I’ve gone and glogged again! My latest glog is all about Fountas and Pinnell’s framework for guided reading for teachers from kindergarten to second grade, though the information is certainly transferrable to all the grades. I love making glogs because you can see all of the information and synthesize everything at once. The video that’s included isn’t my favorite exemplar of guided reading, but it’s enough to focus our discussion. My goal is to film a guided reading lesson at my school with which to replace it soon!
I have seen firsthand how turning and talking to a reader or writer next to you can energize students. Sometimes I’ll ask a class a question, and wait for a couple timid hands to slowly raise themselves. I’ll quickly follow-up with, “Turn and talk to the reader next to you about…” After a minute or so of discussion with a partner, the number of hands shoots up, often with nearly every student’s hand in the air! The benefits of giving students a chance to talk out their thinking are noticeable and necessary. When students talk before sharing out with the whole class, they get a chance to:
- reassure themselves that they’re on the right track
- rehearse verbalizing their thinking
- deepen their understandings
- take a risk with an audience of one rather than the whole class
- have a peer explain in a kid-friendly terms
- be heard
- consider other perspectives
- gain enough confidence to share out
Additionally, reading and writing are sometimes passive activities. How do we know what reading thinking is taking place if students only read silently? Discussing their reading and writing thinking energizes the learning and informs instruction. Engaging readers in a conversation about their predictions, confusions, wonderings, connections, or visualizations gives us a glimpse of what they’re doing well and where they can still grow as readers. A classroom of readers and writers hums with partners quietly sharing their thinking and responding to each other. In a classroom where rigorous conversation is expected and valued, readers and writers will do more than float on a sea of talk; they will soar.
Man, I love a word wall. I always thought I did a good job with word walls because they easily covered close to half of my classroom wall space. Then I saw this image from an article in an issue of Science and Children called, “Interactive Word Walls” by Julie Jackson and Rose Narvaez:
The word wall of my dreams! My brain exploded with both envy and inspiration! However, the closest I thought I could get to creating a realia-filled word wall of my own was showing it to as many teachers as possible and convincing one to do it in their rooms.
Thinking about my new office though, I realized I had PLENTY of wall space to create this masterpiece! So over the next several weeks, I’ll be brainstorming and gathering realia associated with literacy for my very own interactive word wall, complete with QR codes and student work.
What literacy words do you associate with each letter of the alphabet? Comment! I’m low on J, K, O, Q, X, Y, and Z, especially.