Anecdotal Records

I already knew the importance of taking anecdotal records. There is a lot to learn from purposeful records and it is helpful to be able to see the collections of records about a student. I also knew that it is important to write observable data, but sometimes I forget in practice.  Something new is that using address label sticky notes could make taking records. I have seen sticky notes used, but sticky notes are not very sticky. I can imagine myself using a system with the address labels. I also liked the table of abbreviations that the article gives to help facilitate anecdotal record keeping.  I am still confused about what times are good to take. I notice good times for anecdotal records in math, but in language arts, the students are usually just listening to a story being read, the teacher talk, or filling out a worksheet. Maybe it is best to think about what standards are trying to be met and to try to frame my record keeping that way.  I am thinking differently about how to manage working with the student and writing notes. It seems like a lot to handle, but I do agree that it is possible. I am thinking that it just takes practice and that over time, after developing a system, it will be easier to jot records down between working with students. I suppose, then, that it is really good to be starting now. 

Anecdotal Records

V=knew
+=new knowledge
?=confusing
-= contradicts what you think


(V/+) A fundamental purpose of assessment is to communicate what the child knows and is able to do. Teacher-generated, anecdotal records provide an insider’s perspective of the child’s educational experience

The five components to be addressed are as follows: observing children in instructional settings, maintaining a standards-based focus, making anecdotal records, managing anecdotal records, and using anecdotal records for assessment.

Observing children in instructional settings:  Choose certain students to observe, and split the class up over the course of the week.  This is a great idea! (+)

Maintaining a standards-based focus: Focus on specific pre-determined things before hand so it isn't overwhelming (+)

Making anecdotal records: don't use (on task, can't), use measurable things with quantitative/observable  data (+)

Managing anecdotal records: "Lean is clean, wordy is dirty" ( V)

Analysis of anecdotal records: After a period of weeks go and analyze the records to see what students need, and think about how you will provide this (V)

Write records with parents in mind +

What Can I do? Standards based observations to observe each students progress (?)
What can I do?Actively observe all of the students in the class
What can I Do? Use the observations to inform my teaching and preparation

Danielle- Anecdotal Records

Honestly, I did not know what anecdotal records were before the article. I could make some inferences but could not give a specific description.

I kind of know it but I liked how the 5 components to be addressed were organized. My brain works in lists and it seemed to further my understanding.

New information!: I love the table of words to use for anecdotal records. I feel that when I take notes I assume too much. I say that students are able or not able to do something and that is something I need to change ASAP!

I know that this type of assessment is a goal toward interpretation of student work.

I did not know the strategies of how not to have to re-record notes in the files. I would like to add systems to make my notes accessible.

I also want to apply this to my student's interests. I think I could keep a record for each student telling me what they like. I can't remember which of my students are boy scouts. I know some of them like dance but I only have a select few in my head for sure. I could keep better records of what they say during this kind of discussion. I know it will only be an anecdotal record if I write it as... Student A said, "I like to read about basketball." I now know not to write. Student A likes to read about basketball.

Danielle's Unit Plan Questions

1) Informational Text Structure

2) 90 minutes each day for this lesson and phonics.

3) RI 4.5 I can describe informational text patterns

RI 4.7 I can explain information from charts, graphs, diagrams, timelines, animations, or interactive parts of web pages

Embedded Concepts: RI 4.4 I can identify and understand content works and phrases that are studied in 4^th grade.

4) The students will learn how to work with informational text to obtain information. They will have to do this for research and many different academic readings.

5) These lessons can easily be scaffolded into student talk. My class has some students who will not be prepared to take on a discussion format, but I can see those skills building and we will see what they are ready for in a few weeks. We are working on norms in terms of teambuilding and supporting what each other says. My only concern is I have one student with some of the worst behavior problems in the school. I have another that we are working on his blurting problem.

6) Reading Comprehension/ Strategy instruction- Guided interactive discussions

7) We have a book room, Elmo, and MEAP preparation books- so that I can choose informational text pieces that they will be tested on. We have areas to do this in the school other than the student’s desks.

8) I need to find the appropriate books. We have picked out about 6. I just need to find them. There should be a copy of each in the school.

9) My MT and I are still putting that together. We are working on a post assessment and we will modify that and turn it into a pre-assessment.

10) I need to find out their previous experience with informational text. There are two 3^rd grade teachers I could talk to. I will also study the standards to see what they have learned.

