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Beth Ackroyd

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March 7, 2018: 7-Even

Published March 7, 2018, 5:23 p.m.

Much of our work since the new year has focused on our Fiction "signposts." These are things we notice and think about when we read fiction texts. They help us think bigger and deeper, helping us recognize and understand an author's message.

What follows is a list of the signposts and the way readers' should respond:
Contrast & Contradiction: Why is the character doing that?
Aha Moment: How might this change things?
Tough Questions: What does this question make me wonder about?
Words of the Wiser: What's the life lesson and how might it affect the character?
Again & Again: Why does this happen again and again?
Memory Moment: Why might this memory be important?

How you can help:
Check in with your child and his/her reading frequently. Ask about the signposts and how they helped deepen his/her thinking. Instead of asking about what happens in a book, ask about the author's message.

In an effort to find routines and approaches that work for the energy and personalities in our group, we have taken a few new approaches. When they arrive, students are writing about their books and reading in small notebooks. At least some of this writing is in response to questions I have written to them. My hope is to engage students in deeper and more reflective thinking.

We also used a TFK magazine in a new way. Students read an article, then completed question cards. Over time, students had the opportunity to go back to the article several times, trying to get more and more questions correct. My hope was to help them realize that a quick, cursory reading of an article does not produce solid understanding. They have already named several ways that they will approach the next article.

March 7, 2018: 5-Odd

Published March 7, 2018, 5:16 p.m.

We used our normal routine when we read the book, What You Should Know About Inventors. We did some previewing together, students read and took notes on their own, then they wrote in response to the text. Our discussion focused on some of the interesting facts we learned as well as on the larger ideas being communicated by the author.

We then spent some time reading magazine articles, giving the students the opportunity to tacking tough texts while thinking about the things that help them create meaning. Students' reading was guided by 3 things to notice: what in the text confuses you? what in the text surprises you? what in the text changes/challenges/confirms your thinking. This framework helps readers stay engaged and focused.

At least once, a magazine article led to lots of questions and interesting discussion about words and world knowledge. I explained to students that I normally want to keep us focused on the lesson or content I had planned. But there will be times, when one of these discussions is just as valuable. So much of reading comprehension depends on background knowledge, so anything I can do to build that knowledge for students will help them with their reading.

What can you do?
Have the same discussions. Encourage questions. Let them hear/see at least some news so they know what is going on in the world and can ask questions. Tell stories about your past, your family history, places your have been.

March 7, 2018: 4-Odd

Published March 7, 2018, 5:07 p.m.

We continue to support each other by talking about our books and our reading habits. Students hold each other accountable by asking questions about the plot of books, about how often people read, about how quickly they finish books, and about why they choose the books they do. They also support each other with suggestions, advice, and encouragement.

We continue to add vocabulary words and work on them periodically.

We've used TFK magazines to work on comprehension by reading and talking with a partner, and on self-correcting by keeping track of mistakes that people made when reading out loud.

We read a book called What You Should Know About Pets. We noticed the structure of the book and used that to help us understand what the author was trying to say. We read some together, with me modeling my thinking for students. The students then read different sections in pairs. We used the structure of the book to practice clear speaking as each group shared what they had learned. Students they did some independent writing.

March 7, 2018: 3-Odd

Published March 7, 2018, 4:59 p.m.

We've read two books since my last update. One, Tover Quest, was a fantasy story. The other, Shattered Not Broken, was a realistic fiction verse novel. For both books, we worked on and talked about theme of the book. As always, students wrote in response to the book.

In both of these books, as well as in several TFK magazines, we have been working on noticing words and sentences that are challenging or confusing. This awareness is important, as it helps students stay focused on building meaning. It also leads to an outlook that reading often involves problem solving. If I get to a word I don't know, there are things I can do to figure it out. If I don't quite get a sentence, what do I do?

We used TFK magazines to work on accuracy - reading the words exactly as they are written - and self-correcting.

We are currently rereading Shattered Not Broken and looking for examples of figurative language.

March 7, 2018: 2-Odd, 6-Odd, 4-Even, 5-Even, 7-Even

Published March 7, 2018, 4:52 p.m.

