Content Row
ALMOND THURSDAY WORD
September 28, 2017
UPCOMING DATES TO REMEMBER
SCHOOL MESSAGE
At this morning’s School Coffee, Jill Croft (Almond’s Literacy IST - Instructional Support Teacher) and six students from Mrs. Better’s class, shared information about Reader’s Workshop.
A balanced literacy program contains the following components:
Almond teachers - teach students. They do not teach Reader’s Workshop. One of the tools that they will use in building literacy skills with their students this year will be Reader’s Workshop. It is one structure that provides a framework to incorporate many of the components that develop effective readers, writers, speakers, and listeners.
The Reading Workshop model contains a variety of instructional strategies. Mini-lessons jump start the session to deliver direct, explicit instruction around an identified class need. While students read books of their choice independently, teachers may conference with different students to check in on fluency, comprehension, and book selection. Teachers might also identify small groups of students who need further instruction around a particular need. A teacher selected book, called an anchor text, might be read aloud over several weeks to students as a means to focus on particular reading skills. In the upper grades (3-6), students may participate in book clubs. Reader’s Workshop notebooks are utilized to assist students in digging deeper into their text and to ensure they are developing the necessary skills to write about what they’re reading.
We very much appreciated the thoughtful questions that arose from our parent community this morning. Some have been paraphrased below.
Q: Is there a balance between kids choosing their own books and the teacher making certain selections?
A: Yes. We understand that if children do not receive some guidance, they might select books that do not grow them as readers but instead keep them stagnant. The anchor text that is read together as a class is identified through the Reader’s Workshop curriculum. This book will be the same in each unit and within the grade level. The books that students read during independent time will be ones they choose. A teacher will confer with students to help determine if the book is appropriately challenging them. In addition, if a child appears to become stuck reading a series in a particular genre, the teacher would likely assist them in exploring other options. Finally, book talk books are being pulled from a collection that was ordered through our district. Teachers may or may not give students choice in their selection. It will depend on the circumstance, but will be balanced.
Q: Are students limited to reading books at a specific level?
A: No. The levels are determined through the F&P assessment. This one measure provides information about a child’s “instructional” level (A-Z). Some teachers have leveled their classroom libraries into baskets that have the letters identified. Other teachers have organized their books into genres and the books themselves have the letters indicated on them. This leveling system is intended to guide students in selecting books within a range...not just “that” letter. If a child shows interest in reading a book at a higher level as a result of the content, as long as the child doesn’t become frustrated or disheartened with navigating through the text, a child will not be prevented from reading a book in which they are interested in.
Q: Do all students know their levels? When will we, the parents, know them?
A: As a staff, we agreed to share out the F&P Levels with parents at the November Conferences so that we could provide a context around this singular data point. During the coffee, it became apparent that we do not have a consistent practice around how we communicate this information to students. We will be discussing this as a staff in the upcoming weeks. We DO NOT WANT students walking around thinking, “I am a level G.” Instead, the language we would like to encourage is, “My current instructional level in reading is near the ‘G’ range.” We will be certain to calibrate around these ideas and couple them with our heavy efforts in Growth Mindset work to ensure healthy self perceptions around reading.
Q: My child shared that one of the books their class started to read in book club contained content that was too mature for their age range. What is being done to safeguard against this?
A: We do have book club sets from the publisher that range from Level A (kindergarten) to Level Z (8th grade). Through this experience, we learned that some of the X, Y, Z books might contain mature content. As a result, we will be looking through these levels and identifying which books may fall into this category. We will be explicit in communicating this with families and their students so that if they wish not to read these books, they will be able to make that decision.
Q: When will children be taught “how” to read? Will there be intentional work around vocabulary development?
A: Reader’s Workshop is just one structure that will be utilized to foster a love of reading. In grades K-3, Almond is implementing another tool to support the teaching of phonics instruction - PhonoGraphix. Our teachers just completed the training on this strategy. This will be taught during WINN time because we do not want to reteach the alphabet’s letters and sounds to those who already know them, and we want to ensure we teach critical spelling patterns to those still needing this instruction. In grades 4-6, students have different rates of fluency (how smoothly they read) and comprehension (what they understand from the text). This can at times be hindered through a struggle with vocabulary. While research has proven that traditional vocabulary tests do not actually grow vocabulary, our state standards still emphasize the need to learn about prefixes, suffixes, root words and more. This will take place during word study time and will likely take place outside of the Reader’s Workshop structure.
Q: My 6th grader says they’re not doing Reader’s Workshop.
A: That is correct. The 6th graders began this school year with a Writer’s Workshop unit. They have been using the mini-lesson structure, drafting, revising, publishing (and more) to develop personal narratives. They are completing this unit in the next few weeks and will then engage in a Reader’s Workshop unit next. They will alternate between reading and writing throughout the year.
