action in the story. She wrote and posted these on sticky notes under the appropriate section of the chart. Students were focused and invested in the process offering relevant and thoughtful comments. Sheila then set the purpose for independent reading - to record on sticky notes 1 before question and 1 during question. She asked several students to retell the directions before going to work then sent several students at a time to get their book boxes and settle into their established reading spots. I was truly impressed with how smoothly they transitioned and got right to work. Sheila set the tone with her quiet voice and gentle background music. It was obvious that Sheila had set a routine for the workshop early on and students now needed minimal direction. During this time she checked in with individual students discussing what they had read so far and reinforcing the questioning strategy. I sat with 2 or 3 different students who conversed easily with me about their books and shared the questions they had written so far. Some of their questions involved word meanings, but others were deeper -asking why... or I wonder... Later, when the class rejoined Sheila at the rug she asked, "Was it easier to look for questions today?", then asked them to turn and talk about their questions and tell why it was easier. I heard comments such as, "because we practiced it yesterday" and "I read a sentence and visualized a picture about it,then thought of a question" Sheila asked a few students to read and post their questions on the 3-column chart, deciding which column (B-D-A) they fell under. The quality of their questions, the way they shared information and listened to each other demonstrated a good understanding of the strategy.
Thanks again Sheila (and your students!) for letting me sit in on your workshop. It's now time for me to synthesize everything I've read, heard, discussed and seen, and find a way to organize and create a workshop model that works for me. You've given me a lot to think about.
Thank you to Erin for letting me observe her first grade classroom. It was a treat for me to get into a first grade classroom because I usually go into an upper grade classroom. I was curious of how a first grade classroom looks and sounds during a reading lesson or workshop. I entered Erin's room and the group was just finishing up their questions before reading a story. They have been working on questioning for a week. It was surprising to hear first graders use the language and seem so comfortable using it. After they finished doing the before questions Erin started to read the story to the class and stopped after 2 pages and asked if any of the students had any questions from these two pages. The students again blew me away because they were focused and stuck to questions and as always there were one or two kids who wanted to answer the question right then. They had some really good questions I thought for first graders. After continiuing this process they came to the end of the story. They went through the questions after and sorted them into questions that were answered and not answered. After going throug the questions she had the students partner up and take a sticky note question that did not have an answer and place it on a premade chart she prepared. The had to come up with four possible answers to that question and give evidence for their thinking. At the bottom of the chart the students had to write We're thinking________. Some of the groups did a very nice job and were able to start on their own. THe other groups needed to wait for a little more guidance from the teacher. I was unable to watch what happened from there but I was impressed with what I saw and heard from the first graders. It was evident that Erin has been doing readers workshop and using the language. Her room was well organized and had a nice library and anchor charts around the room. I can say after leaving this observation I had time to reflect on what happened. I can honestly say that if this was happening in first grade (readers workshop) and was continued on through elementary school I could see where when the students got to fifth even third grade that the whole readers workshop model would be very easy and it would be pure routine for the kids. Thank you Erin for allowing me to come in your class and enjoy your students and your lesson.
Fortunately I was able to visit a school in Portsmouth during a workshop day with a few other teachers. During this time I was able to see classes ranging from kindergarten through grade five working through reader's workshop. This was such a great experience because this was actually my first internship site through UNH my senior year. It was great to go back and visit with a different, more specific purpose in mind. The first thing I noticed was the fact that many of the grade levels happened to be focusing on the same comprehension strategy of visualizing at the same time…this wasn’t specifically coordinated, I guess it just seemed to be the natural flow for many of the classrooms.
I spent most of my time in the third grade classroom so I could pick the teacher's brain, gather new ideas and interact with her third graders. The lesson started prior to my arrival, but was not too far along by the time I joined. The focus was that good readers use sensory images to help them better recall and understand what they are reading. The lesson started out with a read aloud that was put onto the overhead. I thought this was a great idea, because it allowed the students to be able to visually see what was being read. It also allowed the teacher to “mark” her thinking very visibly and made it very easy to be read by all the students.
