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Saturday, July 19, 2014

Reading in the Wild: Chapter 3

 Reading in the Wild

Wild Readers Share Books and Reading with Other Readers
Authentic experiences with books!!!  We do NOT take quizzes after each book.  We do NOT read to get prizes.  We read because books open doors and allow us an escape; they allow us to travel to times and places we would have never been able to experience.  Here are the key terms from (summary of) this chapter:
Online Reading Communitiessuch as SIGN UP and BEGIN! 
Reading Graffiti a dedicated space to quotes from books
 Book Graffiti Wall
 You could also use black butcher paper, as suggested in the book, and provide students silver, gold, &/or white oil-based Sharpies to write with.
Book Commercialskind of like a book talk, but quick, impromptu discussion about a book where others can share their ideas about the book, as well
Reading Doorspost pictures of the books you have read and quotes from the books or about reading in general; both students and teachers can participate!
 Reading Doors
Epicenter Readersreaders whose enthusiasm for reading explodes and overflows to such an extent that they encourage others

Reading Influenceswho encourages you to read? Who are the readers in your life?

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Friday, July 11, 2014

New Product Posted

Thursday, July 3, 2014

Reading in the Wild: Chapter 2

Tuesday, July 1, 2014

Guided Math Conferences: Chapter 3

The Structure of a Guided Math Conference
Guided Math Conferences Book Study

A guided math conference (GMC) is math talk between two mathematicians.  The GMC consists of four phases. 
1.     ResearchThe research phase of the conference should last than 1/3 of the time and consists of the teacher observing the student work and then asking open-ended questions in order to clarify or have the student explain his/her thinking. 

2.    Decide what is neededThis phase lasts a maximum of one minute, but is the focus of the conference.  The teacher gives the student an authentic compliment and then proceeds to decide: What should I teach this student to provide long-term growth?  How will I teach it?

3.    Teach to the student needsIn this phase, it is the student’s responsibility to be an active learner.  The teacher can choose from three ways (how?) to teach: guided practice, demonstration, or explanation of examples.
a.    Guided practice is the gradual release of responsibility.  Teacher does it, student and teacher do it together, and student does it with teacher guidance.
b.    Demonstration is where the teacher shows the student how to do something and does a think-aloud.
c.    Explanation of examples is when the teacher uses pre-created work (either anchor charts or another student’s work) and discusses with the student the good aspects of the work.

4.    Link to the futureHere the teacher summarizes, the student reflects on their learning, and concludes with the teacher reminding the student to use this learning in future work.