Laura's+Page

__Balanced Literacy__ 9/5/11 Assignment Please answer a few questions about your reading past before viewing my PowerPoint. Please use a different color or font. Thank you! = = Do you remember being read to at home as a child? What was it like? I remember getting books as presents from family members. When they would visit they'd read me the books that they had sent me. I recently found all of these children's books from my grandma and she had written in the cover in all of them. It is a good memory now that she is gone, and they are in good condition so I can continue to use them. It was always a bonding time for me. Many people in my family live in other states so when they'd visit that would be the time I got to spend one on one with them. Whatever story was read, there was side conversations that would take place out of it. My grandma traveled a lot so she gave me the knowledge (through the books and her stories) of all of the places that she had visited and it made me want to do the same. My mom read to me almost everyday. She was an English major and in theater so she is very dramatic and really keeps your attention when she reads. She practiced with me over and over when I did interpretive reading in grade school. My dad would read me things that he was reading in the newspaper or in magazines. I think it was his way of teaching me about things that were going on in the world. He continued to do this as well when I started reading. He gave me articles to practice with that he found important. Now that I work with kids I understand what a commitment that is as a parent when there is so much else going on and it makes me very appreciative. –Kim

Gosh! Thinking back, I do remember reading with my parents and my grandparents. My parents would read to me all the time. We read stories ever night before bed time. One of my favorite books was called "Fox Eyes" and The B book by Doctor Seuss. My dad would read to me and we would always make noises with the books we read. It was usually the animal sounds we made due to reading animal book. I also had many cloth books that we read together. I remember that my mom and dad would sing songs with me, have me searching for words on signs while driving in the car, and playing with magnetic letters on the refridgerator. My grandpa was always really good at telling me stories. I remember him peeling an apple and while we were intently waiting for that apple slice, he would tell us stories. It was always fun to watch him peel the apple and listen to him tell the story.

My grandma read me the Petter Cotton Tail series of books and told me the story of the Bleeding Heart, Lady Slippers. I guess that must be why The Bleeding Heart is one of my favorite flowers.--Jessica

Do you remember being read to in school? What was that experience like? I really liked when my teachers would read to us. For some reason I can't recall the details. I do remember that we always sat on the carpet and we got to bring in our snack and eat it as she read to us. One of my favorite things as a first grader was listening to the books on tape. I have no idea why. Maybe because of the technology aspect. I was also able to try and read along in my head while listening/being corrected. Having my teachers read to me in school gave me ideas for what I was interested in reading. I can't tell you how many times I borrowed books from teachers to have my parents read to me or help me read. –Kim I always loved story time. Even now, I can't wait till it is time to read a story to my kindergartners. I remember in first grade being in groups on the carpet and we were waiting our turn to read aloud in the group. I do remember being in groups by animals like the bear, fish or bird group. I am sure they were probably by level, but I didn't know which level. I do think about how the grouping and leveling was done then, now that I have been teaching for awhile. I think about the parents in conferences now, who want to know what level their child is in and I just keep reminding them that it is by what strategies they are learning and not level anymore. I am glad that we are moving away from leveling and beginning to look that their skills by strategy.

As we got older, I remember that there was more silent reading on our own or small group reading. Especially when we did literature circles, we worked in our groups. I remember in High school how much I had to read in my American Literature class, and thinking back, I wish it was either a group effort in a small group or listening to the teacher read it.--Jessica

When do you remember __//being//__ the reader? How did you learn to read? Well in first grade, like I said above, I remember listening and reading along with the books on tape. First and second grade I really remember the start to reading. I definitely think about the reading groups I was in. One of the boys was a really good reader and was going to skip a grade. I think that was sort of intimidating. I also got really nervous in second grade because they would just call on us to read different sentences. That seemed like too much pressure. I think I learned to read with a lot of practice. My parents worked with me a lot as well as my older brothers. They are eight and nine years older. For my birthdays, my brothers would give me coupons for one on one time with them, and activites like that were some things we'd do together. -Kim I remember in 1st grade how I was grouped and I was trying to figure out what level I was. I remember being very shy as a reader and I really didn't like reading out loud in front of any of my friends. I know that my parents worked with me all the time on singing the alphabet and looking for letters. I also remember when my mother would tutor a student at our house and I always wanted to be right there learning the same thnigs the student was learning.--Jessica

