Literature Circles: Books and Schedules

In my previous blog post, I tried to explain the reasons for my deep love of Literature Circles. Now, I will turn to the more practical subject of setting up your students and classroom for success with this wonderful routine. Literature Circles are flexible and can be designed to accommodate a variety of students and reading materials; in this post, I will focus on my own particular situation, but there are many potential modifications and variations that can be made. Another post will soon follow to address other elements of my classroom set up.

I currently use Literature Circles with my “Paw” group, students who come to me during a reading intervention rotation. I work with on and above-level fifth graders during this period, so I have designed my current version of  Lit Circles to involve the students in the reading of self-selected (to a point) novels and performing jobs based on challenging reading strategies and skills using Thinking Maps. In addition, a high level of responsibility is gradually placed upon the students for the successful completion and execution of these jobs. The rest of this post will explain how I choose books to offer the students and how they go about selecting the ones they prefer to read. I will also address how individual students create reading and job schedules that help them keep pace with their group mates.

The Books and Book Selection

It is a truism that kids who love reading will read often and that kids who read often will generally develop strong reading skills. If we accept this logic, then shouldn’t fostering a love of reading be right at the top of our to-do list as teachers? As far as I’m concerned, this is the primary purpose of Literature Circles. 

Many years ago, I began building a collection of sets of high-quality and high-interest books in a variety of genres. I gave myself (intrinsic) bonus points if the books were part of a series and/or written by authors who had also written several other great books. My rationale was that, if there were sequels or other appealing books by the same author, I could either offer them up as future Lit Circles books or suggest that the kids check them out from the library. In the case of sequels, I made it a rule that only kids who had read the preceding book could read a sequel, and if even a single student did not want to read the sequel, the rest of the kids in the group would have to wait until more kids had read the previous book. As I already mentioned, I want Literature Circles to foster a love of reading; forcing a student to read a book they’re not interested in would obviously have the opposite effect.

Once I had put together a decent set of books, I put them to the kid test. Unfortunately, I was sometimes forced to discard certain books because they consistently got bad reviews from my students. This still happens from time to time as I gradually add new books to the mix. Again, if helping develop a lifelong love of reading is my goal, I can’t foist books on my students that I’m fairly sure they won’t enjoy. I will usually give a book a couple of chances before banishing it to my cabinets.

Ideally, every Literature Circle group should have four students in it, so I start by dividing the total number of students in my class by four to determine the number of books I need for a three-week cycle. If the number of students isn’t a multiple of four, I will create one or two groups with three students and eliminate one of the jobs for those groups. I try to include books from a variety of genres to make sure there is something for everyone.

Once I have selected a nice smattering of books to offer the students, I usually give them a brief description of each book; I also post a Google Books link for each book on Google Classroom (see below), which allows students to read descriptions of the books, see reviews, and check things like lexile levels and page numbers.

After students have had a chance to peruse the books on offer, they fill out a Google sheet like the one below by selecting the three books they would most like to read. They are asked to rank the books (1-3) using dropdowns.

I then convert the data collected on the Google Form to a Google Sheet (This is an option on all Google Forms; just click the Google Sheets icon in the “Responses” section). I then pick through the data to create groups. My goal is to make sure each student gets one of their three choices. Here is what a Sheet looks like after I have sorted everything:

Schedules

One of the most challenging aspects of Literature Circles for both teachers and students is time management—schedules are a must. After the students have been told which books they will be reading and who their group mates will be, they quickly get together to decide who will do each job for the first Literature Circles meeting of the cycle. As I explained in a previous post, the four jobs are as follows:

Summary Specialist (Exactly what it sounds like)

Discussion Leader (Students write questions based on the levels of Bloom’s Taxonomy)

Thinking Map Strategy (One of the four reading strategies not addressed by the first two jobs)

Thinking Map Skill (A map designed for the analysis of a literary element or device) 

Once students know what job they will do for the first meeting, they can simply follow the above continuum to determine the rest.

After meeting with their groups, students return to their seats to fill out premade (by me) schedules on Google Drawings. I make a schedule like the one below for each Literature Circle book. I include the title, a picture of the book, and the page numbers that students should read each day in order to keep pace with their group. Students are responsible for locating the schedule for their book in a folder I have shared with them in Google Classroom and making a copy of the schedule for themselves. They do this within a Google Classroom assignment, so they can submit it to me when they are done. This serves two purposes. First, it allows me to easily track who has completed their schedule and whether they have done it correctly. I can also print paper copies of the schedules for the kids to keep in their folders. 

