“Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty, and a building block of development, an essential complement to investments in roads, dams, clinics, and factories. Literacy is a platform for democratization, and a vehicle for the promotion of cultural and national identity. Especially for girls and women, it is an agent of family health and nutrition. For everyone, everywhere, literacy is, along with education in general, a basic human right…. Literacy is, finally, the road to human progress and the means through which every man, woman, and child can realize his or her full potential.”
― Attributed to Kofi Annan
How do you structure your morning literacy block with your students? How do you choose your texts for guided reading, independent reading, and how do you choose the tasks to be completed by students while you are reading with the other groups? Mrs. W. and I are going through a process of refinement as we work to find the balance between structure and student choice, between finding texts that are interesting and engaging, yet also have a purpose behind their selection, and tasks for our Must Do / Can Do list that engage whilst also serving the educational purpose that we want. as a side-note, as you read, be aware that I am writing this on Monday afternoon, and thus any references to yesterday, today or tomorrow are made within that context.
At this point, the literacy block on my days looks something like this:
- Students enter and mark their name off on the roll, put any notes or monies on my desk, and immediately commence DEAR (silent reading) while I process the notes and monies, hand out any receipts etc.
- On Monday morning, we conduct a spelling pre-test. I read out the words for the week, students write them down, we mark and any incorrect words then become the spelling list for the week, with blanks being back-filled by topic words or words from an alternate list.
- We move into reading groups, where I spend ten minutes reading a text and we go through some comprehension questioning while the rest of the class focuses on their Must Do / Can Do list of tasks.
- Must Do
- Look-Cover-Say-Write-Check. There is an element of it’s always been done to this task though I would apply the same CLT thought process to this as I do to multiplication facts.
- Word analysis: Students to break down the word to determine the number of syllables, consonants/vowels, phonemes, graphemes and any digraphs or trigraphs. Students also then form a Monster word (a word constructed using the same phonemes with different graphemes. E.g. phyti instead of fish (PHysics-pYramid-staTIon))
- Definition, synonyms, antonyms: To encourage familiarity with the use and alternate vocabulary.
- Prefixes and Suffixes: Can any alternate words be formed using prefixes and/or suffixes.
- Can Do
- Mrs. W has provided a spelling menu with a range of literacy activities that serve various purposes, from vocabulary expansion to etymology awareness.
- Creative writing using visual prompts, including an editing process.
- Must Do
We are finding mixed standards across our class, both in regards to the quality and the quantity of what is being completed and handed in, and thus far, we have worked on finding a structure for the morning that provides independence to students to carry on with their tasks without needing our guidance every step of the way.
Initially, we provided a list of the tasks that must be completed and those that are then able to be worked through afterward, whilst we were with the guided reading group. This seemed to be too much independence, at this point in the year, as we found we were constantly having to answer questions from students about what they needed to do next, what they could do when they were finished etc. and it was completely ruining the flow of what we were looking to achieve with the reading group.
Following this, I had students decide in advance the order they were going to complete tasks in, thinking that having a plan of attack would allow them to focus on completing the tasks, give them confidence that they knew what they were doing, and allow me to focus on my reading group. This also failed, as some students spent far too long vacillating about the order in which they wished to complete tasks.
Last Wednesday I tried a different scenario and it worked very well, with students on task, engaged, and asking each other questions rather than disturb the reading group I was witrh. Today, I thought that I would use the same structure, given that it worked well last week, and discovered something that veteran teachers probably are well aware of:
Last week I structured reading groups loosely akin to reading groups that you would find in an infants classroom (indeed, they were very similar to how reading groups were structured in the Year One class in which I completed one of my professional experience placements). I put on the board the order in which I would see the reading groups, and the tasks that the other groups were to complete whilst I was with each group. I suspect that it failed today, whereas it worked last week, as today I attached group names to specific tasks, indicating what I wanted them to start on first.
This cause issues as some of the tasks required less time than I was with a reading group, and those students were left, apparently, floundering, not knowing what to do, and unable it seems to take the initiative to move on to the next tasks on the board. Having thought about it this afternoon, I know how I will structure things tomorrow to hopefully resolve that issue.
Tomorrow, when I indicate to students to move into reading groups, I will put on the screen the exact tasks and the order in which they are to be completed. In between each group, I will take a few minutes to quickly circulate and check students’ progress through the tasks (something I did not do today, which I think compounded the issue), signing off on each student so that I can track how they are progressing through the tasks, knowing that I am spending approximately ten minutes with each reading group. This will also help me gauge the appropriateness of the tasks they are being asked today in a certain timeframe.
I feel, upon reflection on the term thus far, that I was so frustrated by lost time early in the year due to a variety of factors (some of which I wrote about here) that I forgot to spend time bedding down good structures and process in the class in an effort to catch up to where I needed to be according to the scope and sequence documents, and am now paying the price, with structures still somewhat loose which is having repercussions in regards to what we are achieving.
I would very much like to hear how you structure your literacy block and reading groups, so please, leave a comment either here or on Twitter, and as always, thank you for reading. I am unlikely to post an article tomorrow (Wednesday) as I will be attending the FutureSchools expo and conference. If you are going, let me know. It would be great to catch up with some Tweeps. If you have not heard of FutureSchools before or are unable to make it this year, you can find my review of last year below, and this year’s reviews will appear over the week or two post-FutureSchools.
FutureSchools 2015 Review Articles
- Day One Session One Part One – Richard Byrnes and EdTech
- Day One Session One Part Two – Minecraft in the Classroom
- Day One Session Two – BYOD(D) and Makerspaces
- Day One Session Three – Ask the Expert, 3D Printing, the Connected Classroom
- Day One Session Four – Ian Jukes and the Rewiring of the Brain
- Day Two, Session One – Game Inspired Learning and Augmented Reality
- Day Two, Session Two – Roundtables
- Day Two, Session Three – Stories and Robotics
- Day Two, Session Four – The Maker Revolution for Learning
- Masterclass with Jon Bergmann