Jennifer,
Don't you think that the more they enjoy reading, the more they''ll
read and the more proficient they'll become,,,there's your proof!
SUe
-----Original Message-----
From: Jennifer Runde <[email protected]>
To: [email protected]
Sent: Fri, Jul 9, 2010 2:31 pm
Subject: [MOSAIC] (Book Whisperer) Book Discussion Ch apter 1
My reflections on Ch. 1:
1-2. My very first classroom would be considered unheard of now. I
had a
straight grade six with only 16 students. I had very few resources in
my
classroom, and even less experience. I knew I needed to share my love
of
reading, but didn't quite know how to do it yet. We did engage in
daily
read-alouds from some of my favourites - this was probably the most
successful
part of my language program then. The students also had daily
indepedent
reading, which they grew to love, but I had no idea how to tie it into
the
reading strategies (I wasn't even that familiar with the reading
strategies
then, myself). The bulk of my language program unfortunately,
consisted of
reading the stories and completing the activities in the basal readers
I had in
my class. I tried to supplement this program with engaging discussions
and fun
activities I would find, but I knew this wasn't enough. I also
lovingly planned
whole class novel studies. I chose books wisely, and I tried to
innovati
ve and dynamic teaching the lessons, but I always lost a few a
students (and a
few students out of only 16 students was too many for me). I knew
there had to
be a better way. I also started reading and consulting as many
professional
resources I could find, and begged my principals to let me attend any
available
PD sessions. I think the first professional resource I read in my
first year
was Nancie Atwell's In the Middle (which Donalyn mentions in her book).
But the
one thing I haven't changed over the years is that we keep reading. My
students
still read independently every day and I continue my daily read-alouds.
My
class library has grown exponentially (and my previous students keep
coming back
to borrow books), and my read-aloud choices may change, but we keep
reading.
3. These experiences have taught me that it's so important that I
continue to
learn in order to help my students continue to learn. I know I don't
have 'the
perfect program' yet, and I'm sure I'll never think my program is
perfect, but
this is what drives me to keep on learning. I try to read 4 -5
professional
reading resources each year, and take a few great ideas from each book.
I
continue to beg to go to PD opportunities and workshops. Right now my
main
focus is integrating more technology into my language program. Through
a
proposal I submitted late last year, I was fortunate to get a
SMARTboard for my
classroom. I also have my own ELMO for the classroom, too. I have
been quite
successful creating engaging and entertaining lessons for my students,
but most
of these are whole-group activities. I don't feel I'm doing a good
enough job
differentiating these lessons for all my learners.
4. Donalyn speaks of the belief by some that it's important for
students to
complete activities and assignments as validation they have learned
something
from the book. As my school will delve more deeply into student
portfolios and
demonstrations for parents next year, I worry that this will be my
battle. I
hope that I will learn how to show that my students ARE learning
something while
they are learning to love reading - something I may not be able to show
on a
worksheet.
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