She addresses these requirements through activities such as the book studies. A few choises of books are available so the students can pick the books they are interested in but still are learning the content the teacher wants them to learn. She also addresses the genre aspects through her required reading and whole group instruction. After the whole group instruction, the students look at books and then decide which books fit under which categories. The students can then also add those books to their To Read list. I also think the author is able to address the higher level thinking skills by having the journaling between student and teacher. She is addressing the requirements though actual reading and writing. As the students read and write more, they are going to learn and therefore pass the high stakes tests.
Miller addresses state standards and district requirements through book studies and doing commercials. She also utilizes groups and whole class instruction to teach concepts. I know I don’t care for worksheets and I’m pretty sure students don’t either. They seem redundant at times and I see students hurry through them just to get done. Through reading and discussions, it is far easier to determine what students have learned and if a weakness exists that needs remediation.
The worksheets can be boring too. I think teachers use the worksheets because it is easy for them to run off copies and pass them out. However, as shown by the author time spent in actual reading is much better for the students in time spent and in learning.
I agree. Worksheets and the like do not always give the teacher a good reflection of learning in the classroom. When I hear my students read and listen to the questions and comments they have that is the best indicator of learning. My 8th grade reading class is reading "The Black Stallion". After we read a particular line in the book I asked my students what it meant. Most were able to tell me that the author was referring to the horse. One student identified it as figurative language and asked the class to tell which one it was. We agreed it was a metaphor and I went on to explain why and why it was not some of the other types they named. That was a very powerful moment that did not involve any type of worksheet. Yet I was able to learn so much from what my students know or do not know by that happening.
Students always seem more engaged if the activity is interactive instead of a worksheet. They know they have to get it done so they just rush through it without really learning.
Mrs. Miller puts into practice what the research says...you can only truly get better at reading by reading. Her students do better on assessments because they have been given the opportunity to authentically practice their skill as readers. She also stresses that she does teach the standards, but she does it through alternative activities such as book studies and commercials.
I think her statement saying "successful, strong readers are the one teachers don't worry about, the one who could pass the state test on the first day of class." This seems to sum up her thoughts on testing.
I have also heard this said in a school district in this part of the country. The students that are borderline in passing the test are worked with much more than those students that are determined as lost causes and not being able to make the passing score or those students that could pass easily.
The test the author of this book is referring to is the TAKS. Students take the test at the end of the school year and if they do not pass they do not promote to the next grade. This was implemented not long after I graduated from high school (in Texas). Also at one time teachers were also given a proficiency test and if they did not pass they did not get to teach! With all that being said I think she puts more stock into state mandated testing then she lets on in the book. I think she is simply stating the technique she uses to teach reading. She probably feels like we all do that certain aspects of education has taken the fun and enjoyment out of reading, without really meaning to. But knowing the educational system in Texas, my family still lives there, she is under alot of pressure to pass those tests like we are!
Donalyn Miller does slip in a statement here and there that refers to making sure she teaches the standards for which she is accountable. I believe that she teaches the standards, but doesn't obsess about them. She encourages her students to be analytical readers by requesting that they make recommendations, give book commercials, etc.
The author states that the students who read the most are the best at every part of school - reading, writing, researching, content-specific knowledge, all of it. They are the best test takers, too. Rather than using worksheets,the author recommends selecting a concept and gather a wide range of texts on the topic and form book groups to learn the skill. Also, use short stories, excerpts, or poems to teach reading skills, and have students apply their understanding to their independent books. The author uses book reviews and book commercials rather than skills worksheets. The author gives her students freedom within the required reading.
Angela, I always wondered how teachers manage to have time to gather texts on certain topics because I have never done it, but I do really believe this is a great idea. I teach with a teacher that does have two big bins out every week (or maybe 2 weeks, I'm not for sure) of topics. This week she had out a weather box and another one. I think she is just committed to doing this so she spends extra time once a week to go through the school library, her personal library, and the public library to create her topic book bins. I think it is important to be really organized to make all these things the author suggests in order to run smoothly.
I believe the author's viewpoint is that a free-reading classroom ignites love of reading and acts as an internal motivator that has "has a powerful impact on reading achievement." She talks about how peer teachers that do centers, worksheets, & skill-based lessons reach the same scores or less as she does when she facilitates reading freedom.
I like the idea of free-reading classroom. I wish more teachers would read this book and implement these ideas. I also think the regular ed teachers would think it would take too much time to locate books for all the students with everything else they are asked to do.
