My Thoughts

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My Thoughts
By Jenny in IA

First a little about me--I have been teaching for 10 years. I moved to a new district this past year, and I have a 4/5 loop with whom I'll loop to 5th this coming year. I started using the GRW model last fall, and consider
my classroom a work in progress. I enjoy constantly refining my practices to adjust my teaching to what is best for my students, and I have found this model to be a great fit. I have never read THE BOOK cover to cover, but I've probably read it all at some point--jumping around, flagging particular pages, etc. I look forward to reading it cover to cover!
In regards to my district,

they have the Harcourt basal series which is supposed to be used in every classroom. I found myself regularly confused as I tried to make the basal work with the information I was receiving from district administration during inservicing (regarding guided reading) and in reading about current thinking on best practice in language arts. I also watched as my students would groan during reading time, and also show little self-direction during language arts. When I find the students constantly looking to me for the next cue about "what do we do next?" I see it as a signal that something just isn't right!

My thoughts on assessment--I found the model in GRW created an environment of ongoing assessment. Using the model described in the book, I found myself more in tune than ever with my students independent reading levels, their strengths and weaknesses, interests, and thoughts about reading and their worlds. To be honest I didn't do more than skim Chapter 28 before it was assigned here. I know, shame on me!

I am thinking that I will implement the sample timeling on p504. I find that when I plan these things out ahead of time for the whole year I am less apt to push them aside. Then I can go ahead and mark my calendar and plan book. I find that the ongoing assessments help me refine my teaching on a continuous basis, making me more apt to provide instruction at each student's particular level, which I see keeps them more engaged--they see it as relevant.

Our building has just started doing fluency and comprehension checks on each student. Each child's levels (GR levels) are charted on a folder that follows them through the grades. There is a check in the fall and at the end of the year. Other than that, I find running records to be more something I'd do with my struggling readers. For me, just working with them so closely in the GRW environment provides me with much the same data as a running record, but without the additional time away from class or additional prep time for me.

OK, I'm really getting long here, but I have more to share!

I was interested in the reader's notebooks that Heinemann sells, but found myself low on money. Instead we will create something similar with the spirals the kids bring from home. Also they will keep their many lists, which we will 3-hole punch, in folders with brads inside (what are those called, anyway??).

Finally, about Carol's room--I am in awe!! I find myself constantly returning to this section of the book. I definitely model my classroom after Carol's! Again, it is an ongoing process! Looking forward to hearing all your thoughts.

Jenny in IA