The book was a nonfiction chapter book that coincided with an animal study that they were working on in science…this connection of the reading to other subjects was a common theme found throughout many of the classrooms that I saw that day. After the teacher had read a few pages, modeling and marking her thinking of strong sensory words or phrases that enhanced her comprehension (and made sense of some confusing parts) she slowly began to allow the students to practice with the reading on the overhead. After a few examples were discussed the students were allowed to practice this strategy more on their own. Quickly they got to their just right spots, took out their journals (or sticky notes) and eagerly began their reading. The students were very engaged, and frequently were seen looking around the room at the thinking stems and visuals posted to help them use this strategy in their own reading more independently. This was something that I noticed a great deal…they were really making use of these thinking stems and anchor charts, it really made the strategy accessible to everyone! While they were reading there was a great deal of parent volunteers as well as paraprofessionals and title staff all in the room at the same time. This was really great to see because at any given time there was a great deal of support and scaffolding within the classroom…which the reader’s workshop lends itself so nicely to.
After talking with the reading specialist at the school I was reminded that this school has been incorporating the workshop model into their school going on 9 years. The students were engaged, they enjoyed their reading and the reading had REAL meaning…more than just deciphering and decoding the words on the page. Seeing where this school is after many years using the model and thinking about where we are (and myself) right now with the workshop model and how much change and growth that has taken place over the course of the last two years…I’m excited about where we are as a school and I’m excited to see where we will be within the next few months, and years to come.
Hi everyone,
I thought it would be nice to see a first grade in action so Sheila invited me in one Wednesday morning for this last observation. Shila has had many visitors and this day was no different. Leslie Carignan also visited and the two of circulated around. Sheila has a wonderful atmosphere in the classroom. the books and materials they need are organized and available. I loved the "Stop Signs" on popsicle sticks. What a great way to remind themselves to write down their questions and inferences. The music is calm and soothing. It is so soft that at times you forget it is on. I have two students in Sheila's class who are receiving specialied instruction in reading and I wanted to see them during the Reader's Workshop. I wasn't disappointed. Sheila was continuing the Questioning strategy lesson from the day before. They were reading two sight word books about a farm. They were sharing some of their schema about farms and coming up with questions. they were very confident with what they were doing. One of my students had made a nice text-to-self connection about visiting a farm. I was very happy to see him doing so well with appropriate level text. Nearby, Sheila was conferencing with a student who was an active participant. I moved on to another pair of students working on writing their questions. I asked them what their task was and they easily told me what they were doing. One boy read his book. Then, they both wrote some questions as they went through it again. When they finished, the other child read their book. As I meandered around, I noted that the children were actively engaged. Some wanted to share their questions. We lost power for a little bit, but interestingly enough, they really didn't miss a beat. Sheila offered them the choice of moving near the windows for light if necesary. Once the lights returned, they gathered at the rug in order to share their questions and and attach them to the T chart. I enjoyed my time there. Looking forward to another visit real soon.
PS. The songs were a hoot. Everyone did a great job. It was a variety show with a purpose. I loved being part of such agreat group of people.
I was lucky enough to visit Leslie Carignan's first grade classroom at Lancaster. Leslie had taken on Reader’s Workshop last year; therefore, I was very excited to observe her. Additionally, Kellie and I went on the adventure together and were be able to talk together about what we had seen from two different perspectives…which I enjoyed.
When I walked into her classroom, the children were already on the rug and eager to learn. Leslie was going over the mini-lesson from earlier that morning (that I was not able to attend) with the children. The class was discussing how good readers ask questions. They discussed both thin and thick questions and how they help us as readers. Leslie knew the children seemed to understand the concept and they were ready to try it themselves.
Before being sent off, the class sang a song about selecting a Just Right Book. I noticed a bear with a book on the shelf and wonder if the song was connected to the book somehow. The song was very effective and got the children excited to search for their books.
Leslie asked a boy to pass out baskets that had clips with each child’s name. The students place their clip on a basket from the classroom library to remember where their book came from. Leslie also assigned reading spots to the children. I am wondering if the students rotate reading locations.
Leslie provided her students with materials to keep track of their thinking. Each student had a list of Thinking Stems, Reader’s Notebooks, and many other tools. Leslie, can I have a copy of the Thinking Stem list to share at Soule?