=What kind of reading experiences have you had with your own child? (If the question is applicable and you are comfortable in sharing) Since I don't have a child, I'll discuss what we do at my school and what we encourage. From day one we include in the newsletter to read to your children everynight, because it helps develop their language. (especially those that are trying to learn English, or on the other end, trying to keep their home language) We have book buddies. They get a book that they take home for the weekend and have to read and fill out a few sentences with their children. We also have reading minutes where they read as much as they can throughout the week and record it. Those that earn so many minutes are given different rewards. In class, I read my students about two books a day that coincide with our theme. They also have library and are read to and do activities that coorelate.-Kim =

I do not have children yet, but I know that I would want to surround them in a book enriched environment! I figure being a teacher, I have access to lots of books, so I am sure I will be carting books back and forth from the classroom.--Jessica = = = =

= = = = Please view my PowerPoint presentation regarding using a balanced literacy approach to teaching reading in the 5K classroom. Or if that version doesn't work... try this one: = = = = After viewing the PowerPoint, do you have any additional comments you wish to share about reading? Wow, that was great, and really well organized. I even learned some new ideas! I like how there is such a variety of activites being done. I can't imagine a student that wouldn't like at least one part of the process. ( reading on their own, partner reading, listening to their teacher, ect..) To think about them enjoying the process even more, I can't imagine what it is like for them now if they are able to pick books or at least have a say in what they are interested in. I remember a lot of times having books picked for me and at times that was really boring and really hard to get through. Even as an adult in my book club I've put down our books and decided not to read them if I have to force myself. That is what is so interesting about a group of people, some may absolutely love a book while others are bored to tears. I'm sure they were teaching some of these concepts when I was in grade school, but it seems sooo much more interactive and a lot more variety. I think many kids would be excited to this part in their day. The part that connected to my research especially was the shared reading. I think that is really important one on one time where you can really make a difference by letting them know you believe in them and making them feel like they can do it.-Kim

Great powerpoint presentation! You really learned alot this summer. I thought that the reader's workshop sounded much like the Daily 5 that I am going to be doing with my kiddos. The Daily 5 just has 5 centers while the teacher is able to conference with students. I also like that the students have choice in what they are going to choose to work on each day. I know that I would get really bored if I had to read very similar text over and over. Thinking about this really change the arrangement of my classroom this year! I put alot of work into it, but really excited to get started with literacy.--Jessica



__Data Collection and the 5w's and an h__

__Researcher’s Name:__ Laura

__Action Research Question:__ How do (peer) "book buddies" help each other learn independent reading strategies in a Reader's Workshop based kindergarten classroom?

__**WHY** are you collecting this data?__ __What are you hoping to learn from the data?__ __Is there a match between what you hope to learn and the data collection methods you chose?__

I am collecting this data (field notes, running records, & journaling) in an effort to see if (peer) “book buddies” can help each other learn the reading strategies needed for independent reading success. I am hoping to learn which strategies transfer from “book buddy” interactions to independent reading skills. If I am able to determine which strategies “book buddies” can help each other with, then I can alter my instruction to focus on the other needed reading strategies. I am hoping that field notes and running records will both give me insight into which strategies the buddies use during Reader’s Workshop and which strategies the students use during independent reading. I think that there will be a match between analyzed running records for the whole class and the strategies that “buddies” develop best together.

__**WHAT** exactly are you collecting?__ __· What are the data sources you plan to use to best learn about your topic? (Use the list you generated from your last AR data collection journal worksheet)__ __· How much data do you need to really learn about this topic?__

I plan to use three main data sources: observations/field notes, journaling, and running records. I will develop a form to use during Reader’s Workshop conferences so that I can have observations/field notes specifically about Reader’s Workshop. I will also be journaling three to four times a week to record my opinions about Reader’s Workshop and the action research process in general. In addition, I will be doing running records as required by my district (and perhaps extra running records) to see strengths and weaknesses in strategies across my class. I feel this will be enough data to help me with my question. If not, it may be enough data to show me a new direction for my question and my research.

__**WHERE** will you collect the data?__ __· Are there any limitations to collecting the data?__ __· What support systems need to be in place to allow for the data collection to occur?__ __· Are there ways to build data collection into the normal activities of the classroom?__

The observation/field notes data will be collected within my classroom on a daily basis. I will be taking notes daily during my Reader’s Workshop conferences. I will need to make some type of form to put my data on. I also think it would be wise to develop some kind of system for knowing which students I will confer with and write about daily. Right now I am listening to or interacting with all buddy groups daily, but my interactions are recorded infrequently (usually near the end of the trimester). This data collection will be built into what I already do, but I know it will be more difficult to get to as many students when I am physically recording my student interactions. My journaling will be done three to four times a week. I do not currently journal about personal or professional things. I know I will need to schedule a time for this journaling to occur either at school or at home. I am worried about fitting it in, but I also realize that the journal is the place that I can record my feelings and thoughts about what is happening during Reader’s Workshop. The last data that needs to be collected is running records. I am very comfortable and confident in my skills for doing running records, but I am concerned about the time crunch this will cause in my classroom. Currently, whenever I need to do running records, something else must be taken away from my students. Often, guided reading is skipped in order to do the running records. I may be able to get a little release time from my room (by using the building substitute), but it is not a guarantee.