Before submitting their schedules, students put their names on them and fill out their jobs for each night of the week and the date ranges during which the Lit Circle cycle will take place.

My next post will address other logistical aspects of Literature Circles, including the organization of job sheets and student work and the structure and protocols of the meetings themselves.

Writing Every Day,

Eric Lovein

Take Time to Reflect

    

      I selected this image precisely because it is so timely. Now that students have completed their second iReady diagnostic, it is essential to reflect on successes and areas for growth--both ours and our students'. Since students' initial diagnostic in August, our OMSD focus has been on best practices so that we can deliver "best first instruction" to them, thereby ensuring that their academic needs can be effectively and efficiently met.  During this time of reflection, a key question, therefore, is whether or not those needs were met and to what extent?

    In order to make that determination, I've presented a few questions below that you may choose to ponder.  You certainly don't need to answer each and every question. In fact, it is more beneficial for us to develop a cyclical practice of reflecting and growing. As educators, this process comes natural to us as it is part of our nature.  

• Did students complete the 45 minute minimum requirement of iReady practice weekly?
• Did students pass their lessons with a minimum of 70%? 
• Did I pull students individually or in small groups when their domains were turned off or in danger of being turned off?

When it actually came time to take the assessment:

• did I remind students use their test-taking strategies?
• did I encourage them to do their best?

After the test:

• did I tell students how important it is to not compare their scores to the scores of others. Since we are a Thinking Maps school, I tell my students to imagine themselves in a Double Bubble Map with their results on both sides. At this point in the year, August's score would be in the left bubble and the current score in the right one. With OMSD's focus on the importance of (SEL) Social Emotional Learning, it is critical that we urge our students to reflect on and celebrate their own growth. 

     We need to be as patient and encouraging with ourselves as we are with our students. On the road to college and career readiness, students--and teachers--are going to experience successes and setbacks. That's just par for the course. 

      December is a perfect time to embark on this practice. Not only is the second iReady completed, but the holidays naturally mark a halfway point in the school year. Look at the big picture. Decide how you will move your students forward. And don't forget to enjoy time with family and friends during the holidays!

Huddle Time - Station Rotations In A Single Class Period

 

Welcome to my third 'Huddle Time' - the purpose of this time is to provide a short video that offers student centered ideas to consider for your classroom.

HUDDLE TIME VIDEOS

Video #1 - Teacher Led Activity

Video #2 - Transition

Video #3 - Online Activity

Video #4 - Paper/Pencil Activity

Today's Huddle Time focuses on 

    -  Station Rotations

Station Rotation is an instructional delivery system where students move from one activity to another activity throughout the class period.

In my implementation of the Station Rotation Model, I have students move through three activities:

    1.  A teacher led activity

    2.  An online activity

    3.  A paper/pencil activity

I have attempted four stations in a period but have finally landed on three stations during the period because it allows sufficient time at each station.  

In terms of setting up my classroom, I divide the classroom in half so that both sides of the classroom have an online activity and a paper/pencil activity.  For the teacher led activity, a group from each side of the classroom comes together to meet with me as we do the activity together.  The rationale for this set up is that it allows for better classroom management and my teaching style.

Remember to believe in yourself, believe that you matter, and believe that you can make a difference.

Teaching and still loving it,      

Kevin Stott                               

   De Anza Middle School           

Building Resourcefulness Using Resources

 As a third-grade teacher, I am keenly aware that third-grade bridges the gap between primary and upper grades. Each year, I have approximately ten months to equip my cherubs for the responsibilities they will assume as upper graders. The advantage I have is that I have taught both second grade and fourth grade. Therefore, I know what was, what is, and what will be expected of them.

Certainly, the Common Core State Standards inform my instruction in terms of letting me know WHAT skills, concepts, and knowledge my students should master by the end of the year, but they are silent when it comes to the HOW.  This silence is actually advantageous in that it provides us, teachers, with the opportunity to tap into our own storehouse of experience, expertise, and creativity. Much like my car's internal GPS proposes various routes to my final destination, I am able to create my students' instructional routes to mastery of the CCSS. And like a GPS, I can "recalculate" as necessary.

In an effort to bolster my students' independence and resourcefulness as they move towards mastery of the CCSS, I have provided each of them with a "booklet" of resources at their desks. Essentially, it's a collection of handouts, each one tucked into its own sheet protector. It is an eclectic compilation of handouts that range from academic strategies to behavioral expectations.