While chatting with students, I was able to get a better feel for the expectations during her Reader’s Workshop. The children enthusiastically shared their questions and were able to indicate if they generated thin or thick questions. I really enjoyed listening to them tell me what they though of Reader’s Workshop…who better to ask then the kiddos themselves. Leslie, you are doing wonderful and the students are loving every minute of workshop. One little boy told me this is the favorite part of his day.
I took a lot away from my visit with Leslie. I was able to incorporate some of the things I saw into my Reader’s Workshop. I liked the idea of using more songs and providing the students with a list of Thinking Stems. I also cannot wait to get her conferring form to give it a try. I haven’t found one that is quite right yet. Hopefully this is it!
Leslie, thank you for letting me visit your room. I love your climate and the reading culture you have created. : )
Spending most of my time with 5th graders, I was anxious to observe how teaching the reading strategies to 1st graders would work. I've seen bulletin boards throughout the district demonstrating how students are learning the strategies but the displays are an end product and I wondered what the process was like. At a morning meeting, I approached Karen Stone and asked if I could observe her. She said she was doing a lesson on questioning in about an hour. I was free so she and I spent about 3 min while she briefed me on her plans and her pre-lesson - mixing oil and water. We would have liked more time to discuss the lesson but we were both willing to give it a try.
By the time I arrived in Karen's class, the lesson had already begun. Her 16 students were gathered on the carpet. Written on the board was "Good Reader's Ask Questions!" and there were already a list of questions beneath it. Karen was reading "Yasmin's Duck". As she read each 2 page spread, she invited the students to think about what they were hearing and seeing and ask any questions they might have. Karen then wrote down their questions (hence the questions already on the board). "Why did Ben say Ducks, Ducks, Ducks?" "Who's Ben?" All of their questions were listed.
Karen read half of the book and then students were paired and given their assignment. Each pair of students was given a copy of the book to read the second half together and each received a worksheet where the would ask a question for every 2 pages they read. Students found themselves a spot to work together. As they began, 2 more of her students came to class and Karen proceeded to repeat the lesson for them - reading the book and talking about asking questions. Somehow it all worked. Karen was unflappable. She was aware of what all of the students were doing - monitoring their questioning, shared reading and behavior. As they read, some students were realizing that they were beginning to find answers to some of the questions they had asked earlier while others made a connection - ducks are waterproof because of an oil they produce. "That was what you showed us yesterday, Mrs. Stone!"
After giving the students enough time for everyone to complete their task, Karen brought the students back together on the carpet. Together Karen and her students reviewed what they had learned from their reading. They talked about which questions they could answer from their continued reading and talked about what they'd learned about oil and water. Several students observed that some answers were in the pictures. They also discussed which questions they still couldn't answer. "Mrs. Stone - we're full of questions!
I have to say that I was amazed. The questions and observations were remarkable. Students were more than engaged. The lesson was at least an hour long and Karen had it structured so that the students were always busy and involved. It was clear that they were thinking about their reading!
I was lucky to be able to visit Leslie's first grade class. The first thing that I noticed was the atmosphere that Leslie has set up. It was warm, calm and inviting. When I entered the children were already on the rug. They were discussing thick and thin questions. Leslie had done the lesson earlier in the day and they were reviewing. The children were polite and took turns answering. Leslie was talking about how you wonder throughout your reading. Discussed about how you even wonder when looking on at the cover.
Once Leslie was done a boy passed out the basket with the clips. Each child can pick up to three books and they put their on the basket that they borrowed the book from. I really liked the way she uses music through out her day. She has a song about "going on a book hunt" This reminds them to pick just right books. She then plays more music to gather the children back to the rug. They now have their books reading journal and thinking stem sheet.Leslie then organizes where the students sit. I really liked their Reading Logs. There is a place for the title, picture and words. Today they were working on I'm wondering... At this time Leslie and her assistant are roaming around the room working with different children. I was working with a boy who had a book about the body. It seemed a little to hard for him but he was very interested in reading it and was trying.
As time went on it was time to wrap up. They came back to the rug and Leslie had some students share what they were wondering.
I loved how organized Leslie is. The kids know the routine and are comfortable even when they have visitors. Thank you Leslie for letting me come in.
