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Who's Doing the Work?  Podcast by Kim Yaris

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Who's Doing the Work?  Podcast by Kim Yaris

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Let's continue our exploration of being responsive during guided reading. In this podcast, author Kim Yaris explains the importance of taking anecdotal notes and administering formative assessments as we listen to kids read. It also takes us through the exploration of how we can empower students to take ownership of their own reading.

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#109 Who’s Doing the Work? with Kim Yaris pt.2 - Teach Me, Teacher

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Hello everyone! Today, it is my pleasure to bring you part 2 of my discussion with Kim Yaris, one of the authors of my latest favorite professional book, Who’s Doing the Work: How to Say Less So Readers Can Do More. If you […]

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After listening, respond to the following...

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After listening, respond to the following...

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1. What did you think about as you listened to this podcast?

2. What are you still wondering about this topic?

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While listening to this podcast, one idea Yaris spoke about repeatedly is the importance of being responsive to students and intentional with the data we collect. When listening to her speak, she talked about the “anecdotal data being the cornerstone of instruction.” She reminded us that the notes we take throughout the week when we listen to students read is important. At times, it can be more informational than common assessments. Assessments are important, but as she stated, measure a subset of a skill. We can see the patterns of student reading behavior as we review their anecdotal notes. Yaris also mentioned that it is very important to reflect on the data and use that to make decisions.  I think this information is a great reminder of why we do 1:1 reading conferences and take running records. They are so important to make our “next step” decisions. We can learn so much from what a student needs, or even our class, based on what they are using while reading or using but confusing while reading. One additional thought that stuck with me was that reading is a process. Both Yaris and the interviewer spoke about this idea. We do not need to cover every element of reading in every lesson. By using the data we have and responding to students, students can continue to make growth in the reading process.

One idea I am still wondering about that she mentioned was the idea of shifting more work to the students. I have read Who’s Doing the Work and there are so many great ideas of how to shift the work to the students. I would love to hear more ideas or question prompts of how we can continue to shift the work onto the students. I think learning more about this idea would help me. I feel I often scaffold too much or jump in too quickly to help a student. I would like to be able to feel comfortable taking a step back and let the student work through the text.

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1. One of the takeaways I had while listening to this podcast is how we should view reading as a process. It truly takes time for students to learn to read. There are no starting or ending points, but instead there is growth. Another point that resonated with me is how we should be using our anecdotal notes purposefully to help our students progress. We should know details about students' abilities, such as whether they favor print versus meaning, what patterns they struggle with, etc. Although many teams focus on summative assessments, we should be pushing to gather data from formative assessments. The measurements should be ongoing instead of only at the end of a unit. One last analogy that I appreciated was about the black and white TV versus the color TV. Although black and white TVs have been around for awhile, would we choose to watch that even if a color option were available? Of course not. We would choose the better option. This is what we should be doing for our students; changing guided reading to best support kids. Instead of continuing to use outdated practices, we should work to be better so our students continue to grow.

2. One question I had while listening is how can I help kids help themselves when they are working below the grade-level standard and are accustomed to receiving regular support? What are the steps to shift their mindset to look at themselves first to find a strategy, then the text to find clues, and lastly the teacher for help?
- Rebecca Peraino

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Super helpful to use & what to say to students to help them become more independent! 

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While I was listening to this podcast, I was thinking about the quote that Kim Yaris mentioned, "The brain that does the work is the brain that does the learning." Wow. That really hit home with me. I have been consciously trying not to over-scaffold with my students this year and I can see the benefits. This quote really resonated with me and affirmed that I am doing the right thing for my students by taking that step back. I also liked how they mentioned that teaching is a process and that we should make professional reflections on the formative data (running records, etc.) in order to truly get to know our students as readers. It is critical to know our students as readers so that if there happens to be a flaw in the summative assessments, we have the knowledge from observing and doing formative assessments to make a correct judgement about the student's reading ability.

Kim Yaris said that we as teachers want kids to be passionate, strategic readers. I am still wondering the best ways to go about doing this.  Many kids love reading and enjoy learning to read, especially as they see improvement in their reading. However, the kids that struggle...how do we get them to be passionate when it is difficult and hasn't "clicked" yet. I would be interested to get her book or listen to more podcasts with her.

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Whole listening to this podcast, I was reflecting on the quote "the brain that does the work is the brain that does the learning." This made me think about my own guided reading instruction and how often I am tempted to prompt students when they are making decisions about what strategies to use when reading. I think often I am over-scaffolding my students instead of giving them room to think and apply strategies independently. I think students would benefit from that productive struggle and grow more as readers. Additionally, I reflected on how I am collecting my data when reading with students. I am consistently using running records, but it is hard to find the time to analyze them thoroughly. It is essential, however, that we use these to inform our instruction and focus on the miscues they are making intentionally.

I am wondering about the prompting funnel they kept referencing. I want to see what this looks like in action.