11) I am excited to do some discussion. I was not allowed to last year because my teacher feared the classroom would get out of hand. I have 4^th grade this year so they should be able to master these skills.

Unit Plan Questions

1. Describe your target area for guided lead teaching.

My target area for guided lead teaching is comprehension strategies.  By the time we get to my guided lead teaching we will have started centers.  I will teach the whole group mini-lesson and then work with specific students who need comprehension work.  The mini lesson will cover myths and legends the first week, and then narrative and informational text the next two weeks. 

2. Approximately how much time per day is allotted for your instruction in this area?

The literacy block every day is 90 minutes long. 

3. Which Common Core State Standard(s) will you work toward?

·         CCSS.ELA-Literacy.RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

·         CCSS.ELA-Literacy.RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text

·         CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

·         CCSS.ELA-Literacy.RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

·         CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4. How will teaching in this target area provide opportunities for students to learn important content and/or skills that relate to their lives?  In what ways does this learning include learning literacy, learning about literacy, and/or learning through literacy?

The focus of the mini lessons will provide students with exposure to different genres.  Myths and Legends are some of the oldest stories we have, so learning them will help the students become more culturally knowledgeable.  Narrative and Informational text are two of the most common text types, learning their characteristics and how to read and comprehend them effectively is a valuable life skill. 

5. What types of classroom talk take place within this target area? To what extent is the talk teacher-led, student-led, or focused on higher-level thinking? What norms for interaction would you like to build within your classroom as you teach in this target area (e.g., see ideas in Chapter 6 of Strategies that Work, the Berne & Clark 2008 article, or draw from some of the readings done in TE 402 on classroom talk such as Almasi, 2006)?

I would like to use sticky notes in connection with two of the ideas from chapter 6 of strategies that work.  I liked the inner conversation and interactive read aloud sticky notes ideas.  The group lessons will start off as teacher led, but will transition to discussion as students learn the comprehension strategies and activities. 

6. Which ‘core practice’ do you want to work on developing/improving as you teach in this target area (refer to document “Resources for Developing Core Practices”)? How will focusing on this core practice contribute to your own professional learning?

Comprehension strategy and assessment.  Most, if not all, textbooks we have had in all of our TE classes have stressed the importance of this.  Having the chance to teach it and get my teaching assessed will be a great experience. 

7. What resources within the community, neighborhood, school district, school or classroom do you have to work with in this target area?

The reading curriculum, the library, the book room

8. What additional resources do you need to obtain?

Short stories for each genre for small group instruction, sticky notes

9. How will you pre-assess your students in your target area?

Observations in the regular literacy classroom time

10. What else will you need to find out about all students in your class to help you develop lesson plans for your Guided Lead Teaching?

Gather a list of the students with the lowest comprehension levels

11. What else do you need/want to learn about the ‘core practice’ to support your planning and teaching?

How literacy centers work (we haven’t done them yet)

12. What concerns, if any, do you have about planning and teaching your unit?

None that I can think of for now

Discussing Guided Lead Teaching Target Areas and Core Practices

Guided Lead Teaching

1. My target area for guided lead teaching is reading comprehension/strategy instruction. Specifically, I will be focusing on background knowledge in week 1 and story structure in week 2.

2. Mondays and Fridays I will have up to one hour. Tuesdays, Wednesdays, and Thursdays, I will have thirty minutes.

3. Common Core Standard:
Reading Standard, Key Ideas and Details:

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4. Being able to comprehend text is an important skill for life because of there are a variety of texts that people read throughout the day that need comprehended. Learning comprehension skills is learning literacy and allows students to better learn through literacy.

5. Right now, the talk that takes place is teacher led. I would like to see more student led talk. Specifically, I want students to be able to share their thinking aloud and to listen and build off of each other’s thoughts.

6. The core practice I want to develop as I teach is using interactive read alouds. I don’t really have much experience with any of the core practice. I can see myself using this practice in the future, so I wanted to gain experience with it.

7. My resources include my MSU professors, colleagues, my field instructor, mentor teacher, and other teachers in the building. I have the Reading Street information, Strategies that Work, Literacy for the 21^st century, and a variety of articles.

8. I want to find more examples of interactive read alouds so I can see models of what I am trying to do.

9. I am not really sure how to best pre-assess my students on comprehension strategies. I do not know if it is beneficial to ask them about what the strategies mean along with an question that leads the students into using the strategy.

10. I want to find out more about my students’ comprehension struggles and abilities and what they know about comprehension strategies.