I agree Deanna I think that teachers would think of the time factor and everything else they have to get ready for. I to wish the districts could do a book blog like this to help to encourage teachers a different way of teaching and using stratagies to teach the same concept. It is okay to teach differently to encourage reading.
Teachers that do not encourage kids to read are failing the students. I know teachers that do not allow students to read when they finish their work. How sad is that.
The author states that she still teaches standards and even teaches her students how to read tests, she does this a week before testing. She seems to teach concepts using the books students are reading. Not all of her class time is free reading choice. She states that she gives students time in her class to read freely but it is not the entire class. The rest of the time she spends on teaching the technical side of reading. I agree with the author the only way for students to get better at reading is to read, alot! You can still teach reading skills and give students the time to read freely, like she said it is a balancing act. Fortunately the students in my reading class are also in a regular English class so even though I do teach reading standards as much as I have done in the past I rely heavily on their English teacher to do the bulk of it while I focus mainly on reading book after book- practicing! This year in my reading classes my 7th graders have read 11 books, 4 being novels, and we are working on the 12th book, also a novel. My 8th graders have read 12 books, one was a novel, and we are working on book 13 also a novel (this does not count the books they have read on their own). The 8th graders have read more expository books while my 7th graders have read more narratives. I understand the author's message, my classes are doing more reading and they have made great gains on their reading state assessment this year.
Yes Carol, you are right that not all of her class time is free-choice reading. I didn't mean to make it sound like that is what I thought. I meant that she really facilitates free-choice reading probably much, much, more than a skill-based kind of teacher does. I interpreted that she doesn't give all the formative tests than most of her peer teachers but her students still get as good or better scores on state tests.
The author uses book studies to teach specific skills with the students. She also uses book commercials and book reviews to check skills and comprehension. The students are exposed to the different types of literature through the required readings and information can be exchanged from student to teacher through the letter writing. It seems students are learning the skills needed through lots of reading and writing. They can learn the correct skills through conferencing with the teacher and comments from the teacher on the letter writing. Listening to the other students is also a great teaching tool.
I think the conferencing is a fabulous idea! It allows the teacher to see the standards and skills put into the students words and into what they are reading everyday. I think, ultimately, that is what all teachers should be doing!
The author states that the students who read the most are best at every subject area. They are students that teachers don't worry or target as not passing the state testing. Rather than using worksheets the author suggest using topic based learning and choose a variety of text to teach the skill within the topic. The students in a sense are in control of their learning through choosing materials that go with their topic. It encourages students interest level and gives a students a sense of choosing their learning. She states that all of the skill based reading insturuction in the world will not stick with students if they are never expected or allowed to practice reading with books.
Good points Cher! Students should be exposed to the standards in all of what they read, not just one particular book. When students are allowed to practice their reading, they become so much better!
The author does teach state just in different way than the conventional ways. If you know what you need to teach there are many ways to teach the standards. and prepare kids for state assessments. I like to talk about the books with the kids, it gives me an idea if they really do understand what they are reading. It gives me a chance to ask questions.
The author addresses the standards, just not in the traditional whole class, worksheet and comprehension quiz kind-of way. She uses book reviews, commercials, book groups, and the reading notebook. She has chosen to address a few standards or literary elements with each book. That is a great idea! She also allows the students to do a TON of free reading, in which they are able to apply those standards and elements. A student who reads the most is better in all subject areas. I think that should be our ultimate goal!
She addresses the state standards through book studies, groups, and whole class discussions. Through books discussion you can tell what the students have learned and if they are truly doing the work for one and if they are having the capabilities to comprehend and pick a book apart. To me giving students worksheets are just BUSY WORK!
The author uses authentic assessment by observing what her students say about books in their conversations with each other, her, and in their journals.
The author uses book studies and commercials to teach and check understanding of state standards. I think that students hate the state assessments because for one reason they know that they will be given tons of worksheets so that we can see if they understand what they need to know for the test. I believe that if we let the students read what they wanted to and did something as simple as a book study to see if they comprehended the book or understood different skills that they would be tested on they would not only be happier but I also think they would do better on the test.
She addresses these requirements through activities such as the book studies. A few choises of books are available so the students can pick the books they are interested in but still are learning the content the teacher wants them to learn. She also addresses the genre aspects through her required reading and whole group instruction. After the whole group instruction, the students look at books and then decide which books fit under which categories. The students can then also add those books to their To Read list. I also think the author is able to address the higher level thinking skills by having the journaling between student and teacher. She is addressing the requirements though actual reading and writing. As the students read and write more, they are going to learn and therefore pass the high stakes tests.