 The resources are subject to change depending on the need and the time of the year. For instance, at the beginning of the year, I insert a copy of The Pledge of Allegiance with numbered lines so that all students can follow along and track the words with their fingers or eyes--depending on their individual needs, abilities, familiarity with the text, and comfort level. 

  As we near the second iReady testing window, I have included a test-taking reminder handout. I copied this page directly from the iReady website. I encourage my students to do their best, but this reminder tells them specifically how I expect them to do that.

 I hope you are inspired to provide your students with the resources that you have found to be invaluable in your own classroom. Encourage students to be resourceful and to utilize those resources so that they can build independence. 

    Still Having Fun!

        Lola Jollie

Literature Circles: Where It's At

My last blog post of the 2021-2022 school year began to delve into how I use Thinking Maps to teach reading strategies. The post specifically dealt with the strategy of summarizing. I briefly touched on how I use various Flow Maps for one of the jobs (Summary Specialist) my students do in Literature Circles. While I did provide a cursory overview of what Literature Circles look like in my classroom, I have now decided to devote an entire year’s-worth of blog posts to the subject. The subtitle of my piece is less an homage to Beck and more an expression of my undying love for Literature Circles and everything they add to my students’ learning. 

I began experimenting with Literature Circles over twenty years ago after attending a wonderful Steve Dunn training on the subject. Since then, my personal approach has evolved along with my understanding of the Common Core Standards and pedagogy in general. Keep reading to find out what makes Literature Circles one of the most productive and successful parts of my teaching day!

The Rule of 5

Teaching is a mind-bogglingly complex pursuit, and we are given maddeningly little time to accomplish the vast number of tasks necessary to feel successful. The only way to overcome these challenges is through intelligent design. It is not enough to accomplish one goal, no matter how worthy, during a lesson or learning situation. In fact, I have developed something I call “The rule of 5.” It simply states that every lesson I teach or learning situation in which I put my students should accomplish at least five goals. This might sound absurd, and I am certainly not always successful in following the rule, but I do believe it is a realistic aspiration. Take, for instance, a lesson with the academic or cognitive goal: use a Double Bubble map to plan and write an essay comparing and contrasting two major characters in the story. To this, I can build in a language goal (use a variety of compare and contrast conjunctions or transition words appropriately), a communication goal (practice disagreeing politely when discussing your Double Bubble Map with your team), a metacognitive goal (appropriately identify the points of comparison in your map), and an Intellectual Virtue goal (make sure you demonstrate Intellectual Thoroughness when completing your map by recording all of the similarities and differences you can think of). I could even include a sixth, organizational goal: make a schedule of when you will complete the steps of your assignment.

If you have not already guessed, I believe that Literature Circles is one of the most effective ways to ensure that my students are consistently learning, thinking, and developing on a multitude of levels and accomplishing at least five goals simultaneously. The version of Lit Circles I employ gives my students many opportunities to evaluate and make choices; create and follow schedules; demonstrate responsibility; read quality, self-selected literature; use complex Thinking Maps to organize their thoughts; and meet in structured groups to reciprocally teach their peers about what they have learned. In the coming weeks and months, I will devote blog posts to all of the elements referred to above.

High Standards

You may have noticed that, when discussing my “Rule of 5,” I referred to “goals” rather than standards. Not all of my learning/teaching goals are standards. For instance, when assigning a digital Thinking Map on Google Classroom, one of my goals is to improve my students’ proficiency with an app (Google Drawings) they will use frequently throughout the year. Of course, a majority of my goals do indeed involve addressing the standards, and it is not at all unusual for a single Literature Circle meeting to address as many as five or six language arts standards.

I like to refer to Literature Circles as a “learning situation.” This is due to the fact that there is an enormous amount of diverse and personalized learning going on concurrently during the entire process. You cannot really call such an activity a “lesson,” but this is not a flaw or weakness; it is a glorious strength! Reading comprehension is an infinitely complex process, so it should not come as a surprise that teaching kids to comprehend literature cannot be reduced to a series of discrete lessons that can be taught and learned in isolation. It is my firm belief that solving a complex problem usually requires a complex solution. As I like to say, if a problem had a simple solution, we’d know it already. I love Lit Circles because they allow me to put my students in a position to do all sorts of high-level thinking and learning while rigorously addressing standards in reading, writing, listening, and speaking. It would be absurd to try to list all of the standards that can be covered during a round of Literature Circles, so I will only highlight one below and address many others in future posts.

