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Kids can be so wise.
As an intervention teacher, I'm balancing the expectations of the school and district, yet trying to put into place effective practices and what I know is best for kids.
I must progress monitor my students two times a month -- my students read aloud to me for one minute and I record the number of words read correctly and the number of errors. Quick, easy, and somewhat painless.
But this isn't real reading. No pictures, no choice, no motivation.
So, in addition, I also confer with students and scribble some notes. Conversations tell me so much more about my readers. Taking time to just listen.
What book are you reading?
Why did you pick this book?
What's it about so far?
I'd love to hear you read a little of it.
Tell me what just happened.
What do you think will happen next? Why?
What have you learned about yourself as a reader?
Tell me how you figured out this word.
What were you thinking when . . .
I can't wait to hear more about your thinking!
A conversation about a book - real life, real reading, real choice. Just like you and me, if we were sitting at the local coffee shop.
I was trying to cram it all in: progress monitor, confer, check independent reading. The time was ticking . . . and finally, I thought out loud:
How can I do all of this better? Faster?
Nancy, a fourth grade student, nonchalantly replied, "Well, what's most important?"
Hmmmm . . . You are so right, Nancy. That's a great question to ponder. These kids never cease to amaze!
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