Much of our work since the new year has focused on our Fiction "signposts." These are things we notice and think about when we read fiction texts. They help us think bigger and deeper, helping us recognize and understand an author's message.

What follows is a list of the signposts and the way readers' should respond:
Contrast & Contradiction: Why is the character doing that?
Aha Moment: How might this change things?
Tough Questions: What does this question make me wonder about?
Words of the Wiser: What's the life lesson and how might it affect the character?
Again & Again: Why does this happen again and again?
Memory Moment: Why might this memory be important?

How you can help:
Check in with your child and his/her reading frequently. Ask about the signposts and how they helped deepen his/her thinking. Instead of asking about what happens in a book, ask about the author's message.

January 22, 2018: 5-Odd

Published Jan. 22, 2018, 9:01 a.m.

Happy New Year!
It's amazing how fast the year goes. We are already past the halfway mark!
Here's what we have been working on:

Vacation Reading Plans
As you know, students were asked to formulate a plan for how reading would (or would not) fit into their winter vacation plans. I have found over the years that this helps kids see reading as one part of their everyday lives. It also helps them take charge of their reading and learning. After vacation, students thought and wrote about how their plans worked out.

Book Count Updates
Periodically, we do a count of how many books each class has read. This helps them recognize their progress in relation to their past selves as well as to other kids. It usually results in students' making mental notes about how they want to change or challenge their reading habits moving forward.

Oral Fluency Project - The Joys of Winter
Hopefully, you saw and heard your reader practicing some oral reading before the winter vacation. We had fun browsing through a huge box of picture books and poems related to the joys of winter. The kids were really thoughtful in their choice of text, often choosing things that connected with their families or cultures. We then enjoyed hearing everyone read their passages out loud and everyone got feedback on things like pace, pauses, expression, and tone.

Books Read
For each book, students read mostly independently, taking notes to keep track of and show their thinking. They then explore one larger idea in writing. This is designed to help them extend the ideas communicated by the author beyond the text,

"Mama Miti" told us about a woman who worked on behalf of women and the environment in Kenya. We talked about the word erode and how it can mean different things in different contexts.

"Dreamfields" told us about an organization that helped spread excitement about soccer in South Africa. We practiced using the headings to guide our thinking and understanding. We talked about the word apartheid.

One day recently, we also had a very in depth conversation about WWII. This was not part of our plan for the day, but when students are asking questions, sharing knowledge, and exploring big ideas, I don't want to get in their way. I did link the conversation back to reading, however, reminding them that the more they know about the world, the more successful they will be as readers. And the more they read, the more they will know about the world!

January 22, 2018: 4-Odd

Published Jan. 22, 2018, 8:52 a.m.

Happy New Year!
It's amazing how fast the year goes. We are already past the halfway mark!
Here's what we have been working on:

Vacation Reading Plans
As you know, students were asked to formulate a plan for how reading would (or would not) fit into their winter vacation plans. I have found over the years that this helps kids see reading as one part of their everyday lives. It also helps them take charge of their reading and learning. After vacation, students thought and wrote about how their plans worked out.

Book Count Updates
Periodically, we do a count of how many books each class has read. This helps them recognize their progress in relation to their past selves as well as to other kids. It usually results in students' making mental notes about how they want to change or challenge their reading habits moving forward.

Oral Fluency Project - The Joys of Winter
Hopefully, you saw and heard your reader practicing some oral reading before the winter vacation. We had fun browsing through a huge box of picture books and poems related to the joys of winter. The kids were really thoughtful in their choice of text, often choosing things that connected with their families or cultures. We then enjoyed hearing everyone read their passages out loud and everyone got feedback on things like pace, pauses, expression, and tone.

Books Read
"Aloha" taught us about the Hawaiian tradition of wearing leis. We worked with the following vocabulary words:
status
defend
lavish
tourism
commitment
fragrant.

We then read a book about the theremin, an unusual musical instrument. In reading this book, we practiced using the headings to guide our thinking and understanding. We then worked with the following vocabulary words:
sensation
tinker
flocked
marvel
soundtrack
synthesizer.

