Literacy Conference in Littleton, CO: Deb Renner Smith, Debbie Miller, and Matt Glover

Deb Renner Smith, c0-author of,   and and contributing author of

 presented ideas for Shared Reading (Guided Reading the Four Blocks Way).  Deb shared movie clips, and lessons that could be immediately implemented into the classroom. 

    Matt Glover presented on writing.  He reassured the audience that after reading a writing piece, that one really cannot go wrong with whatever teaching point the teacher decides to pick.  His advice was to pick a teaching point, and teach to it.  It makes sense. 

This is definitely how I approach a conference.  I praise  the student by giving concrete examples of what is working in the piece of writing.  Here is a ‘star’ for you.  I notice you did… Another star is… I notice you did… .  I equate the ‘stars’ to the stars that you draw on the little ones papers.  These are the strengths that work in the writing.  Then I think of a teaching point.  I frame it as a wish.  My wish for you is… it is a gentle way of teaching.  Carl Anderson reminds us in his materials, “Strategic Writing Conferences Carl on Camera” and “How’s It Going?” that the teacher should TEACH during a conference.  I aim to conduct 3 teaching writing conferences per day. 

Debbie Miller presented on Independent Reading.         She shared one of her conferences from her DVD The Joy of Conferring.          She also reaffirmed that conducting 3 conferences per day works.

iPhone and Debbie Miller and the Flip Camera

Debbie Miller is teaching how to use her iphone apps in Saline, Michigan. 

http://readingyear.blogspot.com/2009/06/saline-michigan-and-some-new-iphone.html

Learning and Studying Informational Texts: Do you have a plan?

Pose the Big Question:  How do I read informational texts about science with understanding?

First, I introduce students to nonfiction text features.  I gather a big book that has most (or all) of the nonfiction text features that I want my students to notice.  I read the selection to my students.  What do you notice?  We spend a few days noticing nonfiction text features and labeling how these nonfiction text features help us as a reader.  (Debbie Miller’s book, Reading With Meaning, has examples of how nonfiction text features help readers if you need ideas or wording.)  Next, the students read lots of individual books with examples nonfiction text features in them.  I encourage my students to work with a partner.  The partner pairs mark their findings with a sticky note.  Finally, the students add their learning to charts around the room showing what the variety of nonfiction text features are and why readers need to pay attention to them. 

Since several high stakes tests require retelling, some teachers are explicitly teaching retelling.  First, you need to read the text. Then, think about what you want to say. You need to reread the text again.  You need to turn the paper over and write the retelling.  If you need to check some information, you may turn the paper back over to find it. You must remember to never copy the book! 

In order for students to recognize and understand informational text, they need to understand the different types of clue words that signal informational text.  What words signal that this text is cause/effect vs. problem/solution?  How do students know that this selection is told in sequence?  I use science texts to reinforce all of these types of texts.  First, the students are exposed to texts and encouraged to find these structures.  Then I point out the structures.  Finally we read lots of examples and read and discuss until the kids have a firm understanding. 

Students learn to recognize the 7 types of text structures and their signal words:  problem/solution; sequence, problem/solution; cause/effect; question/answer; main idea/details. 

Near the end of the unit the students apply this learning to writing their own texts based on structures using the signal words.

Schema Video

http://settingthestandard.ning.com/video/1st-grade-readers-workshop

Debbie Miller shares this wonderful idea of using a file folder to teach schema in her book, Reading with Meaning. Chet’s Creek Elementary in Florida at Setting the Standard Ning shares a wonderful video once again.

Debbie Miller Complete book posted on line

Earlier this week, I posted that a sneak peak of Debbie Miller’s new book was on Stenhouse’s website. Only chapter one was available to be read on line. Now Stenhouse has posted a sneak peak of the whole book. I have preordered the whole book. I love holding and reading books. If you cannot wait though, here you go. I will read on-line and order it too.

http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9126&r=&REFERER=

Debbie Miller NEW BOOK: Teaching With Intention

Teaching with Intention: Defining Beliefs, Aligning Practice, Taking Action, K-5 available in August
“Throughout this book we have Debbie’s teaching mind on loan. She teaches us by engaging us in the details of teaching life from inside the mind, showing the thinking behind her teaching and the consequences of her actions — how to notice and what to notice — the view that makes her language choices possible.” (Peter Johnston)

If Reading With Meaning is any indication, then Teaching With Intention is sure to be a BIG HIT! www.stenhouse.com is allowing us to preview a chapter and one page of a color spread!