Q: Is every teacher and grade level then doing both Reader’s and Writer’s Workshop?
A: No. District wide, we are all working together to implement the Reader’s Workshop structure into our instruction around literacy. All teachers will be teaching writing, because it is a Common Core State Standard (CCSS). Some teachers have elected to incorporate Writer’s Workshop as well. This is where the art vs. the science of teaching comes in. In order to meet the many varying needs of students, teachers utilize a variety of practices to ensure students get what they need.
Q: My child is assigned homework to respond to their reading that doesn’t get marked. Is this to be expected?
A: Homework is a topic that elicits a wide range of perspectives from families. Some parents would prefer that there not be any homework, while some believe their children do not receive enough. When we do assign homework, we do so with the following things in mind. It should be able to be accomplished independently and should be reinforcing already learned information. If a child cannot complete their homework accordingly, then that will inform the teacher that additional instruction is needed. Some homework may be graded, other homework might not. If a teacher were to give feedback on every single output a student produces, they would not have adequate time to spend designing the learning. Therefore teachers are often strategic in identifying work on which feedback will be provided. If an assignment is for practice, that might not get marked up by the teacher. However, if a teacher is working with students on finalizing a writing piece associated with their reading, they will then likely provide specific guidance or feedback.
If you have a questions or concerns about Reader’s Workshop or literacy instruction, please don’t hesitate to reach out to your teacher.
PTA & SCHOOL ANNOUNCEMENTS - NEW
INTERNATIONAL WALK TO SCHOOL DAY
PTA YEARBOOK COMMITTEE CHAIR NEEDED
WALKATHON & SILENT AUCTION
LAEF: WE’VE RAISED $1 MILLION!
S.O.A.R. CELEBRATIONS
(listed alphabetically by last name)
COMMUNITY ANNOUNCEMENTS
Why Parents Matter More Than Peers: Restoring A Healthy Balance in Adult-Child Relationships
SELPA 1 CAC Parent Education Panel with Special Education Administrators!
WANT TO SUBMIT SOMETHING TO THE THURSDAY WORD?
Send announcements to us at AlmondThursdayWord@
Quick Links…
School & Community News now found via Peachjar:
https://www.peachjar.com/
Almond Elementary School Website
Copyright © 2003-2016 Los Altos School District. All rights reserved.
ALMOND THURSDAY WORD
September 28, 2017
UPCOMING DATES TO REMEMBER
SCHOOL MESSAGE
At this morning’s School Coffee, Jill Croft (Almond’s Literacy IST - Instructional Support Teacher) and six students from Mrs. Better’s class, shared information about Reader’s Workshop.
A balanced literacy program contains the following components:
Almond teachers - teach students. They do not teach Reader’s Workshop. One of the tools that they will use in building literacy skills with their students this year will be Reader’s Workshop. It is one structure that provides a framework to incorporate many of the components that develop effective readers, writers, speakers, and listeners.
The Reading Workshop model contains a variety of instructional strategies. Mini-lessons jump start the session to deliver direct, explicit instruction around an identified class need. While students read books of their choice independently, teachers may conference with different students to check in on fluency, comprehension, and book selection. Teachers might also identify small groups of students who need further instruction around a particular need. A teacher selected book, called an anchor text, might be read aloud over several weeks to students as a means to focus on particular reading skills. In the upper grades (3-6), students may participate in book clubs. Reader’s Workshop notebooks are utilized to assist students in digging deeper into their text and to ensure they are developing the necessary skills to write about what they’re reading.
We very much appreciated the thoughtful questions that arose from our parent community this morning. Some have been paraphrased below.
Q: Is there a balance between kids choosing their own books and the teacher making certain selections?
A: Yes. We understand that if children do not receive some guidance, they might select books that do not grow them as readers but instead keep them stagnant. The anchor text that is read together as a class is identified through the Reader’s Workshop curriculum. This book will be the same in each unit and within the grade level. The books that students read during independent time will be ones they choose. A teacher will confer with students to help determine if the book is appropriately challenging them. In addition, if a child appears to become stuck reading a series in a particular genre, the teacher would likely assist them in exploring other options. Finally, book talk books are being pulled from a collection that was ordered through our district. Teachers may or may not give students choice in their selection. It will depend on the circumstance, but will be balanced.
Q: Are students limited to reading books at a specific level?
A: No. The levels are determined through the F&P assessment. This one measure provides information about a child’s “instructional” level (A-Z). Some teachers have leveled their classroom libraries into baskets that have the letters identified. Other teachers have organized their books into genres and the books themselves have the letters indicated on them. This leveling system is intended to guide students in selecting books within a range...not just “that” letter. If a child shows interest in reading a book at a higher level as a result of the content, as long as the child doesn’t become frustrated or disheartened with navigating through the text, a child will not be prevented from reading a book in which they are interested in.
