Teacher Timeline
How can I do all of this? That's the number one question I get when I coach. The quick answer is you can't. There are so many effective activities from which to choose.
Just think about these choices: guided reading, literature circles, reading conferences, reading workshop, silent sustained reading, Socratic Seminars, reciprocal teaching, readers' theater, and literacy centers. All are good options. (I have posted a list of choices for the literacy block on my newsletter page, under "Teacher Timeline.")
While some of these activities overlap, teachers can really only do one at a time. While some students can be reading silently and others can be working in literacy centers, the teacher can only be in one place.
It's like when we built a new house.
I had to decorate each of the rooms from scratch. I went to the store with list in hand but when I got there, I drove myself crazy with all the possibilities! I wanted to get what I needed for the kitchen, but then I would see a great fixture for the dining room. I was flitting from one thing to the next and not really doing anything well.
In desperation one Saturday, I made a wish list for each room of the house. I promised myself to focus on one room when I shopped. That way, I spent the whole day getting something accomplished. Over a period of 5 years, I got everything I wanted completed and in place.
The same is true for teaching.
We need to give ourselves permission to put the foundation pieces in place slowly. We owe it to children to let them get in a groove as well. I'm not saying that we can't be flexible and add a piece here and there as we see the need. But when we're starting out, it's helpful to make a wish list of hoped-for accomplishments. Then lay them out on a timeline so that we make progress over the course of the year(s).
I offer my timeline as an example of what's possible.
I created a timeline after many years of teaching the proficient reader strategies. This plan works for students with little background knowledge of such strategies. My wish list takes into account my parameters. It's designed for a reading workshop format: introduction, work time, closure.
I posted the timeline under newsletters so you can see a model. On my matrix, you will see I plan to:
- Teach one strategy per 4-6 weeks. As you and your students become more adept at using the strategies, you will see that no matter which strategy you study in depth, you study them all. In other words, you can't visualize unless you connect. You summarize and connect to infer. Even so, I focus my minilessons around one proficient reader strategy every 4-6 weeks. That way, we can build that strong foundation and add to it all year.
Important Note: If you are in a school where many or all teachers are setting up proficient reader classrooms, you will no longer need this monthly timeline. When your kids come to you with a great working understanding of a strategy, you will only need to fine-tune with harder texts. That will give you more time to work on the more difficult strategies like determining importance and synthesis. And remember, THERE IS NO ORDER FOR TEACHING THESE STRATEGIES. Since we use them all at once anyway, create a timeline that works for you.
- Flex my groups month by month so I will be sure to! I begin by reading a whole-group book, move to interest groups, ability groups, challenging-text groups, and independent reading. I switch up who works with whom often to address all learning styles.
- Teach all the genres required by my state. I matched the genres to the strategy we study. For example, I found visualization works well with fantasy and connections work well with historical fiction so I like to teach those in tandem.
- Teach new ways to respond to reading is part of my on-going implementation of daybooks. I introduce partner journals during retelling and summary months. I model double-entry journals during connection and question months. Those tend to lend themselves towards working together.
- Teach new ways to learn vocabulary. I challenged myself to make sure I introduce a variety of vocabulary activities throughout the year. I tied them to learning the proficient reader strategies. For example, during our study of Fix-Up Strategies I teach my children how to spot and dot multi-syllable words. During connections, we study metaphors and analogies.
- Introduce an assessment strategy each month. In August, I listen to each child read within the first 10 days of school. As we move into connections month, I introduce Star Charts. I vary my Quick Assessments by the month as well.
- Study hyper-standard English used on tests. In my state, my students are tested on whether they use connections in reading. What better month to study North-Carolina -connection, test-question stems than Connection Month? And why not look at how our state words "think and search" or "author and me" questions than during inferring month?
- I'm discovering times where teaching reading and writing strategies can be on the same topic. Why not teach similes during connections month? How about descriptive language and dialogue during a unit on visualization? Foreshadowing with inferring? Wow! I am now just experimenting with the connections.
- How about taking the language of a proficient reader classroom to a proficient math, science, or social studies classroom?
Integrating these studies is my next step. Read Comprehending Math by Arthur Hyde and you will see what I'm thinking and demonstrating now!
My timeline might work for you and you are free to use it. However, it will more likely serve as a model. Lay out your goals for your grade level, taking into account your state or school standards, your students, and your teaching style. Talk with others at your school. Start by identifying the strategies you want to study in depth this year.
And remember, breathe deeply and say to yourself, I can't do all of this today! (Just like decorating my house.) That's why you're making a tentative plan!
|