The first College and Career Readiness Anchor Standard for Speaking and Listening is: “Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.” The Third Grade version of this standard states that students should, “Come to discussions prepared, having read or studied required material (and) explicitly draw on that preparation and other information known about the topic to explore ideas under discussion; follow agreed-upon rules for discussions; ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others; and explain their own ideas and understanding in light of the discussion.” Subsequent upper-grade standards contain similar wording. As will become clear in future blog posts, students in Literature Circles learn to be responsible and organized, and the work they do before they come to a meeting is rigorous. There are strict protocols for how students should conduct meetings, and the discussions they have within a meeting are designed to allow students to reciprocally teach each other using the work they have done as a guide. One of the four jobs (Discussion Leader) is entirely devoted to questioning, and the other three participants in the meeting use questioning to encourage their group members to do the kind of thinking their jobs entailed. Given that there are seven meetings in every three-week cycle, Literature Circles help ensure that my students get many opportunities to master this important and multifaceted standard.

As I discovered about half-way through the writing of this post, it is quite difficult to delineate even a fraction of the merits of Lit Circles in a couple of pages of text. I am just going to leave this as an incomplete introduction to the topic and begin work on the series of posts about the practical aspects of making Literature Circles work in your classroom. Please check back frequently for new additions to this series. My next post will discuss setting up your classroom and your students for Lit Circle success!

Writing Every Day,

Eric Lovein

        I'm sure you've heard that saying: Give a man a fish and he will eat for a day. Teach a man to fish and he'll eat for a lifetime. I realize it's a stretch, but I see writing in a similar way. When it comes to writing ability and performance, incoming third graders run the whole gamut. The reasons for this variance are many and varied. For some students, English is their second language. Other students may struggle with small motor skills. Still, others may need to work on building their writing muscle through deliberate practice and time on task. Clearly, there are several reasons why students differ in writing ability and performance. 

        Regardless of whether students are or are not at grade level, as their teacher, I am tasked with moving them further along the spectrum than when they first stepped foot into my class. Meeting all my students' needs so they can experience growth is no easy feat. Success will depend on determining instructional needs by looking at my students through the following lenses: as a whole class, as small groups with similar needs, and as individuals. Additionally, I need to remember that these groups are fluid; I need to be alert to changes in need. 

        Here's a way that has served me well over the years. On the very first day of school, I have my students respond to a prompt about themselves. This year I asked them to tell me how they've changed over the past year. I steer away from content-related questions because I don't want content-area knowledge to be a barrier. In addition, I tell them to not worry about spelling. I don't want them to not use a word just simply because they don't know how to spell it. (There will be plenty of time to focus on spelling later.) Finally, I don't give them any precise directions because I don't want to influence them in any way. At this point, I want raw data. This assignment will serve as my baseline data. Looking at their writing through various lenses referenced in the previous paragraph will enable me to sort out groupings. 

        I realize that all teachers have different ways of teaching writing. In fact, I would venture to say that their approaches are as individual as the teachers themselves. Although the ensuing list of questions is certainly not exhaustive by any means, it can serve as a starting point: Do students 1) understand what a subject is? 2) what a verb is 3) know the difference between proper nouns that need to be capitalized and common nouns? 4) need to work on adding details? Taking anecdotal notes as you review students' daily writing can prompt mini-lessons for individuals, groups, or perhaps even the entire class. Of course, not every student is going to be a professional author. Still, every student needs to be a proficient enough writer to be able to skillfully convey information, ideas, and thoughts in whatever situation they find themselves in the future. 

       This quote captures how I feel about writing. I hope I can inspire my students to feel the same way! 

Huddle Time - Edulastic and Creating Sub Groups

 

Welcome to my second 'Huddle Time' - the purpose of this time is to provide a short video that offers student centered ideas to consider for your classroom.

HUDDLE TIME VIDEO

Today's Huddle Time focuses on 

    -  Edulastic and creating sub groups

Edulastic is an assessment platform that disaggregates the data based on your classes.  However, you can also create additional groups to compare within the any assessment you administer.

Remember to believe in yourself, believe that you matter, and believe that you can make a difference.

Teaching and still loving it,      

Kevin Stott                               

De Anza Middle School 

Owning Versus Renting

    Being an owner is way better than merely renting. And, no, I am not referring to real estate. I'm talking about knowledge. When my students are merely "renting" knowledge, it stays in short-term memory. They cannot become "owners" until that information moves into long-term memory. It can be difficult to determine owners from renters. 

   Unfortunately, I know this from firsthand experience. It became apparent to me this week. Let me explain. I've been consistently reviewing the eight Thinking Maps (that have been posted on my wall since the first day of school) and their corresponding thought processes. In fact, I've come up with a chant and gestures for each map.

