Alternative to Round Robin Readings

"In RRR, students read orally from a common text, one child after another, while the rest of the class follows along in their copies of the text," (Finley, 2014). Simple, easy way to hear all student's read, right? Or maybe you're a fan of pulling sticks, students pick students "combat reading," "popcorn" reading when a student calls popcorn when he/she is done reading and calls another student.  Kids love popcorn reading or at least they ask for it by name, maybe that's it, the name is fun so kids want to "popcorn" read, but don't really enjoy it.  Over the last few years there has been a movement to eradicate round robin reading in elementary schools.  I have to admit, it is very hard to stop, even though I know it's not the best method to teach students to read.  According to Finley's article round robin reading: 

• Stigmatizes poor readers. Imagine the terror that English-language learners and struggling readers face when made to read in front of an entire class.
• Weakens comprehension. Listening to a peer orally read too slowly, too fast, or too haltingly weakens learners' comprehension -- a problem exacerbated by turn-taking interruptions. 
• Sabotages fluency and pronunciation. Struggling readers model poor fluency skills and pronunciation. When instructors correct errors, fluency is further compromised. (2014).

I do have to admit I have seen this take place where students are afraid to read because they are not the best readers and will often count the sentences to where they have to read so they can prepare themselves and try to practice in their heads.  Seeing this behavior, teachers should then realize then that RR is not the best method for the students.
There are better methods to teach reading and in my position I have brought the research and methods to my staff and some employ them and others not so much.

For example:
Choral Reading: teacher and students read the passage together to minimize struggle.  I do this everyday with my intervention group.  I also incorporate echo reading after.  I count down 3,2,1 we all read as one voice then I read you read.  They are getting plenty of practice looking at the words and reading the words.  I am now scaffolding off to the students to have them lead the choral watching them tap and sweep under the words to make sure they are one to one matching and not just reciting.

Partner reading: they read together and take turns reading

PALS: Peer Assisted Learning Strategies: pairing stronger readers with weaker readers helps struggling readers not to be intimidated and learn to read, reread, and retell

Whisper reading:  Student read at their own pace but in a whisper voice so I can check in on them to listen if they are struggling or need redirection.


If you would like more information on alternative round robin reading strategies, please check out the article.



Finley, T. (2014, December 1). 11 Alternatives to "Round Robin" (and "Popcorn") Reading. Retrieved December 2, 2014, from http://www.edutopia.org//blog/alternatives-to-round-robin-reading-todd-finley

Changing up school lunches

According to Dan Charles's article on NPRed Of Carrots and Kids: Healthy School Lunches That Don't Get Tossed, he visits a DC elementary school where kids are getting a vote in what is served.
Food team meets to think of 3 ideas that change up that weeks current vegetable or healthy option.  In this article it was carrots.  They came up with 3 types of carrot dishes to serve to the students, mashed, Asian, cooked carrots with coriander.  They set up a tasting during lunch and the students vote for their favorite.  In this tasting Asian style won and now students will have additional option when eating carrots at their lunch, rather than the typically whole carrots with ranch dressing.  My school will often do tasting with Kindergarten students to introduce them to new food, but the frequency of tastings is dwindling. We do have a lot of waste in our lunch program, especially milks. I think much of it has to do with time, students just don't have a lot of time to eat and thus much gets thrown away.  I would love to see this idea incorporated in my school, but it takes added time, which I don't think our program would pay the staff.  This definitely would help the students try different foods and be excited about their lunch!





Charles, D. (2014, December 2). Of Carrots And Kids: Healthy School Lunches That Don't Get Tossed. Retrieved December 5, 2014, from http://www.npr.org/blogs/thesalt/2014/12/02/364712994/of-carrots-and-kids-healthy-school-lunches-that-dont-get-tossed?utm_medium=RSS&utm_campaign=education

Maker Movement

A recent article by Suzie Boss detailed California's "Maker Movement." She describes this program as " the process of applying core concepts to real-world challenges, they develop a designer's eye and heart for problem solving. They build confidence as they progress from novices to skilled carpenters, welders, and designers of beautiful, lasting things that enhance their community," (Boss, 2014).  At first I was thinking this is a great novel idea, more schools should do this. However, I was talking with my husband and he asked where does the funding come from to support the program, the article didn't really say, but I'm sure from local businesses and fundraising.  Our discussion went on to discuss our own public school building trades program through our RESA. They build Habitat for Humanity houses and work with local builders on their new constructions.  They have also helped with the city on building projects.  Not all students are serious about the program and due to having so many in the program at once the instructor can not see to all students at once, thus the downfall, but those that really care and want to learn, are and they are learning valuable life skills.  Many schools do employ this Maker Movement, at one time we also had auto class that would work on the schools vehicles, welding but with today's technology it is hard for the schools to keep the machines up to date.  All in all it's a valuable program that needs to be incorporated in more communities. 

