How I Teach Reading

hello I'm Jamie from not so wimpy teacher and I'm really excited to be doing a video series for you all about teaching reading I did a series about writing and I did a series about math centers and I received so many emails from my teacher buddies asking for a series about reading that I finally got it put together for you and I'm excited about it I'm also just really excited because I've made it my goal in 2019 to bring in more videos to you I get emails all the time saying that's how you like to receive teaching tips and ideas and so I have made it my year-long goal to get in front of the video camera more often and bring you more video so make sure that you go ahead and subscribe to the channel so that you get notifications when I add videos so you don't miss anything really good because I would hate that to happen so my first series of the new year and my first series of 2019 is all about teaching reading and today's video is entitled how I teach reading pretty creative right well in this first video I kind of want to share with you like a few things my main focus when teaching reading how I divide up my reading block and how I organize my reading centers in the next videos in this series I'm going to go through my whole group lessons and I have videos about each one of my different reading rotations or maybe for reading centers so what that you can just get an idea of what I did in my classroom as if all my videos guys it's not a one-size-fits-all we all teach in different settings like we see two different states and sometimes are its standards we teach with different principles different curriculum we we all have different needs that need to be met because we teach different students so I'm going to share with you what I did and why I did it and why it worked for me and I hope that you can take some of those tools and helped fix problems in your own classroom or just to make your reading instruction more engaging okay but if it doesn't all work for you that's okay I got lot of emails let's say can I do this can I do that of course you're the teacher always make the decisions that work best for your students and your classroom okay this here is the most important thing I'm going to tell you in the entire series and I'm going to reiterate it over and over in the series I want B students to love reading I want them to be book nerds I am a book nerd I love love reading I loved reading as a child I love reading is an adult I loved reading children's books adult books I don't care I just like to read I want the kids to feel that way too that's me ultimate goal I know that I have to teach standards I know that they have to learn main idea and point of view and character trades and compare and contrast all these things I know they will be tested and state tests I know that I my abilities teacher is going to be determined on how well I do on those tests and yet I think that the love for reading is still trumps all that what I have found is that a student who loves to read is easy to teach the standards or at least a lot easier to teach the standards than a student who would thinks they don't like to read so my ultimate goal in all my reading instruction is will this how many students to learn to love to read because if they love to read if they're picking up books all on their own if they're at home and they're picking up books they want to go to the library they're asking for books for their birthday that that's kind of that's what my goal is but if they are doing that they are going to learn all these readings Sanders so much easier than me just like pounding it into them okay so I often don't do things that like the experts say to do because I have found it because my students love to read they hate to read and therefore they don't go back to the text to look for answer don't reread no they don't like reading and therefore they're not gonna do any of those things I've taught that so instead I focus on helping them love to read and this can be done in so many ways you're gonna hear me talk about throughout the entire series so here we go that was really important for me to tell you about now I'm gonna show you how I break down my reading block I ate even ninety minutes my reading block I'm gonna kind of go with the eighty minutes because you know some days are that way and this is sort of how I'll break it down a whole group I spend twenty minutes the whole group teaching a lesson practicing a lesson all together and I am going to go into great detail and my very next video about what I do with those 20 minutes using to get my surprise you because it's pretty different than what a lot of teachers do during their whole group lesson so that would be my next video then I go into 60 minutes of centers or rotations whatever you want to call it I call it centers to me kids cuz we're Cerner's I make sounds like thinking that's fun but these are my reading rotations I have about 60 minutes for it I have played around with these minutes many times and what I used to do with these 60 minutes and maybe you currently do that what I used to do is I would take all of my students I had I usually have between 24 to 28 students usually 26 pipe probably about the normal 26 students I would treat all those students to write it into about four level reading groups that were close to level I'm not one who believes that it has to be like perfect but close to level reading groups and I were trying meeting with every single one of them every day because that's what a good teacher does I mean definitely one of their students every day is that you is that what you're trying to do because the most teachers are and if it was working for you then keep on doing it teacher friend he wasn't working for me here's what was happening I would meet with that first group and we'd get out some text and we'd be reading and we just get to a point where we were really into it and it was like oh time to switch so we never got a chance to discuss it and I interrupted it right when they were starting to get interested and I don't know about you but you're like reading a book and suddenly you get interrupted by you child your spouse your boss and whatever it is like that can easily decrease your love for reading because you never actually get the opportunity to truly invest it in the text because you only have and we're saying we have 15 minutes the trip for group 60 minutes ride that out yep 40 minutes but let's just be real there's transition time wasted every day so maybe we actually have 12 to 13 minutes and when you only have 12 to 13 minutes and in that time you're also going to get out tags discuss where in the text we're going to be and then start reading you're never going to get enough time to get your students truly invested in the text in that short of a time if they're not getting invested it does not contribute to their love for reading and I'm gonna be wrong honest it's probably making it difficult for you to teach all those standards - there's not a lot of time to identify me an idea of text you know even just a passage in 12 to 13 