ReplyDeleteMiller addresses state standards and district requirements through book studies and doing commercials. She also utilizes groups and whole class instruction to teach concepts. I know I don’t care for worksheets and I’m pretty sure students don’t either. They seem redundant at times and I see students hurry through them just to get done. Through reading and discussions, it is far easier to determine what students have learned and if a weakness exists that needs remediation.
ReplyDeleteThe worksheets can be boring too. I think teachers use the worksheets because it is easy for them to run off copies and pass them out. However, as shown by the author time spent in actual reading is much better for the students in time spent and in learning.
DeleteI agree. Worksheets and the like do not always give the teacher a good reflection of learning in the classroom. When I hear my students read and listen to the questions and comments they have that is the best indicator of learning. My 8th grade reading class is reading "The Black Stallion". After we read a particular line in the book I asked my students what it meant. Most were able to tell me that the author was referring to the horse. One student identified it as figurative language and asked the class to tell which one it was. We agreed it was a metaphor and I went on to explain why and why it was not some of the other types they named. That was a very powerful moment that did not involve any type of worksheet. Yet I was able to learn so much from what my students know or do not know by that happening.
DeleteStudents always seem more engaged if the activity is interactive instead of a worksheet. They know they have to get it done so they just rush through it without really learning.
DeleteI don't agree with to many worksheets as well because they may be able to find a answer but not truly know the information.
DeleteMrs. Miller puts into practice what the research says...you can only truly get better at reading by reading. Her students do better on assessments because they have been given the opportunity to authentically practice their skill as readers. She also stresses that she does teach the standards, but she does it through alternative activities such as book studies and commercials.
DeleteI think her statement saying "successful, strong readers are the one teachers don't worry about, the one who could pass the state test on the first day of class." This seems to sum up her thoughts on testing.
ReplyDeleteI have also heard this said in a school district in this part of the country. The students that are borderline in passing the test are worked with much more than those students that are determined as lost causes and not being able to make the passing score or those students that could pass easily.
DeleteThe test the author of this book is referring to is the TAKS. Students take the test at the end of the school year and if they do not pass they do not promote to the next grade. This was implemented not long after I graduated from high school (in Texas). Also at one time teachers were also given a proficiency test and if they did not pass they did not get to teach! With all that being said I think she puts more stock into state mandated testing then she lets on in the book. I think she is simply stating the technique she uses to teach reading. She probably feels like we all do that certain aspects of education has taken the fun and enjoyment out of reading, without really meaning to. But knowing the educational system in Texas, my family still lives there, she is under alot of pressure to pass those tests like we are!
DeleteI think that is is a shame not to enrich good readers as well as teaching struggling readers.
DeleteDonalyn Miller does slip in a statement here and there that refers to making sure she teaches the standards for which she is accountable. I believe that she teaches the standards, but doesn't obsess about them. She encourages her students to be analytical readers by requesting that they make recommendations, give book commercials, etc.
DeleteThe author states that the students who read the most are the best at every part of school - reading, writing, researching, content-specific knowledge, all of it. They are the best test takers, too. Rather than using worksheets,the author recommends selecting a concept and gather a wide range of texts on the topic and form book groups to learn the skill. Also, use short stories, excerpts, or poems to teach reading skills, and have students apply their understanding to their independent books. The author uses book reviews and book commercials rather than skills worksheets. The author gives her students freedom within the required reading.
ReplyDeleteAngela, I always wondered how teachers manage to have time to gather texts on certain topics because I have never done it, but I do really believe this is a great idea. I teach with a teacher that does have two big bins out every week (or maybe 2 weeks, I'm not for sure) of topics. This week she had out a weather box and another one. I think she is just committed to doing this so she spends extra time once a week to go through the school library, her personal library, and the public library to create her topic book bins. I think it is important to be really organized to make all these things the author suggests in order to run smoothly.
DeleteI believe the author's viewpoint is that a free-reading classroom ignites love of reading and acts as an internal motivator that has "has a powerful impact on reading achievement." She talks about how peer teachers that do centers, worksheets, & skill-based lessons reach the same scores or less as she does when she facilitates reading freedom.
ReplyDeleteI like the idea of free-reading classroom. I wish more teachers would read this book and implement these ideas. I also think the regular ed teachers would think it would take too much time to locate books for all the students with everything else they are asked to do.