Greetings from sunny Myrtle Beach!
Before vacation, I had the pleasure of observing first grade teacher Erin Bergeron in action. I was interested in observing her conferencing with students. On this day, children were working in small group at stations. One group was working at a writing center, another at a math center, a few kids were partner reading, and Erin was pulling small groups (from two to four student at a time) at the back table. When I joined her, she was quickly reviewing a stack of index cards with a couple dozen sight words printed on them. Each of the four students seated rapidly took turns calling out the words on the card. This only took a minute or two and I thought it was a great way to begin a guided reading lesson. This particular group of students was in need of guidance using various decoding and comprehension strategies. They were using a McGraw-Hill leveled reader. Erin carefully guided them through the story, prompting as needed to try various strategies. After about ten minutes it was time for the groups to switch. The next group was another group of four who were to begin working on a scholastic leveled reader book. The group was asked, "What do good readers do before, during, and after reading?" The group confidently responded, "Ask questions." After briefly sharing some before questions after only reading the title and previewing the front cover, Erin handed them a graphic organizer she created and asked them each to record two before ?'s, two during ?'s, and two after ?'s. The students were then sent off to read on their own. The final small group I observed was working on making inferences. This group was reading a McGraw-Hill leveled reader and the students did a wonderful job of stating their inferences about an event in the story or about a certain character. Most automatically gave their evidence while Erin gently prompted another to clarify why they inferred something. I was only able to spend about 30-40 minutes in Erin's class this day. While it wasn't a pure "readers workshop day" where all students were reading their own self-selected books (although Erin has been implementing this as well), I was able to observe how she implements so many comprehension strategies into a guided reading model. She has a solid understanding of her students' needs and she was able to guide each of them based on their individual needs. I was so impressed with how fluidly her class moved along. They transitioned from their independent explorations to her guided reading group and back out again in a manner which was so smooth and non-disruptive. Not once did she have to interrupt her small group to speak to the rest of the class to stay on task. Her small groups were more like a checking in station where Erin was able to informally conference with a small group at a time and give them guidance while also gaining valuable information on where her students were at that point and how she could help them move along further. I thoroughly enjoyed my visit with my neighbors in room two.
Karen was a peach to let me come into her classroom. I know that people have been in and out of your classroom and I appreciate you keeping your door open to me!! Thank you so much Karen!
When I arrived in Karen’s classroom the twenty-four fifth grade students were arranged on the rug. (Now I know why Karen chuckles every time she sees my class on the rug.) She has more students and those students are a little bigger than my second graders!! The twenty four fifth grade students sat snuggly on the rug while Karen was reading to them “The Fighting Ground” by Avi. When I walked in she allowed the student to catch me up on the story. Karen sat next to the reading chart that gave the sequence of the story. The story was not arranged in chapters rather in time intervals. Karen went over the chart with me reviewing what was previously recorded from the story. They were noting how the character was feeling and the evidence from the story. Students were very eager to share with me the different events from the story. After the class caught me up on the events, Karen began reading. At one part during the reading, Karen’s class all seemed to get keyed up over a detail in the story. Karen could see them working out some clues from the story. She knew that they couldn’t keep from exploding and allowed them to turn and talk. The students were gathering clues and synthesizing what the corporal might have been guilty of. When she reached the next time interval, she stopped and recorded the character traits. She encouraged their thinking and gave students the time they needed to discover the actual clues that helped them to infer the character’s feelings.
When Karen’s students left the rug she encouraged them to keep a sequence of their reading similar to the class record of “The Fighting Ground.” Karen does give here students the leeway to record their thinking the way they want. She is encouraging to what works for them.
It was also great to talk to another student eager to do a book share with another classmate. He shared his notebook full of notes, letters to Mrs. Verry, and books that he would like to read.
Karen was conferencing with two students who would be sharing a book talk together with the class. She told me that they would be acting something out for the class during their book talk. I loved hearing how Karen encouraged these two dramatic students to do so. Karen can easily see a person’s strength and encourage them to use it to their advantage. I am thrilled when I get the opportunity to work, talk, and be with Karen because of this. I believe that her students are lucky to have this guidance each day. Go Karen Go!! You are the best!!
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