Boss, S. (2014, November 13). Make the Most of the Maker Movement. Retrieved November 30, 2014, from http://www.edutopia.org/blog/make-most-maker-movement-suzie-boss

Learning Life Skills Shouldn't Stop In Preschool

"Listening. Sharing. Following directions. Making friends. Managing big emotions. Planning for the future," (Kamenetz, 2014).  These key skills should not be ending with a preschool graduation.  These lifelong skills need to be taught throughout all of a student's educational career.  Learning how to be good citizens can be a precursor to success in later years.  There are programs currently being implemented in all levels, such as, "Tools for Getting Along in Elementary School...and Brainology in Middle School,...as well as Responsive Classroom which changes how teachers and administrators do discipline" according to Kamenetz. What we need to remember is that throughout all of education we need to build problem solving skills with each other and not create abstract problems, but everyday perplexes and have students work together to solve with common sense.   

Kamenezt, A. (2014, November 29). What Every School Can Learn From Preschools. Retrieved November 30, 2014, from http://www.npr.org/blogs/ed/2014/11/25/366561443/what-every-school-can-learn-from-preschools?utm_medium=RSS&utm_campaign=education

Digital Storytelling trouble

I confess I am having an extremely hard time with the Digital storytelling assignment.  Maybe because I don't have a classroom, so I'm trying to figure out how to incorporate DS into a professional development session or into assessments and data.  I am waiting for inspiration to strike but my time is ticking by quickly.  Anyone else in the same boat?  Any suggestions?  What would you want to see as elementary school PD?

"It's Okay to Write Terrible Stories..."

"Listen. Some stories are terrible, They are, I'm sorry  to tell you , unrevisable.  You put the word "squishy" in your pocket and chuck the rest.  That's what the draft gave you: one word." (Falatko, 2014).  I think that is what students need to hear when they are writing, that it is ok that some of your writing is terrible, sometimes it works for you and other times you just have to let the piece go.  I found that in the article Falatko exposes us to her various writing failures and "stepping stones," and advice not to give up to have fun with your writing because you never know where that failure or stepping stone might lead you.  I think we get so caught up in teaching the format and the grammar of writing we forget it's ok just to write and what you write doesn't have to be good, as long as you can take something away from that story, maybe it will lead you to a masterpiece. maybe not!




Falatko, J. (2014, November 18). It's Okay to Write Terrible Stories. Retrieved November 21, 2014, from http://nerdybookclub.wordpress.com/2014/11/18/its-okay-to-write-terrible-stories-by-julie-falatko/

Working With Young Children, Dead-End Job?

What is it worth to have high quality childcare?  According to Anya Kamenetz, not much depending on location, “the economy values them between $8.63 and $20.99 per hour, “(2014). So why the difference between Kindergarten teachers and Preschool/Childcare wages?  Isn't the work just as important, are the childcare workers and Preschool teachers not having just as great as impact as the K teacher, if not more?  After all these workers are the first contact either in a school setting or with outside adults that children have in their developing life.  So why the low wage…”better paid teachers and caregivers have lower turnover, can afford more training, and , not incidentally, are less stressed and preoccupied,” (2014).  It’s highly unlikely that things will change anytime soon, however I have noticed more funding for preschool, we now have full time preschool teachers, that because of our contract make close to what I make (which isn't much), but I've been there 6 years and through a pay freeze and 2 pay cuts.  I think there needs to be more value put into caring for our children of all ages not just the preschool and toddlers.

Kamenetz, A. (2014, November 20). Why Working With Young Children Is (Still) A Dead-End Job. Retrieved November 21, 2014. http://www.npr.org/blogs/ed/2014/11/20364563452/why-working-with-young-children-is-still-a-dead-end-job?utm_medium=RSS&utm_campaign=education