Reading Log 3/22/11 Calkins: Observations: - Staff developers come into schools and helps groups of teachers at one or two

grade levels plan and teach new units of study - Pages 22-25 A recommended curricular calendar - It is important for each day’s workshop to have a clear, simple structure. Children should know what to expect. This allows them to carry on; it frees the teacher from choreographing activities and allows time for listening. - Room arrangements, page 31 - Materials, pages 32-33 - Often a teacher will pause in the midst of a minilesson and ask children to try what the teacher has just taught. - Teachers teach children how to switch from listening to the teacher to interacting with a partner. - We teach children that writing time is precious and that it’s important that they do not waste one precious moment of it. - It’s easy to lose a tremendous amount of time in transitions; and therefore we need to teach children how to get started on their writing. - Page 41 – The Management The Makes One-to-One Conferences Possible chart - Try to avoid launching minilessons with questions, and above all, avoid asking known-answer questions in which you’re looking for a particular answer. - Teachers probably need to spend as much time planning a minilesson as we spend teaching it. - Page 55 and Page 60 – Minilesson Teaching Info and Tip charts Wonderings: Should every day start off with a minilesson? Or should they be in the middle of the day? How many minilessons should be done each day? How do you plan a minilesson that involves both math and reading/writing skills? Connections: The first grade teacher I observed last year did minilessons with math. She would have everyone sit on the carpet and she would sit on a chair with a big pad of paper and do mini math lessons. The children would sit with dry-erase boards and would do a few practie problems and hold their answers up for the teacher to see.

“Kidwatching” OBSERVATIONS: Functions of written language that are familiar to students: o Environmental print- provides information about the world around us o Occupational print- used to do one’s job o Informational print- for storing, organizing, and retrieving information o Recreational print- used for leisure activities Format: refers to the “shape” or configuration, that written language takes when it is used to serve a specific function Graphophonics: refers to the systematic relations between patterns of letters and patterns of sounds Children discover the orthographic system as they experiment with reading and writing, and as they participate socially in literacy events Understanding the letter patterns systematically relate to sound patterns is a major step toward being able to communicate through reading and writing Alphabetic principle: when children begin to invent spellings for words Drawings help children rehearse and develop ideas for writing, supply information about characters, settings, and events, disambiguate text, and they help others understand what has been written Cumulative records should be kept of each child, which includes: o Self-selected pieces of writing o Self-evaluations o Goals for future learning

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CONNECTIONS: I frequently see invented spelling for words in my kindergarten classroom, and I also did last year in my first grade classroom. At first, to me, their writing just looks like random words and it’s hard to decipher. But, when going over the student’s writing with them, it is more clear what their invented spelling really says. WONDERINGS: - What age are children when they start using invented words and stop drawing to tell stories? What age should children be when

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they stop using invented words? When should teachers start keeping cumulative records? When are they no longer necessary?

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