BookMuncher
Senior Member
When I originally made my month by month plans for this year, September was set aside for reading and writing identities, routines, independence, and stamina. As it turned out, I spent the whole month doing these things, but most of my time and energy went into convincing these kids that they were readers and writers. In reality, every day was taught with a sense of urgency that went way beyond whether or not they could read quietly or cycle through the writing process independently. In reality, there were more days than not that I worried whether this group would ever truly love reading and writing. 
Usually, convincing children of their own innate literate selves is easy for me. Only after a few of my own anecdotes and a handful of read alouds, sprinkled with some suspense surrounding the classroom library- I’ve got them reeled in. Maybe this group knew that about me, and maybe they knew I needed a reality check. Because, boy—did they cut it close! Week after week, their attitude was indifferent.
It wasn’t until the very end of this unit that I started to relax a little. I can’t pinpoint the turning point; maybe there wasn’t one. But without a discernable change, the mood in my classroom during reading and writing began to swing the other direction. Nothing drastic, mind you. But at least it was something.
By the time we got to Friday, our first Reading and Writing Celebration, there was a buzz. With Strauss playing the background, each child came up to receive his or her bookshelf, and the rest of the group clapped with genuine enthusiasm. During our shoeless workshop, almost everyone was actually reading. And in writing, they excitedly picked out a short excerpt they were proud of, and practiced it for our symphony of voices. The seed notebooks that I presented to them were the biggest hit of the day. They proudly wore them around their necks, imitating my own writer’s notebook by sketching and making lists of possible small moments.
I’m ready to leave that nail-biting month behind me. I know they are ready to move on too. I am so eager to get into some meaty teaching- I think that when we really start to shine a more focused spotlight on comprehension, it will improve the quality of their reading and talk. October’s unit is called “Making Meaning.” As you might remember from this summer, I’m going to experiment with teaching the comprehension strategies in a more spiraled way. So they will be introduced a little sooner, and then I’ve planned when and how they will be revisited and deepened after the holidays. In October, I choose three bends in the road that I believe will have a large impact on their understanding of text. You’ll notice that the last one is not a strategy per say, but a concept that I believe is fundamental to discussing books.
Bend in the Road 1: Readers make meaning by asking questions before, during, and after reading.
Bend in the Road 2: Readers make meaning by using their schema to make connections to the text.
Bend in the Road 3: Readers make meaning by noticing how the characters think, act, and feel.
In writing, our unit is also called Making Meaning. But this unit centers around how writers can craft their small moments to convey meaning. September was spent on writing small moments also, but they aren’t strong pieces of writing yet. I feel good about what was accomplished; I think I raised the bar more than I did last year. With this group, I’ve already explicitly taught them how to choose a small moment, begin the story close to the moment, tell it over their fingers, sketch the pictures, and stretch out the story over all three pages. We also are revising with flaps and tape and colored pens. About half of my kids went through a writer’s workshop last year. I decided to trust that they would lead the way (especially in the revision) and they did. I feel good about the group’s independence and knowledge of the writing process. But I’ve got tons of ramblers and a handful of perfectionists. We’ve got a lot of work to do in terms of focus and style. So our three bends in the road for September are:
Bend in the Road 1: Writers make meaning by making their words match the movie in their minds.
Bend in the Road 2: Writers make meaning by streeeeetching out one small moment.
Bend in the Road 3: Writers make meaning by revising through the eyes of a reader.
I’ve attached my “big picture” plans to this blog if you want to see some of the minilessons I’m planning on doing underneath each reading and writing bend in the road. The first page of the document is added on for you, just so that you can see what “prerequisites” are needed (in my opinion). The last page shows a quick snapshot of just some of the small group needs my particular class is already demonstrating. (I've also replied to this blog with some pictures of our room now that it's got some student work hanging.)
Today, I’m off to find some Wonder Boxes. I want my class to be immediately immersed in deep thinking, and Wonder Boxes are a nice way to set the mood. I predict a month filled with the children’s questions and unique voices… but you know me. I won’t hold back: stay tuned for a brutally honest recount of our October Unit. Wish me luck!
Usually, convincing children of their own innate literate selves is easy for me. Only after a few of my own anecdotes and a handful of read alouds, sprinkled with some suspense surrounding the classroom library- I’ve got them reeled in. Maybe this group knew that about me, and maybe they knew I needed a reality check. Because, boy—did they cut it close! Week after week, their attitude was indifferent.
