What am I thinking now...

What am I thinking now is to do some videotaping and observing reading behaviors of my focal students. I know that running record kind of assessment is not what I am having questions about. It is the "They are reading at grade level. NOW What?" What is my job as a teacher if a student comes in reading and fully comprehending at near end standards? I understand that I have assumptions like Tomas mentioned. I know the assumption is that if they are showing 96% fluency and full comprehension, techinically it is reading proficiency. But students are at different levels.

I am realizing more and more that my question has to do with differentiation of instruction in reading which I have not done in the past and I am struggling with. I don't know where to start. What differentiation will look like?

Let me think from the point of view of student learning. What does Jasper need to do during reading time? He is a high reader. He is reading at the end of the year level in Oct. I started him out at a lower level than he is because I want him to gain background knowledge. To do so, I want him to be reading many books that are below his level in the leveled boxes. Because I don't want him to miss out on those books.

It is clear to me that I need to watch these readers carefully--videotaping seems to be the answer. I will watch them and see what they are doing and what they aren't doing. Right now, I am full of assumptions.

I am also attracted to the idea of student feedback. I really was inspired by Shelley and Sam's inquiry which is identifying what proficient students are doing and have them articulate that and to teach it to students who are not using the strategies yet.

So, if Jasper could articulate what he is doing or if I videotaped him reading and shared the video with whole class to show them what I saw him doing, that would be a good use of teaching through students. Watching his videotape will also allow for time for reflection on what I see him not doing.

I also got some good feedback regarding starting a reflective journal... or write the blog more often.

October 15, 2011

What I really want to know is...

What am I tring to do? The only thing I know for sure is that I am trying to do justice by all kids. But to reframe the question so it is about student learning...

What is the range of my students and where do they need to go? Where are Jasper, Sophia and Theodore at this point? Where do they need to go? What do they know at this point? How do I know? What do I need to teach these different students and their leveled groups?


What I really want to know is...
What piece of it matters most to me? Is it the instruction? is it the feedback to the students? Is it the scope and sequence of my curriculum? I had the feeling running records would not be the right kind of data because I want to go beyond their reading level and comprehension piece. I don't even know if what I am trying to do, anymore.