Professional Documents
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The purpose of Reading is Thinking! is to illustrate what effective Sharing Thinking (35:05 - 44:00) instruction looks like in a Boston classroom and to stimulate discussion among viewers. In Boston, teams of teachers often watch and discuss these videos with their coach as part of Collaborative Coaching & Learning (CCL), the districts school-based professional Workshop is the instructional approach adopted by the Boston Public Schools for all grades and content areas development model whose goal is collaborative analysis of classroom practice.
[For more information on CCL, go to www.bpe.org.] The Boston Plan has also produced a companion video, Interactive Read Aloud, with footage from Ms. Ahearns class. The seven-part training video is designed to be used as professional development for afterschool program staff.
MINI-LESSON (direct teaching): The teacher presents and/or models the days learning objective a fact, concept, strategy, or skill INDEPENDENT WORK: Individually or in small groups, students apply the learning objective to their reading, writing, or other work while the teacher confers with some students about the learning objective SHARE/SUM UP: The teacher sums up the learning objective, and students discuss how they used it in their work
Principles
Students have TIME in class to read, write, talk, and think, and teachers have time to observe and confer with students When the independent work, teacher-student conferences, and share are linked to the learning objective, students know what to expect, become more confident of their learning, and develop OWNERSHIP of it
Reading is Thinking! Reading Aloud at the Jackson-Mann ES was produced by the Boston Plan for Excellence in collaboration with the Boston Public Schools. To order videos ($30): www.bpe.org
By participating in discussions, students understand that their RESPONSE is valued and that feedback from others is important Time, ownership, and response help create a sense of COMMUNITY: Students feel safe enough to offer an opinion, ask questions, and take risks in their thinking
Instructional Context
s. Ahearn organizes her classroom as a workshop to teach reading, writing, and math, and this lesson was part of an introductory unit, Reading is Thinking, designed and used by the second grade team. The team drew the title from Guiding Readers and Writers (Grades 3-6) by Irene Fountas and Gay Su Pinnell, which they read and studied as part of a CCL cycle the previous year. During this unit, Ms. Ahearn did a series of read alouds to model comprehension strategies readers use. When we videotaped the class in September, students had just begun to take part in conversations about their own thinking.
For this lesson, she chose Oliver Button is a Sissy by Tomie dePaola. At the start of the school year, she often selects books that enable students to make connections between their lives and the story. Oliver Button is teased because of his interest in dancing; most students can relate to being teased, she says, so they are more likely to experience the thinking that she will model during the read aloud. The book also features a basic story line, which helps students practice making predictions.
Be aware that:
1. Although not shown, students worked on assignments individually and in small groups during independent work time. 2. The read aloud is in real time. Other components are edited. 3. The lesson was videotaped in September 2003; additional footage is from June 2003.
Background Information
School background
In June 2003, the Jackson-Mann Elementary School enrolled 626 students in kindergarten-grade 5. Enrollment by program
Teacher background
When we videotaped her class in September 2003, Fran Ahearn was beginning her tenth year of teaching, her sixth in Boston. This was her third year using workshop instruction. In school year 2002-2003, she had been part of a grade two teacher team that worked with the schools literacy coach, Clare Hanagan, in several Collaborative Coaching and Learning (CCL) cycles. The team focused on Readers Workshop, including reading aloud to teach comprehension strategies. CCL is the districts site-based professional development in which teachers work in grade-level or content-area teams, with coach guidance, to analyze and practice specific classroom strategies over an intensive eight-week cycle. CCL is designed to promote higher-level, more complex interactions between the teacher and each student. [For more information on CCL, go to www.bpe.org.]
Regular education, 63% Bilingual education, 11% Special education (mild to moderate), 19% Special education (severe), 8%
Enrollment by race
Class background
This was a second grade, full-inclusion class, with a total of 20 students. Five students had Individualized Education Plans (IEPs); five others came from a first grade Portuguese bilingual class, all of them reading below the grade-level benchmark on the Developmental Reading Assessment (DRA). By June, only one student in the class was still below the second grade DRA benchmark; 12 had met it; and seven had surpassed it.
English Language Arts (ELA) Grade 4 passing rate, 82% Mathematics Grade 4 passing rate, 67%
Source: Boston Public Schools
Sharing Thinking
During share/summing up time, linking discussion to the mini-lesson, independent reading, and conference Making decisions about which students will present Concluding the lesson to reinforce learning objectives Creating an atmosphere of serious academic intent
Discussion Questions
Which metacognitive strategies looked most promising to you? Why? Whats the difference between a planned read aloud, as shown here, and a spontaneous, unplanned read aloud? What are the purposes/decisions behind each? Ms. Ahearn says, Meaning is made, not caught, from books. What does this mean to you and for your practice? In what ways are the principles of workshop in evidence here? What evidence and examples do you see and hear of students thinking more deeply? What are the challenges of assessing student thinking through classroom talk? How does Readers Workshop support English language learners? and special needs students? What accommodations need to be made? What should we concentrate on in our own classrooms?
Classrooms organized for workshop instruction feature the following: a large common area for students to gather for whole-class instruction (mini-lesson, summing up, share) a means for students to manage their work independently (accessing their writing folders, for example) and get materials they need desks and tables arranged so students can work together comfortable places with chairs and pillows where students can read during independent work time a classroom library with books arrayed appealingly so that students want to leaf through and read them places to display exemplary student work as well as charts that the teacher and students have created together, such as a chart of the characteristics of poetry they have identified in their readings
STUDENT WORK
CLASSROOM LIBRARY
WHOLE GROUP MEETING & TEACHING AREA (WITH RUG AND PILLOWS)
TEACHER CHAIR
EASEL CLASSROOM LIBRARY INDEPENDENT BOOK DRAWERS TEACHER DESK & COMPUTER WORK TABLE GUIDED READING BOOKSHELF STUDENT SELF PORTRAITS
WORK TABLE
COAT RACK
TODAYS NUMBER
COAT RACK
CLASSROOM DOOR
Special thanks to BPS coaches Gemina Gianino, Jean Lifford, and Maryann Ouellette for their great advice and many insights. Boston Plan for Excellence 6 Beacon Street, #615 Boston MA 02108 Ph: 617. 227.8055 Fax: 617. 227.8446 E-mail: info@bpe.org www.bpe.org