__**WHEN** are you going to collect the data and for how long?__ __· How can you build into the plan collecting data at more than one point in time?__ __· Are there strategies you can use to easily observe and record data during class/teaching?__ __· Can you afford the time to gather and record data using the strategies you have selected?__

The observation/field notes will be done in the classroom during Reader’s Workshop time. Although doing this note taking may cause me to be slower (and therefore interact with fewer students per day) it can be easily worked in and it should be worthwhile to the time commitment. My journaling will most likely be done during non-contact time. I don’t think that the comments would be easy to record during contact time. I hope to write almost daily (at school if possible) so that things are current and relevant. Since the journaling will be an ongoing process I hope to see patterns begin to develop in my journal comments and questions. The piece I am probably going to have the hardest time with is the running records. I anticipate that I may try to do just a simple running record using about one hundred words per reading sample. I think that I will not worry about doing the comprehension questions since my research question and focus is on the reading strategies. Analyzing the errors made in the informal (unseen) running records may show a pattern across the class.

__**WHO** is going to collect the data?__ __· Are there data which can be generated by the students?__ __· Is there a colleague/aide who can observe in your classroom or who can assist with data collection?__ __· What can you do yourself without it being too overwhelming?__

It may be possible later in the year for some of my higher students to track their use of specific reading strategies, but I think that overall all the data collecting will be dependent on me. If my specific aide schedule for next school year allows my aide may be able to record observations during Reader’s Workshop. All running records will need to be done by me. I may be able to get some coverage from the building substitute so that I can do running records one on one in the hallway.

__**HOW** will data be collected and displayed?__ __· How will you collect and display the qualitative data? The quantitative data?__ __· What plan do you have at this point for analyzing and learning from the data?__ __· To whom will you present what you have learned?__

I will make a form for recording my field notes & observations. I will have a notebook to keep my journaling thoughts in. I will use my regular running records form for the running records. I may need to create some kind of spreadsheet on which to track the percentages and self-correction rates from the running records. I will use the data to drive my instruction within in my classroom and to drive the re-teaching that my instructional aide does one on one or in small groups in the hallway. The data will show me each student’s strengths and weaknesses concerning independent implementation of the reading strategies taught during Reader’s Workshop. Even if I do not see a correlation between “book buddies” and the strategies, I will be fully aware of each student’s needs through my conference notes and their analyzed running records.

I would be interested in presenting my findings to the CSS (Curriculum Support Specialist) for my building and my co-worker in 5K. If it would be applicable, I would be interested in sharing my data with the other 5K teachers in the school district.


 * Laura's Action Research Homework for 3/21/11: **


 * a. Question: **
 * How do "book buddies" help each other learn independent reading strategies in a Reader's Workshop based classroom? **


 * Secondary Questions: **
 * Should book buddies have the same independent reading level?
 * How often, and for how long, should buddies read?
 * Should there be a "natural leader" within the buddy structure?
 * How can three children work together to be buddies?
 * How often should the buddies change?
 * What is a good way to teach/model buddies to my students?
 * What do you do with that child who isn't a good buddy?
 * How early in the school year should buddies be introduced?
 * Are buddies appropriate for 5K?
 * How many adults should be present to facilitate the buddies?
 * How can parent volunteers help facilitate book buddies?

**b.** At this point I am envisioning that I will need to take specific notes during my conferences with the book buddies and during my conferences with students during independent reading time. I am guessing I will also have to take additional running records beyond what it required by the district. I currently take an informal running record every four to six weeks and then there is a formal running record at the end of every trimester. All these mentioned running records are on unseen text. I might need to also take running records on seen text, I'm not sure at this point.

> ** Questions might include: **
 * c. **
 * 1) ** audience:colleague with a different philosophy **
 * How can students read in small groups?
 * How do you know what books to give them?
 * How do you organize the books?
 * Isn't guided reading enough?
 * Isn't shared reading enough?
 * How can you do this without a full-time aide?
 * Do you have parents that help?
 * What do the parents do?
 * Shouldn't this be something that the kids learn in first grade?

