We recognize there are lots of new things on the table which happens with every state proclamation: new TEKS, new curriculum, new scope and sequence, new materials. It can be overwhelming!
Here are some goals to think about for year 1 of implementation District ELA Goals
What support do you need in the above? Do you have other goals for yourself or your team? Reach out with questions!
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Guest blogger: Liz Arras Richard Allington suggests that there are three essentials in learning to read: students must have time to read, expert instruction, and access to fascinating books. A student’s book bin (or bag) is one of the best places to look to see if students have daily exposure to a variety of high-interest, accessible books! The most important guideline for the books in individual book bins is that the books support the reading lives and development of the student. That is, we want students to have highly engaging books that they both want to read (something that is interesting to them!) and can read with a high level of accuracy, fluency and comprehension. (Note: this does not necessarily mean that students must choose books on their independent level or out of a particular bin, however, we want students to be reading books with appropriate text complexities. If the books in their bins are consistently too difficult or far too easy, the student may not get the differentiated practice they need to become a better reader). Another important point to consider is that the books in individual book bins allow students to practice the work of the unit you are in. Most units of study are genre based, with the exception of the foundational units in K-2. If students are studying characters and theme, they likely need fiction books that have dynamic characters and a theme to talk about. If they are studying main idea and supporting details, they need nonfiction books that have different text structures and features in them. We can still hold firm to the belief that students should choose the books they want to read, while also encouraging them to stay within the genre we are studying. It is important for our readers to read a variety of texts and genres and we want to give them opportunities to do so. One thing to consider is how students can carry on reading another genre outside of reader’s workshop so that they can continue to read things that interest them (say, for example, students read nonfiction in school during a nonfiction unit and continue their fiction chapter books at home). Book Shopping In book shopping, the goal is for readers to choose enough books to last through the week for both home and school reading. (Yes! Our classroom library books should be going home each night!) Consider staggering the days that students “shop” for books outside of your designated reader’s workshop block, so that four or five students are choosing books from your classroom library each day without interrupting their independent reading time. Remember, we want students to be able to read these books with and without your support, so expect that students will have some books that you’ve introduced to them or guided them to choose during shopping or in small group work, and others that they have chosen on their own. What books go in a student’s book bin? **Reading levels play a role in the number of books per bin. It only takes a few minutes to read A-I books, so children reading at this level need many more books in their book bin to keep them engaged during reading time, as opposed to those at level L-M.
What other things might go in a student’s book bin?
Research and Reflect It can be helpful to do some “research” into your students’ book bins, both on your own or alongside a student. Below are some reflection questions to think about as you peek inside their bins.
Below are some reflection questions you can ask students while in a reading conference.
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