    Yesterday I decided to test how many of the Thinking Maps and their thought processes they really knew. Here's what I did. I posted the various maps and assigned them each a number. Then I presented an imaginary scenario, such as "Let's imagine that I am a kindergartner and my teacher wants me to brainstorm all the animals I can come up with. Which map would describe the thought process necessary to generate all of those animals? When I say 'show me,' show me with your fingers which map I'm describing." 
    Students were eager to show me; however, their responses were literally all over the map, so to speak. Why?!? The answer: they were merely renting the chants and gestures. Sure they enjoyed the catchy chant and the playful gestures, but they weren't transferring, applying, or extending that knowledge. It wasn't their fault. It was most assuredly mine. I haven't given them the opportunity to transfer, apply, or extend that knowledge consistently. Are we still going to recite the chants with accompanying gestures? Of course. Chants are captivating, and gestures definitely help students remember. From now on, though, I am going to engage students in actually connecting the maps with their thought processes with real-world, as well as imaginary scenarios.

    Albert Einstein is credited with saying, "Insanity is doing the same thing over and over again and expecting different results." Perhaps truer words have never been uttered. If I want students to truly master Thinking Maps, then I need to change my approach. Note to self: DAILY extend students' understanding of Thinking Maps by not only presenting multiple imaginary and real-life scenarios, but by also directly teaching key words. This will enable students to become owners who can automatically connect the thought process related to a given scenario to its corresponding Thinking Map. To illustrate, I may say something like, "Imagine I am a seventh grader in a life science class and we are learning the various parts of a frog's body. Which map would help me connect the whole body of a frog to its different parts?" As time goes by, I will imbed fewer and fewer clues as students' automaticity grows. I am confident that my students will become Thinking Maps experts in no time!

Still living the Spotlight Life,

Lola E. Jollie

Huddle Time - Making DATA relevant to students

 

Welcome to my first 'Huddle Time' - the purpose of this time is to provide a short video that offers student centered ideas to consider for your classroom.

HUDDLE TIME VIDEO

Today's Huddle Time focuses on 

    -  Color coding my seating chart to indicate student CAASPP levels at a glance

    -  Digital SMART Goal Template - LINK  (thank you Ms. Khan - 'Literacy in Focus')

    -  Weekly digital tracker - LINK

Remember to believe in yourself, believe that you matter, and believe that you can make a difference.

Teaching and still loving it,      

Kevin Stott                               

De Anza Middle School           

"Final Word" (So Powerful - Visual, Written & Oral) - Student Reflection

 

For the past several years I have ended the year with students doing a reflection on their year.  It encompasses a visual component, a written component, and an oral component.  

How would I describe what I receive from my students?

The Visual Component

The visual component is a Google Slide that students create with their own picture background and a quote.  In the 'speaker' section, students explain the importance of the picture and the reason for choosing the quote.  I post in Google Classroom a blank Google Slide for each student to make easier for me as I read each one.  

Here is a link to the Visual Component Expectations - LINK.

Student Examples - Gabriela Chavez & Lizette Ruelas:

The Written Component

The written component is a Google Doc where students spend 15 minutes a day - over 3 days - choosing a topic to write a paragraph on.  There are several sample topics for students to choose from as I encourage them to really reflect on their learnings throughout the year.  I post in Google Classroom a blank Google Doc for each student - again, to make easier for me as I read each one.  It is truly amazing the insights and thoughts students write about during these 15 minutes.  

Here is a link to the Written Component Expectations - LINK.

Student examples - Valerie Cortez and Michelle Lam:

The Verbal Component

The verbal component is a Flipgrid recording of students reading one of their paragraphs from the written component - their choice of paragraph.  Their goal is to talk for at least 1 minute about their learnings, goals, and final thoughts.  Students record their presentations in one period and then the following day they listen to three oral presentations.  So powerful to hear their own voices convey what is important to them.

I hope that this inspires you in some way - either through this engagement activity or one of your own - to have students reflect and look forward as they approach the end of another pandemic academic year. 

Give yourself grace and then give yourself more grace during these difficult times.

Still teaching and loving it (everyday),

            Kevin Stott                                           

Math 8 & Integrated Math I                 

Brain Dumping - CAASPP Strategy

 

I am trying something new this month - I videotaped myself giving you my thoughts on 'Brain Dumping.'

Brain Dumping is a test taking technique I teach my students to do for CAASPP.  The purpose is to provide students a way of accessing a lot of information during the test that they may need to help them be successful.

Here is the video link:

4 Minute Video

Thank you for watching.