January 19, 2018: 3-Odd

Published Jan. 19, 2018, 2:11 p.m.

Happy New Year!
It's amazing how fast the year goes. We are already past the halfway mark!
Here's what we have been working on:

Vacation Reading Plans
As you know, students were asked to formulate a plan for how reading would (or would not) fit into their winter vacation plans. I have found over the years that this helps kids see reading as one part of their everyday lives. It also helps them take charge of their reading and learning. After vacation, students thought and wrote about how their plans worked out.

´Book Count Updates
Periodically, we do a count of how many books each class has read. This helps them recognize their progress in relation to their past selves as well as to other kids. It usually results in students' making mental notes about how they want to change or challenge their reading habits moving forward.

Oral Fluency Project - The Joys of Winter
Hopefully, you saw and heard your reader practicing some oral reading before the winter vacation. We had fun browsing through a huge box of picture books and poems related to the joys of winter. The kids were really thoughtful in their choice of text, often choosing things that connected with their families or cultures. We then enjoyed hearing everyone read their passages out loud and everyone got feedback on things like pace, pauses, expression, and tone.

Vocabulary and Word Study
We've talked about recognizing common vowel combinations, so that we can read words without having to stop and sound them out. We talked about how to use context to figure out words that might be unfamiliar to us.

Books We've Read
- We read a nonfiction, persuasive book about Delectable Insects! It opened our eyes to cuisines that include insects as well as to various arguments for making insects part of our diets. We talked about the larger ideas that the author was communicating.
- We read a fiction book called "Hallie's Song. In reading this, we worked again on recognizing not just the topic of a book (a girl whose parents are divorced) but also the theme (sometimes parents have to make tough choices or sacrifices for the benefit of their children).


January 17, 2018: 2-Odd, 6-Odd, 4-Even, 5-Even, 7-Even

Published Jan. 17, 2018, 2:45 p.m.

Happy New Year!
It's amazing how fast the year goes. We are already past the halfway mark!
Here's what we have been working on:

• Things to notice and think about when reading fiction
Students know that good readers think a lot when they read. But they can also feel unsure of what and how to think. That's why they are learning specific signposts to look for in fiction texts. These are things that provide good stopping and thinking points, things that help readers make good inferences, recognize the inner conflicts, and think about an author's larger message.

One signpost is called Contrasts and Contradictions. These are places in a fiction text when we see a character saying or doing something that seems surprising or out of character. It's a great place to stop and think: Why is the character doing that? What is the author showing me?

Another signpost is called Tough Questions. This is when we see a character as him/herself a tough question. This is a good place to stop and think: What does this make me wonder?

• Vacation Reading Plans
As you know, students were asked to formulate a plan for how reading would (or would not) fit into their winter vacation plans. I have found over the years that this helps kids see reading as one part of their everyday lives. It also helps them take charge of their reading and learning. After vacation, students thought and wrote about how their plans worked out.

• Book Count Updates
Periodically, we do a count of how many books each class has read. This helps them recognize their progress in relation to their past selves as well as to other kids. It usually results in students' making mental notes about how they want to change or challenge their reading habits moving forward.

• Time For Kids - Main Idea
Time For Kids publishes an annual issue called "The Year in Pictures." We read this for fun, but also used it to practice recognizing an author's main idea and holding it in our heads throughout the article.

• Oral Fluency Project - The Joys of Winter
Hopefully, you saw and heard your reader practicing some oral reading before the winter vacation. We had fun browsing through a huge box of picture books and poems related to the joys of winter. The kids were really thoughtful in their choice of text, often choosing things that connected with their families or cultures. We then enjoyed hearing everyone read their passages out loud and everyone got feedback on things like pace, pauses, expression, and tone.

January 12, 2018 - All Classes

Published Jan. 12, 2018, 8:16 a.m.

Happy New Year!
I have posted midterm grade updates on PowerSchool. I used a point total of 15 possible points in each category of effort: participation, preparation, behavior, and perseverance. This is not an exact science, but it does reflect my observations so far. If a student has a question about the scores in PowerSchool, he/she should stop by and see me after school.

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