I am really enjoying reading Book Club Plus! because my classroom is set up in a similar idea for reading and writing workshop. So implementing some of the books suggestions will only improve literature for my students. The one chapter that really stuck out to me is Classroom Management. Many times in the teaching program, we have been given these great ideas, however it is not explained how to implement into a everyday routine. When I first read that Book Club Plus! should take 75-125 minutes per day, I thought that I would never be able to fit that into my classroom. Upon breaking down my classroom we spend about 90 minutes per day on literature. So this is a very realistic time frame they have given. I also love the fish bowl method and love how other students are modeling what is being expected of them!
In chapter six, assessments, the students will be graded on whether they are exceeding bench mark, meeting benchmark or working on benchmark. In my classroom, the students are evaluated in a very similar way. I understand the thinking about this, to make sure the students are meeting those GLEC's. I have a concern, that this is leading teaching more towards just teaching to a test. The example they gave was just a check off if they were getting it. How about the students to are improving and moving towards benchmarks. Or the students that started off so low that they will never reach the benchmarks, however are improving? I know this is just one formal way of assessing and we should be assessing all the time, I just worry that teaching is becoming all about MEAP and nothing else.
Chapter nine was great! On page 153, they give a planning guide which looks very similar to what happens in my class each day for literature. I love the thought process they showed for developing an unit, since we will be developing ours soon. The lesson plan set up, was clean, easy to look at and to the point. They did each week, the plan then the outcome for the unit. I was not sure how was I was going to develop my unit plan for either classes, however I think this is a great way of doing it.When I was asking my CT for advice she said a plan was good way to start however she has been teaching so long she could not think of a great way for me to start. I liked this reading of the plans because they are simple, quick and organized.
Other thing I would like to point out, which my classroom does not do a lot of, is the cross of subjects within the subject. Right on the lesson plans, it says "connection to social studies". I think this is an important thing to include to all lesson plans. Students need to understand reading is used in all subjects, no just during reading workshop. It will help them make more meaningful connections inside and outside of the classroom.
Megan,
ReplyDeleteI enjoyed reading your post. I agree about the part when you were discussing whether a student was meeting the benchmark or working towards it. Sometimes I think checklists can limit our students. Checklists can be very specific and I think can be unhelpful when tracking progress. Like you said, it could lean teachers toward teaching to a test. I think that conferencing is a really important thing. This is because in their writing they might not show understanding of a benchmark, but if you chat with them about their work, you may be surprised at the progress they are making. I think that checklists can be a good thing in terms of behavior, or watching for a specific thing, but we have to be a little more open-minded when seeing if students are making progress because sometimes it is deeper then if they can construct a paragraph or complete a sentence, or meet a specific benchmark. This can take away from meaningful learning and marking progress.
I like your blog! I can definitely connect to your comments, especially teaching to a test, or trying to avoid teaching to a test.
Shannon =)