Q: Do all students know their levels? When will we, the parents, know them?
A: As a staff, we agreed to share out the F&P Levels with parents at the November Conferences so that we could provide a context around this singular data point. During the coffee, it became apparent that we do not have a consistent practice around how we communicate this information to students. We will be discussing this as a staff in the upcoming weeks. We DO NOT WANT students walking around thinking, “I am a level G.” Instead, the language we would like to encourage is, “My current instructional level in reading is near the ‘G’ range.” We will be certain to calibrate around these ideas and couple them with our heavy efforts in Growth Mindset work to ensure healthy self perceptions around reading.
Q: My child shared that one of the books their class started to read in book club contained content that was too mature for their age range. What is being done to safeguard against this?
A: We do have book club sets from the publisher that range from Level A (kindergarten) to Level Z (8th grade). Through this experience, we learned that some of the X, Y, Z books might contain mature content. As a result, we will be looking through these levels and identifying which books may fall into this category. We will be explicit in communicating this with families and their students so that if they wish not to read these books, they will be able to make that decision.
Q: When will children be taught “how” to read? Will there be intentional work around vocabulary development?
A: Reader’s Workshop is just one structure that will be utilized to foster a love of reading. In grades K-3, Almond is implementing another tool to support the teaching of phonics instruction - PhonoGraphix. Our teachers just completed the training on this strategy. This will be taught during WINN time because we do not want to reteach the alphabet’s letters and sounds to those who already know them, and we want to ensure we teach critical spelling patterns to those still needing this instruction. In grades 4-6, students have different rates of fluency (how smoothly they read) and comprehension (what they understand from the text). This can at times be hindered through a struggle with vocabulary. While research has proven that traditional vocabulary tests do not actually grow vocabulary, our state standards still emphasize the need to learn about prefixes, suffixes, root words and more. This will take place during word study time and will likely take place outside of the Reader’s Workshop structure.
Q: My 6th grader says they’re not doing Reader’s Workshop.
A: That is correct. The 6th graders began this school year with a Writer’s Workshop unit. They have been using the mini-lesson structure, drafting, revising, publishing (and more) to develop personal narratives. They are completing this unit in the next few weeks and will then engage in a Reader’s Workshop unit next. They will alternate between reading and writing throughout the year.
Q: Is every teacher and grade level then doing both Reader’s and Writer’s Workshop?
A: No. District wide, we are all working together to implement the Reader’s Workshop structure into our instruction around literacy. All teachers will be teaching writing, because it is a Common Core State Standard (CCSS). Some teachers have elected to incorporate Writer’s Workshop as well. This is where the art vs. the science of teaching comes in. In order to meet the many varying needs of students, teachers utilize a variety of practices to ensure students get what they need.
Q: My child is assigned homework to respond to their reading that doesn’t get marked. Is this to be expected?
A: Homework is a topic that elicits a wide range of perspectives from families. Some parents would prefer that there not be any homework, while some believe their children do not receive enough. When we do assign homework, we do so with the following things in mind. It should be able to be accomplished independently and should be reinforcing already learned information. If a child cannot complete their homework accordingly, then that will inform the teacher that additional instruction is needed. Some homework may be graded, other homework might not. If a teacher were to give feedback on every single output a student produces, they would not have adequate time to spend designing the learning. Therefore teachers are often strategic in identifying work on which feedback will be provided. If an assignment is for practice, that might not get marked up by the teacher. However, if a teacher is working with students on finalizing a writing piece associated with their reading, they will then likely provide specific guidance or feedback.
If you have a questions or concerns about Reader’s Workshop or literacy instruction, please don’t hesitate to reach out to your teacher.
PTA & SCHOOL ANNOUNCEMENTS - NEW
INTERNATIONAL WALK TO SCHOOL DAY
PTA YEARBOOK COMMITTEE CHAIR NEEDED
WALKATHON & SILENT AUCTION
LAEF: WE’VE RAISED $1 MILLION!
S.O.A.R. CELEBRATIONS
(listed alphabetically by last name)
COMMUNITY ANNOUNCEMENTS
Why Parents Matter More Than Peers: Restoring A Healthy Balance in Adult-Child Relationships
SELPA 1 CAC Parent Education Panel with Special Education Administrators!
WANT TO SUBMIT SOMETHING TO THE THURSDAY WORD?
Send announcements to us at AlmondThursdayWord@
Quick Links…
School & Community News now found via Peachjar:
https://www.peachjar.com/
Almond Elementary School Website
Copyright © 2003-2016 Los Altos School District. All rights reserved.
11/21/24 1:08 PM