minutes so maybe you're reading it one time the next time you review it and then do the mange you're not spending very much time on the text so maybe you are meeting with every student every day but are they meaningful meetings that are moving them forward in their love for reading and their standards for me it wasn't so I had me to change guys that just wasn't working out for me I would I found that the the time wasn't working and so here's what I did and if you've seen my math Center series then you kind of will recognize this sort of schedule here try to psych in I'm only gonna meet with two groups a day and some of you are like oh how can you do that how I meet with two groups that you're whoa babies aren't seeing you ever day okay it's sure they are not seeing me in a rating group every day they are doing meaningful reading activities every day and when they come to meet with me we are able to dive in deep I'm able to actually help them both on their love reading and the standards that we're teaching we actually publish and finish something and one sitting and when you add up the number minutes I'm spending with them during the week it's actually more because I've eliminated some of those transitions now the only have the two rotations two transitions instead of four so I've actually gained more minutes with them each week so to me that's more meaningful now I have spend more minutes reading with my little guys instead of I spending more I have more days that I read with them okay and if that doesn't work for you then I totally understand but works for me okay it made a world of difference so I'm only meeting with two groups per day so I meet with group 1 & 2 on Monday and Wednesday I meet with group 3 or 4 on Tuesday and Thursday so this is just a little schedule of what my groups would be doing on Monday I would start by meeting with group 1 and then they would go on to work on responding to reading I'll be doing an entire video about that and then um also on Monday I would meet with group 2 they started with responder eating and then they come to me now on Tuesday and Thursday these two groups will be doing their lead to self and their centers which will also be videos coming in this series so then they'll come back to me on Wednesday so they have still four different rotations are going to but they're able to spend more time at each one of these rotations this means they're able to dig in deep in the reach of self book they're able to do a real quality response to writing they're able to actually accomplish centers not just get them out and that it's like time to put back away I found this type of a schedule to work wonders for me and I will like I said tomorrow I'm going to talk about the whole group lesson in my video and then the next video will be about the response to reading I will then have one on read to sell and one on the centre's one question I get asked often is how do you use daily fashion and hopefully if you look at the schedule you can tell but no no I did not use it I have I used it I read the book and I jumped right in because I was told that was that was the way to go it didn't work for me guys and I think this is a huge lesson and teaching is something's not working for you it's okay to change and do something different here are the reasons daily 5 to 9 work for me it took a lot of prep time the book starts with the reason that they clean in the daily 5 was to decrease the amount of prep time but I won in reality it was quite a bit of prep time you can't have the same word work activity for the whole year they'd get bored you can't have the same work on writing activity for the whole year and they get bored so what I would find is each week I'm like searching the internet for word work activities and we're writing activities I'm having to find at the time it was much harder and find sources for them to do they'll listen to reading it to me I spent a lot of time getting materials ready so that was one reason second reason I was wasting time during our actual rotations if you're doing the legally pipe the exactly how they say to do it I know some of you have adapted it to work for you you have to do the status of the class that was a waste of time to me it just was I was so wasted time doing this ass class third they were doing too many rotations that weren't really involving reading that would work and that work on writing those that's not reading and so you just had this sad feeling with my stomach that we were using a lot of our I mean for things that weren't reading now I totally understand that we know a lot of you use your word return for phonics and and vocabulary and those sorts of skills that are really important I get that so if it's Toth if it's working for you then do it it just didn't work for me I wanted my kids to spend more of their time actually reading a book I wanted them to spend more time with their nose in a book I felt that would increase their love for reading and so I decided to try something else now you'll notice within my schedule that I still have some like little pieces that in fact like to read this out and it comes straight from the daily five book I just train them did you read themself exactly how they described it we're in the daily five book even and I will go into more detail about that in that video so and then I do have a respond to reading which some of you which includes writings that could be one of your workouts that could be your work on writing rotation you just call it something different in mind though they are writing about the reading they're not like writing postcards and stuff like that I have a writer's workshop where they will learn how to write and have independent writing time specific to our writing standards during our reading rotation though we are working on books and so that that's it and if like I said repeatedly a daily 5 is working in our classroom you know like do what works for you ok I only wanted to share that because I get asked so often about it and since we're gonna be talking about reading in the next several videos I thought it was good to get that out there so this is how this is my basic framework for teaching reading it's a workshop model where we do a short mini lesson and then we go into a rotation so next video all about that whole group time you're going to find it's very unique and it involves books a teaching students love to read and then I'm going to be talking about the response to reading read to self and the centers in upcoming videos so I'm really excited to have you on this little reading journey sure that you've got up here and subscribed to the channels that you will get a notification when I add the additional videos alright guys thanks so much for joining me talk to you soon

Channel: Not So Wimpy Teacher

Views: 16,565

Rating: 4.6298933 out of 5

Keywords: Not, So, Wimpy, Teacher, How to teach reading, third grade, second grade, fourth grade, 2nd grade, 3rd grade, 4th grade, reading units, reading centers, reading small group

Id: 6m_l9moJ7pE

Length: 14min 54sec (894 seconds)

Published: Mon Jan 07 2019