Give yourself grace and then give yourself more grace during these difficult times.

Still teaching and loving it (everyday),

Kevin Stott                                           

Math 8 & Integrated Math I                  

Thinking Maps for Fictional Narrative Reading Strategies: Summarizing Flow Maps

If you have been kind enough to read my rather wonky blog posts up to this point, I feel like you deserve something more practical for a change. This is the first in a series of posts about how to teach fictional narrative reading strategies with Thinking Maps. I hope you will find it immediately useful. For your convenience, I have included all of the resources discussed in this post on my Spotlight Teacher webpage. Just look for the section entitled “Summarizing Resources” at the bottom of the page. 

I have been using Literature Circles in my classroom for about twenty years. After all that time, the basic structure has not changed much: four students sitting in a circle, observing cooperative learning protocols, and using reciprocal teaching strategies to discuss the various jobs they have done in response to the book they are reading. What has changed quite drastically is the nature of those jobs; this is in large part thanks to Thinking Maps. 

The current version of my Literature Circles routine involves students reading self-selected novels (from a limited set) for three weeks at a time and meeting every other day to discuss the novel and reciprocally teach one of the four, distinct Thinking-Maps-based reading strategy or skill jobs each student has worked on for the previous couple of days. The four jobs are as follows:

• Summary Specialist (Exactly what it sounds like)
• Discussion Leader (Students write questions based on the levels of Bloom’s Taxonomy)
• Thinking Map Strategy (One of the four reading strategies not addressed by the first two jobs)
• Thinking Map Skill (A map designed for the analysis of a literary element or device)

Let’s take a look at the first job, Summary Specialist, and the Thinking Maps associated with it.

One day, about five years ago, I was trying to explain the concept of “summarizing major events in a narrative” to my Language Arts class. I would guess that, by that point, I had attempted to convey the same information to about twenty different groups of students over the course of my career. As usual, the discussion was centered around the question of how they were supposed to determine whether an event qualified as “major” and therefore needed to be placed in a box on a digital Summary Specialist flow map. I found myself saying the same unconvincing things about how major events were “important” and that the story wouldn’t make sense without them. This was about as helpful to my kids as asking them if a particular verb conjugation “sounded right.” I began mumbling to myself about how there had to be a better way to explain all of this and made a mental note to research the subject later in the day.

Goodness knows I prefer to let other people do my work for me when possible, but after extensive internet research, I determined that no one had created the resource I was hoping to find, so I decided to make it myself. What I had been looking for was a list of the types of events that could be considered “major” in a narrative. Here is what I eventually came up with:

As you can see, I identified eight categories of major events, as well as prompt questions to help students better understand what each category entails. My technique for developing this tool was to stare off into space for about an hour while trying to imagine every possible important thing that could happen in a story, so it is completely conceivable that I missed something obvious (Please drop any suggestions you have in the comments below!). Regardless of whether it is perfect, this resource has proved quite useful to both me and my students over the last few years.

Applications

Before assigning any Thinking Map strategy or skill activity as a Literature Circle job, I teach it whole-group with a shared piece of literature. I begin with a Focussed Instruction lesson on the strategy or skill and then model how the particular map activity should be completed. I use Google Classroom to assign each student their own copy of the Thinking Map and include instructions and a sample map that I’ve filled out using an anchor text (usually a picture book). Students use the map to analyze specific pages in the novel or selection we are reading together as a class.

Most of the time, the Summary Specialist job involves a “Flow Map of Major Events” like this one (I have included the instructions page and sample map as well):

                                                                                Click on the images to view larger versions

This is a straightforward activity that requires students to sequence the major events of an assigned piece of reading. Notice there are no small boxes below the large boxes; this is because I want them to focus on the most important information. As I intimated above, before I created the “Identifying Major Events in a Narrative” handout, my students struggled mightily with differentiating between major events and details. The handout provides them with a set of signposts they can use to make such distinctions with more confidence. Above each box is a space for them to specify what type of major event they have identified. I find it useful to require students to classify each event because it helps them internalize the signposts. I reinforce this during Shared Reading by frequently asking students what type of major event we have just encountered.

Teaching Story Elements with the “Types of Major Events” Handout

Another benefit of using the “Identifying Major Events in a Narrative” handout is that it helps me teach literary elements such as character, setting, and plot. The character-related prompts encourage students to differentiate between major and minor characters and consider the feelings and thoughts of the protagonists. The setting prompts remind them to pay attention to where characters are in space and time and how the setting affects the narrative. Obviously, the last four types of major events all deal with plot. Using this tool to summarize stories on a regular basis makes students more aware of devices such as foreshadowing and backstory and drives home the crucial role of conflict in a narrative.

