Teacher, I'm Done!
Every teacher has had this happen about 1,000 times. You send the children to complete a task and 10 seconds later someone is "done". I have a few ideas on curbing the "I'm done" that I'd like to share with you.
During Writer's Workshop I set a timer to let the children know when they can be "done". We discuss what you can do on a story that is "done" and what other details could be added. I also talk about sharing their story with a friend to see if they have ideas on what they could add. At the beginning of the year, they are writing for short periods of time, maybe 5 minutes. By the end of the year I set the timer for up to 30 minutes depending on the skills that we are working on. I also let the children know that they are not "done" until the bell rings.
At Centers I prevent the "I'm done" by placing a book basket in most of the centers, so when they are "done" with the assigned activity they can read books. This has helped me a lot this year - I can keep my guided reading groups longer because the other students are working longer independently.
Throughout the day I do not typically do worksheets, but on the occasion that I do and someone is "done", I have them go to the reading center and read independently to our reading buddies (Beanie Babies) until the other children are finished.
Another strategy I use is "Choice Time". When children are "done" they can choose an activity off of the "Choice Time" list. Activities I have used in the past were: story writing, reading books, puzzles, computers, and listening center. That way the children have an activity to do once they are "done".
The key to curbing the "I'm done" is to hold your children to high expectations and make it clear as to what they do when they are finished. I have seen in many classrooms that the teachers are upset when a child is "done". This is because they do not have a plan or procedure in place before hand. Come up with what you are comfortable with, model and implement it and then the "Teacher, I'm done" will seem more like "Teacher, I'm ready for a new challenge!"
Saturday, September 30, 2006
Sunday, September 24, 2006
Tip of the Week - Guided Reading
September 25, 2006
Guided Reading in Kindergarten?
Many teachers ask me about guided reading in Kindergarten. They ask about what to do with students who aren't reading, what to do after they read the book, how to start guided reading, and why they even need to do guided reading with "little ones".
Well, I am a firm believer that guided reading is one of the most important parts of a Kindergartner's day. It is during this time that you can really see what a student knows, what skills they use consistently and what needs to be worked on, and almost more importantly the students get a little time one-on-one with you.
In my class I have 3 different reading levels: non-readers, pre-readers, and readers. I follow the same "plan" with each level. I use Literacy Tree books, PM Starters, and other DRA leveled resources for guided reading. I start my non-readers in DRA Level 1 books right away so they can start gaining necessary concepts of print. The other students are started on their DRA level.
Typically in guided reading I have the children read a review book for warm-up. It is at this time that I would pull a "Running Record". Many students are not ready for a RR right away, so just let them warm-up for the reading and skill work to come. This time is crucial for your low students or students who are not confident readers. In reading a familiar book, the child can realize that "I can read!" and they are more prepared for a new story.
After the review book, I introduce a new story with a front cover discussion and a picture walk. This is when I can plug in any key words or vocabulary the children will need to read the story.
Then, they read! The children should read at their own pace, NOT together. Listen carefully to the students. See what strategies they have used, and what strategies still need to be discussed. For a great list of reading strategies for kindergarten visit Kelly's Kindergarten.
After we read the story, we discuss any needed strategies and review the story. Then I typically do some mini-lessons in skills. For example, we may work on beginning sounds, syllables, ending sounds, rhyming, phoneme segmentation, and phoneme blending or sight words. Sometimes I use a game, like Instant Learning Centers or sometimes I use picture cards.
After the reading, skills, and review I always have the children reread the story once more before they return to centers.
I always end guided reading with a smile, and cute stamp on their hand and excitement. This makes the children even more excited to come to the table the next time!
My groups last about 15 - 20 minutes, and I meet each child at least 2 times a week. My lowest students are met with every day.
For a great overview on guided reading in Kindergarten, visit Linda's Learning Links.
Good luck and happy reading!
Guided Reading in Kindergarten?
Many teachers ask me about guided reading in Kindergarten. They ask about what to do with students who aren't reading, what to do after they read the book, how to start guided reading, and why they even need to do guided reading with "little ones".
Well, I am a firm believer that guided reading is one of the most important parts of a Kindergartner's day. It is during this time that you can really see what a student knows, what skills they use consistently and what needs to be worked on, and almost more importantly the students get a little time one-on-one with you.
In my class I have 3 different reading levels: non-readers, pre-readers, and readers. I follow the same "plan" with each level. I use Literacy Tree books, PM Starters, and other DRA leveled resources for guided reading. I start my non-readers in DRA Level 1 books right away so they can start gaining necessary concepts of print. The other students are started on their DRA level.
Typically in guided reading I have the children read a review book for warm-up. It is at this time that I would pull a "Running Record". Many students are not ready for a RR right away, so just let them warm-up for the reading and skill work to come. This time is crucial for your low students or students who are not confident readers. In reading a familiar book, the child can realize that "I can read!" and they are more prepared for a new story.
After the review book, I introduce a new story with a front cover discussion and a picture walk. This is when I can plug in any key words or vocabulary the children will need to read the story.
Then, they read! The children should read at their own pace, NOT together. Listen carefully to the students. See what strategies they have used, and what strategies still need to be discussed. For a great list of reading strategies for kindergarten visit Kelly's Kindergarten.
After we read the story, we discuss any needed strategies and review the story. Then I typically do some mini-lessons in skills. For example, we may work on beginning sounds, syllables, ending sounds, rhyming, phoneme segmentation, and phoneme blending or sight words. Sometimes I use a game, like Instant Learning Centers or sometimes I use picture cards.
After the reading, skills, and review I always have the children reread the story once more before they return to centers.
I always end guided reading with a smile, and cute stamp on their hand and excitement. This makes the children even more excited to come to the table the next time!
My groups last about 15 - 20 minutes, and I meet each child at least 2 times a week. My lowest students are met with every day.
For a great overview on guided reading in Kindergarten, visit Linda's Learning Links.
Good luck and happy reading!
Tip of the Week -- Sort your Books
August 28, 2006 - Sort Your Books
My classroom library starts out empty. That way the children and I can read books, discuss them and then place them into baskets. Each basket has a tag that is laminated and tied on with zip-ties.
By sorting your books with your students they will have a greater understanding on why books go together. They can learn that ABC books are common, that authors write many books, that different "themes" go together. I love the first day of school because I read 3 or 4 books and sort them with the students. The kids love to see our library "grow" throughout the year.
Scholastic has some great photos of classroom libraries here.
My classroom library starts out empty. That way the children and I can read books, discuss them and then place them into baskets. Each basket has a tag that is laminated and tied on with zip-ties.
By sorting your books with your students they will have a greater understanding on why books go together. They can learn that ABC books are common, that authors write many books, that different "themes" go together. I love the first day of school because I read 3 or 4 books and sort them with the students. The kids love to see our library "grow" throughout the year.
Scholastic has some great photos of classroom libraries here.
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