11. I want to know how to pre-assess comprehension strategies and to see models of what interactive read alouds look like.

12. No concerns yet…

Writing Essentials-Integrating Basic Skills, Organizing for Daily Writing, and Conferencing

Often when I read about education, I am overcome with the notion that being an effective teacher is a difficult task, for a variety of reasons. What I have been thinking about lately is the issue of classroom time. Routman says that writing needs to happen daily and if a teacher values it, then they will make time for it. She quotes Don Graves saying that if we don’t teach writing at least four days a week for at least 45 minutes a day, we shouldn’t bother at all. I whole-heartedly agree with Routman when she says that “writing is one of the best ways I know to develop deep thinking.” Even more so, writing is so applicable and important to life outside school, so it surely deserves much time in school. It is just difficult to squeeze anything into the schedule. As a side note, I really appreciate Routman’s discussion about how to teach writing effectively, because the least you can do when there is limited time is to make the best use of that time. 

I am currently struggling with the schedule we have right now in my classroom. We only have writing three times a week for 45 minutes. There is even less time for other reading instruction because the schedule gets filled with all sorts of things so quickly. The sample schedules in the text have social studies and science integrated in the reading and writing time slots, without any separate time scheduled specifically for them. In our schedule we do have separate time slots for social studies and science, three times a week for 45 minutes each. Also interesting is that on the same ‘switch’ days, we have good fit groups, which are the tier two intervention groups. This leaves a lot of time available on Mondays and Fridays and not much on Tuesday, Wednesday, and Thursday, which makes for an interesting dynamic. I know that time will always be a frustrating factor. There is always so much we want to do with our students and only so long that we have them for. I would love to read a text that has a more holistic focus, so that I could read other’s opinions on the dilemma.

I am encouraged because I know the teacher across the hall, who will teach writing to all of fourth grade, is really passionate about it. She wants to finesse the Reading Street program so that the students are able to focus more on the production of writing. The students just started switching, so I do not have a complete picture of what writing will look like this year, but it does seem like she wants to focus more on the whole of writing, instead of the parts, much like Routman wrote about. Also, as I mentioned in my last post, this is the teacher with the “I do, we do, you do” mentality. I am very interested for this year to continue so that I can learn more about literacy instruction, see what it looks like at Hiawatha right now, and continue to craft my own philosophies about teaching. 

Louis Armbrecht - Constructing Meaning From Reading

The first thing that stuck out to me while reading these chapters was the quote on page 13, "Reading is thinking."  As we have spent most of the years of our lives becoming better readers, sometimes it is easy to forget the struggle that younger readers have.  When we read a book, cracking the alphabetic code and interpreting the letters on the page as words, and interpreting the meaning of those words is very automatic, as we have had years of practice.  Younger readers have to put a lot more comprehensive energy into those tasks.  They have to think about how to say each word, how to put the proper inflection in each sentence AND think to understand what they just read means.  So it is our job as teachers to teach and reinforce comprehension strategies to help readers not just read, but think.

On page 24 the book contains a quote from Trabasso and Bouchard, "There is very strong empirical, scientific evidence that the instruction of more than one strategy in a natural context leads to the acquisition and use of reading comprehension strategies and transfers to standardized comprehension tests."  When planning lessons/units it will be a goal of mine to include what strategies I will incorporate while teaching.  The more times I incorporate and hammer these points and strategies, the more likely the students will embrace them and put them to use. While the students learn from these strategies, there should be assessments that show what the students have learned about them and how to use them.  This will provide a way for us the teachers to assess our job of teaching the strategies.  If we teach the lesson/strategies the same way multiple times without finding out how effective our instruction was, how can we be sure the students are learning and effectively implementing the strategies? With this in mind, it is important to model the strategies in a variety of ways so that students who learn in many different ways can grasp the information and succeed.

Another meaningful passage brought back memories of elementary school.  Reading through the textbook chapters, or even novels we read in class was to answer the questions on worksheets or the end of unit test.  However, reading should be with purpose, as it will be much more meaningful.  By teaching and modeling multiple comprehension strategies, and reinforcing that reading is to learn and gain knowledge, students will be set up for success.

A quote that made me laugh was "Reading assessments, like rodents, run rampant."  I thought that was a good comparison.

When teaching my literacy unit, I am excited to introduce multiple comprehension strategies.  However, I am also apprehensive.  I will be referencing chapter 4 in Strategies That Work quite often, as I found it very helpful