Scaling The Summary

Of course, if students are reading a picture book or a short story, they can summarize the entire narrative in a single Flow Map; I often employ the “Dramatic Structure Flow Map” I shared in a previous blog post for this purpose. When summarizing a novel for Literature Circles, students are often working with a series of pages from the middle of the book (based on a three-week reading schedule they have created on Google Drawings). In this case, it is important for them to remember to “scale” their summary. By this I mean that the importance they place on certain events within a relatively short span of pages will be different than it would be if they were summarizing the entire novel. To help explain this concept to the students, I created the handout below.

         

Variations of the Flow Map (Summarizing and Synthesizing)

One of the many great ideas in the Thinking Maps manual Comprehension Strategies for Constructing Meaning is the “Summarizing and Synthesizing Parallel Flow Maps.” Here, the top Flow Map is used to summarize the story as usual. A second, parallel Flow Map is employed to analyze the events through a particular lens. I use these maps to add a layer of focus and rigor to the Summary Specialist job. I have developed suites of jobs for Literature Circles that all focus on a single literary element such as character or plot or a series of related elements and/or devices such as setting/atmosphere/mood. The advantage of these suites is that they allow all of the students in a group to contemplate various aspects of the same element. The Summary Specialist analyzes how the major events impact the characters, the Discussion Leader asks character-centered questions, etc. Below is the version of this map combination I use for the Character Suite.

                                                   Click on the image to view larger version

Taking the Maps to Writing

As usual, the maps discussed above are great for planning writing. Obviously, these particular maps can easily be turned into written summaries. The “Summarizing and Synthesizing Parallel Flow Maps'' activity allows kids to add commentary to their summaries, which adds a higher DOK level to the assignment. 

I am a fifth grade teacher, so the resources I create and use are geared toward upper-grade students. I do, however, think it’s possible to modify the above maps and handouts so they are more appropriate for younger students. I hope you found something you can use in this post! Please leave any comments, questions, or suggestions below.

Writing Every Day,

Eric Lovein

PS: Check out my video on Circle Maps!:

https://www.youtube.com/watch?v=vuQ9RkXXZcI

Don't Forget about Independent READING!

Who doesn't want to create a classroom of lifelong readers? Our most important responsibility is to teach ALL students how to read. Students need guided reading but it is crucial that they also get independent reading in all grades. Many studies have proven a link between time spent reading and reading achievement. The more children read, the better their fluency, vocabulary, and comprehension. I understand that some worry that it is a waste of instructional time and fear that our struggling readers aren't reading and only need small group instruction. Yes! I believe in the power of small group instruction- it works! But, I also see value in independent reading. Independent reading is a time students can practice and apply a wide variety of reading skills within the text. This practice helps students build strong habits that will support them in and out of the classroom.  

         

What are the benefits of Independent Reading?

What is independent reading?

Independent reading can simply be defined as students reading on their own. Students choose to read materials they want to read for pleasure or gain information about a particular topic.  Independent reading is where “the train meets the track.” It’s an opportunity for students to practice all that has been taught during phonics and guided reading. Independent reading improves comprehension and helps students develop their vocabulary. Also, independent reading can improve fluency by allowing students time to practice reading the skills they have learned. 

As a first-grade teacher, I teach reading instruction using the "I do, We do, You do" model. This means direct instruction of skills and plenty of practice applying these skills. Independent reading offers the opportunity to practice and apply the skills you have taught them independently. Application at its finest! We all know that some will struggle. We must find ways to support them. Some oppose independent reading for our lower readers. But, why can't these students practice independent reading after they've been exposed to text in reading instruction or a small group? We need to give all students the chance to apply the skills we've taught them. Independent reading gives students time to practice the "I do".

The most important benefit of independent reading is developing a child's love for reading. I understand that having a student read independently will not necessarily foster a love for reading right away, but perseverance and motivation will. Students become motivated to read when they start feeling successful and confident. If we surround students with books that reflect their interests, it will motivate them to improve their reading. My students are excited to read books that they connect with or relate to. These connections help improve their comprehension. This independent reading time gives students time to explore topics they enjoy or maybe they've never learned about. It leaves them excited to learn and read more.

How can I keep my students accountable during 

Independent Reading Time? 

1. Explicitly Teach Procedures and Routines for Independent Reading- 
As with all things in our classrooms, we must teach our students what we expect. 
I teach independent reading strategies just as I teach my students to write a paragraph or solve a math problem. I show them what I expect and have them practice it.

