Read Ch. 13-14-15 and Conclusion, Disrupting Thinking

Bring student work.
DOCUMENTATION OF MEETING TIME
NOTES
Katie shared BHH responses to NF text,
Chew On This  Charles Wilson, Eric Schlosser
New experience for students- why authors write books to make us aware or change our minds; Provocative. Katie feels this book stretched them beyond their perspective of living a small town rural life.  Authors insert their thinking to make the reader believe something. Call to action.
Patti shared her reading of The Trumpet of the Swan by E.B. White.  Students have been focusing on oral discussion.  Notice and wonder.  BHH reading.  Starting to show empathy for characters- emotions are hard for these students.  Working on going beyond literal level questions.
Cassie shared videos of interactive read aloud with The Wild Robot by Peter Brown.  We noticed the reasoning and evidence being used by students, and their connections with the book in their BHH responses.
Patrick shared about teaching the Signposts and how students applied it in their independent reading.  Patrick brought a short story for us to practice "Says Does Means", integrated with BHH.
Kathy shared some tidbits from the "Write NOW" conference!

Great work group!!!!

Private comments

Cassie DunphyMar 18

There are some really thoughtful questions that all have me thinking... but for today I will talk about the question regarding reading logs. I had done reading logs last year in 3rd grade but for whatever reason I haven't thought about doing that in 2nd grade. We have begun reader journals and I have given them a genre challenge, but there isn't a place for them to record what books they have read. I never really thought about the significance of reading logs. Now that I have, I will be adding this component to their reader journals this week. My 3rd grade class was successful in completing their reading logs (for the most part) and they were used to set reading goals and reflect on their progress and interests. Remembering to complete the logs after each reading session was difficult - for both myself and the kids to remember to do daily. This was a struggle, but I'm sure with habit, it will become routine.

Cassie DunphyMar 18

Okay, so I have googled effective reading logs and there is an overwhelming amount of information and people saying that reading logs ruin the enjoyment of reading. The kids in my class are making great gains in their reading, so I'm now questioning if reading logs are worth the possibility of interrupting that. I can see the value and the accountability piece with keeping track of the books they have read, but I'm not convinced writing how many pages is significant? I'm wondering if a book review style set up would be more enjoyable. Or better yet, give the kids some ideas and let them choose how they want to set up their own logs. This could give them more ownership and they may be more inclined and wanting to use them.

Barbara BourgoineMar 22

Cassie, 
Remember when we read "No More Independent Reading Without Support" and the authors encouraged us to only require of students what we as adults would do for our own reading? In other words, keep it authentic! Second graders read a lot of books by virtue of their short length. What is the purpose of logging a list of titles, time or page numbers? Isn't it more important that they read? That said, how do they show evidence of meeting a reading goal? If my goal is to read outside of my comfort zone, wouldn't I want to keep a list of my titles and genres to share with my teacher and classmates? Would I maybe prepare a book talk about one of my new favorites to convince a friend to read it? These are authentic responses!

Cassie DunphyMar 28

I do and those are. I agree. I have also seen the positive effects that the kids have when they look back and see how much they have read and accomplished and in wanting to honor that, I had them choose a reading log. Giving them the choice seemed to help with them owning it. They were excited. We will see how it goes. Thank you for your feedback!

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