DeleteI agree Deanna I think that teachers would think of the time factor and everything else they have to get ready for. I to wish the districts could do a book blog like this to help to encourage teachers a different way of teaching and using stratagies to teach the same concept. It is okay to teach differently to encourage reading.
DeleteTeachers that do not encourage kids to read are failing the students. I know teachers that do not allow students to read when they finish their work. How sad is that.
DeleteThe author states that she still teaches standards and even teaches her students how to read tests, she does this a week before testing. She seems to teach concepts using the books students are reading. Not all of her class time is free reading choice. She states that she gives students time in her class to read freely but it is not the entire class. The rest of the time she spends on teaching the technical side of reading. I agree with the author the only way for students to get better at reading is to read, alot! You can still teach reading skills and give students the time to read freely, like she said it is a balancing act. Fortunately the students in my reading class are also in a regular English class so even though I do teach reading standards as much as I have done in the past I rely heavily on their English teacher to do the bulk of it while I focus mainly on reading book after book- practicing! This year in my reading classes my 7th graders have read 11 books, 4 being novels, and we are working on the 12th book, also a novel. My 8th graders have read 12 books, one was a novel, and we are working on book 13 also a novel (this does not count the books they have read on their own). The 8th graders have read more expository books while my 7th graders have read more narratives. I understand the author's message, my classes are doing more reading and they have made great gains on their reading state assessment this year.
ReplyDeleteYes Carol, you are right that not all of her class time is free-choice reading. I didn't mean to make it sound like that is what I thought. I meant that she really facilitates free-choice reading probably much, much, more than a skill-based kind of teacher does. I interpreted that she doesn't give all the formative tests than most of her peer teachers but her students still get as good or better scores on state tests.
DeleteThe author uses book studies to teach specific skills with the students. She also uses book commercials and book reviews to check skills and comprehension. The students are exposed to the different types of literature through the required readings and information can be exchanged from student to teacher through the letter writing. It seems students are learning the skills needed through lots of reading and writing. They can learn the correct skills through conferencing with the teacher and comments from the teacher on the letter writing. Listening to the other students is also a great teaching tool.
ReplyDeleteI think the key is conferencing with the teacher because that response time is important and the correction is important.
DeleteI think the conferencing is a fabulous idea! It allows the teacher to see the standards and skills put into the students words and into what they are reading everyday. I think, ultimately, that is what all teachers should be doing!
DeleteThe author states that the students who read the most are best at every subject area. They are students that teachers don't worry or target as not passing the state testing. Rather than using worksheets the author suggest using topic based learning and choose a variety of text to teach the skill within the topic. The students in a sense are in control of their learning through choosing materials that go with their topic. It encourages students interest level and gives a students a sense of choosing their learning. She states that all of the skill based reading insturuction in the world will not stick with students if they are never expected or allowed to practice reading with books.
ReplyDeleteGood points Cher! Students should be exposed to the standards in all of what they read, not just one particular book. When students are allowed to practice their reading, they become so much better!
DeleteThe author does teach state just in different way than the conventional ways. If you know what you need to teach there are many ways to teach the standards. and prepare kids for state assessments.
ReplyDeleteI like to talk about the books with the kids, it gives me an idea if they really do understand what they are reading. It gives me a chance to ask questions.
The author addresses the standards, just not in the traditional whole class, worksheet and comprehension quiz kind-of way. She uses book reviews, commercials, book groups, and the reading notebook. She has chosen to address a few standards or literary elements with each book. That is a great idea! She also allows the students to do a TON of free reading, in which they are able to apply those standards and elements. A student who reads the most is better in all subject areas. I think that should be our ultimate goal!
ReplyDeleteShe addresses the state standards through book studies, groups, and whole class discussions. Through books discussion you can tell what the students have learned and if they are truly doing the work for one and if they are having the capabilities to comprehend and pick a book apart. To me giving students worksheets are just BUSY WORK!
ReplyDeleteThe author uses authentic assessment by observing what her students say about books in their conversations with each other, her, and in their journals.
ReplyDeleteThe author uses book studies and commercials to teach and check understanding of state standards. I think that students hate the state assessments because for one reason they know that they will be given tons of worksheets so that we can see if they understand what they need to know for the test. I believe that if we let the students read what they wanted to and did something as simple as a book study to see if they comprehended the book or understood different skills that they would be tested on they would not only be happier but I also think they would do better on the test.
ReplyDelete