• “Today, I’m going to teach you how to _______. Watch while I ______.”

• I demonstrate the desired behavior. (Example: sitting at a desk with eyes on the book.)

• I call on students to model the desired behavior.

• I asked the students to comment on what they were doing.

• I invite a student to demonstrate what NOT to do.

• I invite one last student to model proper expectations again. (Ending on a positive note.)

Break things down into Minilessons-

I don’t model everything all at once when I model independent reading. I break it into different minilessons:

• How to choose books that are best for them

• How to treat books respectfully

• How to begin reading during independent reading time

• How to create a story from the pictures (for Kindergarteners who cannot yet decode)

• How to learn from the photographs of nonfiction

• How to retell a story you know

• How to gain information from the pictures and text features in books

• How to show respect to your reading partners

• What to do if a reading partner is bothering you

• How to keep your books in a bag or box

• How to use the classroom library

• How to choose books that you enjoy reading

• How to reread books for fun

• What to do when finished

For several weeks, I teach quick lessons almost every day that focuses on one of these aspects, and then students practice reading independently. Remember, even after your students understand what to do, continue to reinforce your expectations each day. Yes, daily! Every day before they have their independent reading time, review a few routines and expectations. 

2. Allow Students choice, BUT Provide Guidance- 

It's important to allow students to select their own books based on their Lexile if they have one. Our students in the First Grade Benchmark and Challenge Universal Access groups have a Lexile. I have books for students who score a number and BR. I provide my strategic and intensive students a choice of select BR books and phonics-based readers based on their ability. If you are using decodable passages for instruction, you can include copies of those passages as a choice. This ensures students have texts that help them feel successful applying the skills you have taught them. Eventually, my students will select books from the classroom library to match their Lexile score. In the beginning, I provide them with books to choose from. They still have a choice, but I give myself time to thoroughly teach them how to use the classroom library.

3. Promote different ways of Reading-

Our students must view themselves as readers, even if they aren't reading words yet! I take time to teach students different ways to read a book, including

• Reading the pictures and making up a story. 
• Retelling a story, I already know- I read TONS of repetitive books and familiar fairy tales in 1st grade so that students can pretend-read these same books to themselves.
• Learn from the pictures or photos- There is so much that students can learn from looking at the images in informational text!

4. Gradually Build Stamina-

As you already know, it's so important to start out small in the beginning. I usually give my first graders only 3 minutes of independent reading time initially. Every week, we add on a minute until we reach our ultimate independent reading time goal. I usually stop at 15 minutes in first grade. Stamina building can start at the beginning of the year, yet remember you still have an entire school year ahead of you. As your students grow and change, you will extend the amount of time that they read independently. From a worrier who wants to get everything done ASAP, I'm telling you to grant yourself some grace if your students are not quite where you would like them to be even after weeks of practice.

5. Track and Celebrate Progress-

You might create a bar graph to chart how many minutes students read independently daily. This is an excellent tool for students to visually see their progress.

6. Motivate students with sharing time- 

At the end of independent reading, I allow a few minutes of sharing time. During share time, students can share a favorite picture or part of a book with a partner or share something that they wrote on a sticky note. It can be hard to carve out share time, but I think it's so helpful in motivating students to stay on track during independent reading. It also creates opportunities to make comments like, "I hope you are finding something interesting to share with your partner!" when you notice an off-task student. Start simple at first. 

7. Provide Positive Reinforcement- 

I'm constantly pointing out students' excellent behavior, including during independent reading time. Students read independently, observe behaviors, and take notes of great things you see them doing. You never want to interrupt your students' actual reading time. But as students are getting started, I say things like: "I see Charlie already opened his book and is reading—wow!" or "Ryan has a book and is ready to start." After independent reading time, I name a few students and the positive reading behaviors displayed during independent reading time. I also love to take photos/videos of students who are following my expectations and show them after independent reading time is over!

8. Treat independent reading as something to value-

We have to teach routines and expectations to help our students build stamina. However, we also have to encourage our students to WANT to develop their reading stamina in the first place! Before I ever begin teaching expectations for independent reading, I take time to tell my students why I love reading, ask them what they love about reading, and build excitement for all of the wonderful stories we will read during the school year.

I hope that what I've shared will help you feel confident about the choice to give your students independent reading time each day. Protecting this time is a meaningful way to support your students' love for learning and build strong reading habits that they will carry with them forever.

Positively Teaching,

Randi Muehlen