Thursday, July 19, 2012

Daily 5 Link Up Party Chapter 4

Hi there! Welcome back! For chapter 4, we are linking up with Mrs. Miner's Kindergarten Monkey Business! This is such a fun chapter! 

Our things to think about while reading~

1)  How far into the school year do you think kinders need to be to be able to begin the process of Read to Self?  What is realistic?  When do you plan to begin implementation?  I would like to start it within the first month of school. My students come in knowing very little to no English so I want them to build some vocabulary before they are on their own. My students will start out with predecodable books and simple decodable books.

2) How will you make sure that each child views him/herself as a reader (whether they are reading words or not)? I want to teach the "How to read a book" multiple times and stress the importance of reading to my students, so they understand the importance of reading. I think if students know how to read a book and why its important to read that they will view themselves as a reader. I will also do frequent assessments to ensure they are growing in their reading skills and share their growth with them and their parents. 

3) What are some ideas you have about "Launching Read to Self" in kindergarten?  How will you go about it and what are some ways to make sure it is "kinder friendly"? I want to start from the very beginning that every child can read. I love teaching them that when they are reading environmental print they are reading. Their faces are priceless when they realize it and consider it reading too! I start off with a bulletin board with environmental print that has some local images that students often can read. I invite them to bring in words that they can also read and post on the board. I like the idea of having it in a book for students to read in the class library too!

4) How will you/do you build the children's belief that this IS important?  What can we do to encourage the ones who do not value it and create disruptions for others? We will model good and bad reading behavior so that everyone is held to the same standards. I love the examples in the book and hope to mirror that in the classroom. If students know that reading is important they will get so much more from reading in the classroom. I will stop the reading time immediately in the beginning until students are able to handle the 3 minute increments. I believe that it is vital in the beginning to take baby steps and add slowly.

5) How valuable is Checking In and Reviewing with kindergartner's?  How often will you do it?  When will you do it? What are some different ways to "check in"? My goal is to check in with each student on a weekly basis. Some students will require more time and need to be worked with more than once. I will track each conversation in my assessment binder. I like to have a "password" or "ticket" to recess where students have to spell, read, say a word, letter, or sound on their way out the door. Its fun and they look forward to it. Often times they ask me for a "hard" word at the end of the year lol.

6)What are some problems that can occur during this problem (either that you anticipate with your kinders OR that you have experienced)?  How can we be proactive about these issues?  I struggle starting because my students barely speak English and I am focusing on so much vocabulary development and growth. I would love to figure out how to mesh the two together!

I'd love to hear your thoughts! 

Kim
 

Wednesday, July 18, 2012

Daily 5 LInk Up Party Chapter 3

Hi there!! So sorry this is late!! I have been consumed with life and LOVING my summer vacation!!!! Its just going too quick lol!

We were asked to think about a few things while reading the chapter~

1. Establish a gathering place for brain and body breaks. In our class we will gather at the carpet for all our brain and body breaks. At times we will have to spread out around the classroom. We will have to learn about personal space as well. My total classroom space is about 12ft by 25ft filled with furniture, materials, and students! I am going to call our gathering place the carpet. I am not creative with coming up and being consistent for names. 

2. Developing the concept of "good fit" books I love the idea of good fit books! I will probably use the zip lock bag idea due to classroom space. I will also start with a lot of printable books since I have mostly picture books that have a lot of words. My students will need books that have more pictures and less words to begin with. I know what I will be shopping for!  

3. Create anchor charts with students I am in LOVE with anchor charts and understand how valuable they are for students! I want to create them at home and make them really cute but know that students will learn and take so much more if we create the chart together in class! I will begin to hang up the charts and layer them so students can flip them up for future reference throughout the year. I also saw on Pinterest a teacher takes a picture of her anchor charts and prints them out and places them in a photo album for students to refer to! I love this idea and hope to do it! My students learn quickly that the classroom is their resource and have to move around it to get what they need. 

4. Short, repeated intervals of independent practice and setting up book boxes I would love to start this the first week of school but need to figure out what to put in their. I am going to use zip lock bags labeled for each student and store them in a file crate. Each student will have their own file. I will set a timer on my desk to keep track of the three minutes and track in my assessment binder how it goes. I think I will put a copied version of a predecodable book provided by our curriculum in their book bags for the first day of school.  

5. Calm Signals and check in procedures In my classroom I teach my students to become quiet and look at me when I raise my hand in the air. I make a "T" with my hands and wait for all students to look at me. Once all students are attentive I can announce the next step or transition.  Its a signal that is always with me and students love it! 
 
6. Using the correct model/incorrect model approach for demonstrating appropriate behaviors. We model both desirable and undesirable behaviors for students before activities. If a student continues to misbehave we will talk about it and redirect. If they are struggling and need help we will find a way to help them get on track.

I'd love to read your feedback! 

Kim