- Everyone can bring in their Forever Books!! --- “Is it like, homework?”
- Nonfiction opening tomorrow? ---- “Oh.”
- Book nook time next week!! ---- “When’s lunch?”
It wasn’t until the very end of this unit that I started to relax a little. I can’t pinpoint the turning point; maybe there wasn’t one. But without a discernable change, the mood in my classroom during reading and writing began to swing the other direction. Nothing drastic, mind you. But at least it was something.
By the time we got to Friday, our first Reading and Writing Celebration, there was a buzz. With Strauss playing the background, each child came up to receive his or her bookshelf, and the rest of the group clapped with genuine enthusiasm. During our shoeless workshop, almost everyone was actually reading. And in writing, they excitedly picked out a short excerpt they were proud of, and practiced it for our symphony of voices. The seed notebooks that I presented to them were the biggest hit of the day. They proudly wore them around their necks, imitating my own writer’s notebook by sketching and making lists of possible small moments.
I’m ready to leave that nail-biting month behind me. I know they are ready to move on too. I am so eager to get into some meaty teaching- I think that when we really start to shine a more focused spotlight on comprehension, it will improve the quality of their reading and talk. October’s unit is called “Making Meaning.” As you might remember from this summer, I’m going to experiment with teaching the comprehension strategies in a more spiraled way. So they will be introduced a little sooner, and then I’ve planned when and how they will be revisited and deepened after the holidays. In October, I choose three bends in the road that I believe will have a large impact on their understanding of text. You’ll notice that the last one is not a strategy per say, but a concept that I believe is fundamental to discussing books.
Bend in the Road 1: Readers make meaning by asking questions before, during, and after reading.
Bend in the Road 2: Readers make meaning by using their schema to make connections to the text.
Bend in the Road 3: Readers make meaning by noticing how the characters think, act, and feel.
In writing, our unit is also called Making Meaning. But this unit centers around how writers can craft their small moments to convey meaning. September was spent on writing small moments also, but they aren’t strong pieces of writing yet. I feel good about what was accomplished; I think I raised the bar more than I did last year. With this group, I’ve already explicitly taught them how to choose a small moment, begin the story close to the moment, tell it over their fingers, sketch the pictures, and stretch out the story over all three pages. We also are revising with flaps and tape and colored pens. About half of my kids went through a writer’s workshop last year. I decided to trust that they would lead the way (especially in the revision) and they did. I feel good about the group’s independence and knowledge of the writing process. But I’ve got tons of ramblers and a handful of perfectionists. We’ve got a lot of work to do in terms of focus and style. So our three bends in the road for September are:
Bend in the Road 1: Writers make meaning by making their words match the movie in their minds.
Bend in the Road 2: Writers make meaning by streeeeetching out one small moment.
Bend in the Road 3: Writers make meaning by revising through the eyes of a reader.
I’ve attached my “big picture” plans to this blog if you want to see some of the minilessons I’m planning on doing underneath each reading and writing bend in the road. The first page of the document is added on for you, just so that you can see what “prerequisites” are needed (in my opinion). The last page shows a quick snapshot of just some of the small group needs my particular class is already demonstrating. (I've also replied to this blog with some pictures of our room now that it's got some student work hanging.)
Today, I’m off to find some Wonder Boxes. I want my class to be immediately immersed in deep thinking, and Wonder Boxes are a nice way to set the mood. I predict a month filled with the children’s questions and unique voices… but you know me. I won’t hold back: stay tuned for a brutally honest recount of our October Unit. Wish me luck!
The book It's Ok to be Different went really well with some of the special needs in my room. They painted their own pictures... here's how they came out.
)
. Thanks again Bookmuncher
BookMuncher, as always your blog inspires me. I had used your curriculum guide over the summer to "guide" me in my planning. As a district that begins in early August I am in to the Making Meaning unit for both RW and WW. Your blog came at a perfect time for me. (We've taken a few set backs in my classroom of first graders it seems). Trying to get back on track will be a bit easier now that you have shared. As always, THANKS!
What do you mean by seed notebooks? (I am inferring that they are little notebooks that are like a necklace). Is this something you made or purchased? 