Test a Book

Well, this week we began our talks about picking appropriate books. As I've stated before, it is my hope that with teacher and parent support, my students will be able to wisely choose books that challenge them slightly but not frustrate them. The only way a child really gets stronger as a reader is to read. Reading texts that are way to simple or challenging only keeps them at a stalemate or deters them from reading all together.

Two ways to pick a book we have discussed: by genre, or if it is "Just Right."
(If Goldilocks was picking a book, she would say something like "This book is too hard... This book is too easy... BUT this book is JUST RIGHT!!")

I am sharing 3 strategies with the students for how to identify a "Just Right" text for themselves- remembering each person reads differently.

First- Give it the 5 FINGER RULE Test
1.) Read a page of the book.
2.) As you read, keep track of how many words you find difficult.
3.) 0-1 word per page too hard = a book that is TOO EASY
2,3,4 words on a page that are too hard= a "Just Right" book
5 or more words on a page that are too hard= a book that is TOO HARD

Next- Give it a Driving Test
*While you are reading decide if you are reading at least fairly smooth and straight- maybe only a bump here and there and if you have a "Reader's Voice". OR maybe you are reading and you are stopping and going and chopping around (bumipity, bump, bump, bump) and you have a bit of a robot's voice.
"Sports Car Books" are good choices because you can read them smooth and straight. Plus, you are pretty fast.
"Jungle Jeep Books" are not good choices, because just like driving a jeep in the jungle you are bouncing and jumping around everywhere! Which make you go very slowly! This is maybe due to a lot of new words, new puncuation, or maybe you can say all the words but they are just not flowing together nicely...

Finally- A Review Test (Coming Next Week)
In this test a reader will periodically Stop and Ask themselves "What did I just read?" If we can't tell ourselves in our minds or someone else who asks us what we just read, we will have to think if maybe the book is too hard to understand. (It is possible, though, that maybe we just were not concentrating, which admitting to might take some honesty on the part of the reader.)
It is important for ALL readers to remember- JUST BECAUSE WE CAN SAY ALL THE WORDS, DOESN'T ME WE SHOULD READ IT, BECAUSE WE STILL MIGHT NOT UNDERSTAND IT (comprehension).
"What is the point of reading something we don't understand?"
"Haven't we just wasted our time if we say a bunch of words, but at the end we have no clue what they meant?"

I encourage parents to continually have their child test the books they are reading carefully and honestly. (Just because we WANT to read it, doesn't always mean we should!)

Spelling Update

It has been brought to my attention that some of the students may be a bit overwhelmed with the spelling. Please be aware that I will be evaluating this week's progress in an effort to see what improvements can be made.

Spelling

Yesterday, we began our first spelling "unit." Each week the students are given a sheet with words (and sometimes pictures). They cut these out and begin to sort them based on whatever pattern(s) we are studing for the week. (This is why there are so many words, since we know the more examples students encounter, the greater the understanding of the pattern/rule(s).) As a class we sort together, and then they will be asked to resort the words at home. During the week we will continue to resort the given words and add even more words, all in an effort to understand the pattern(s). This year in spelling we will be more concerned with mastering patterns and rules of spelling, versus just memorizing a set list of words. The more the students sort the words, restate the rules, and find new words that match, the stronger the spellers they will become. So, parents are encouraged to have their child do these tasks as much as possible during the week.
We will also have blind sorts in the class. This is where the students are given the patterns on paper, but are given the words orally. Like a traditional spelling test, the students will be expected to write the words down AND also sort them at the same time. (Parents are welcome to use this as a study strategy as well.)
Spelling test formats will vary based on the type of rule or pattern. But students can expect 3 things- 1) they must know the week's pattern/rule(s), 2) they will be expected to spell some of the many words given, 3) they will be expected to apply their knowledge of the pattern/rule(s)- like spelling "new" words not on the original list.
Although this is a different format than most parents are used to, it should prove to be a very powerful one!