During the 2010-2011 school year I started to implement book buddies and reader's workshop. Each day kids read independently and they also sat "hip to hip" for book buddy reading. Each child was given their very own black book bin. In that bin, they kept leveled books. Some were easier levels so kids could practice fluency. Other books were harder because they were for working on strategies. Every week to ten days I switched the books out so that the kids were reading new, unseen books. I used to think that I taught enough reading through guided reading and shared reading, but during book buddies the kids had really good conversations about books with each other. It was common to hear them ask each other questions like: what strategy can you use?, Did you try stretchy snake?, Can you find a chunk and use chunky monkey? I have never seen so many of my kids so interested in reading. I did have trouble implementing this all by myself, sometimes the kids just had to be patient. I also taught them to depend on each other too. I really don't think this is too difficult for the 5K kids within the right structured environment. I am thinking of doing this as my action research question because I know I can make improvements to how I implement book buddies.
 * My response: **


 * c. **
 * 2. audience: explaining it to a student **
 * Questions might include: **
 * Why do we have to read with our book buddy?
 * What do I do if my book buddy is gone?
 * What if my book buddy can't figure out a word in his/her book?
 * What should I do when my book buddy is reading to me?
 * What should I say to my book buddy?
 * Why do I need to be buddies with this person?

**My Response:**
 * We are going to read with our book buddies every day because it helps us grow into stronger readers.
 * Reading with your buddy helps you practice fluency so you don't sound choppy like a robot.
 * Reading with your book buddy also helps you practice your reading strategies (like stretchy snake, chunky monkey, and lips the fish, etc.)
 * If your book buddy is gone I might have you read with a different friend or I might have you independently read the whole time.
 * If your book buddy can't figure out a word, you can help by asking what strategy they can use.
 * If you try a few strategies and you still have an unknown word, you can ask a helpful hippo (teacher).
 * When your book buddy is reading to you, please: look at their book, listen to their reading, and ask what strategy they could use. You can also make kind comments to your book buddy about things they are doing well.
 * I have put you with a specific person as your book buddy based on what kind of books you are both working on.

Laura - Is it possible to have some of the students in upper grades, or a buddy class, come to model/help show your book buddies what they should do or say to each other? I know that the kindergarten students in my school love to work with their classroom buddies and look up to them a lot. I think it would also be good for the students in upper grades to help because it would give them a deeper understanding of reading as well. Good for you for being ambitious and taking on extra work beyond the assessments that your district requires! ~ Katie

Laura- I love the book buddy question! I think it would be great if you could begin the teaching of this by October. The students would then be ready by January to really get into it with their buddies. I like Katie's idea of upper grades being book buddies. I used 4th grade as a buddy class when I taught K5. The students should be able to work up to a specific time you have in mind. maybe 20-30 minutes. I do believe the role modeling by teacher and by students is a great way to teach how to be a great reading buddy; show the right way and the wrong way to be a reading buddy. Love the idea! I may be asking you how all this goes. I may try this myself with my kids! Jessica

﻿I like that you chose something having to do with reading! We started two take home parent reading programs in K3 and all the kids are really excited about it. My question is about behavior and classroom restrictions. Do you think it will be hard to keep your students on track in their groups around the room, will there be enough space between for them to concentrate? I see you do address how many adults should be present and whether volunteers should help. I would think it would be a lot of work alone :) Good ideas! Kim

Laura, this is an issue that many teachers have had to work through, and feel like there is always room for fine tuning. I feel like I can learn from your 5K discoveries, and should be able to apply some of it to my 5th graders. Good teaching practices are good teaching practices, right? As a teacher, there are just so many logistics to figure out, like "what to do with the odd number of children" or "what to do with the child who can't seem to behave appropriately in a buddy situation." My question for you is: have you found an efficient way to keep track of all your anecdotal records? I know that you take a lot of running records, but do you/will you take a lot of quick little notes on student behavior/strategies they use/goals for next meeting time? I feel like I haven't found that "perfect" way to keep those kinds of records yet. ~Michelle

Book buddies is a great thing. My daughters talk about their buddy a lot. Younger kids really like reading to others and if they are not reading yet in October maybe they can describe to their buddy the story that goes along with a picture they drew. I think each time they meet you could give the kindergarteners and the buddies only one strategy to focus on. For example, "today the K5ers are really going to try hard to self-correct and their buddies will be waiting to give you a compliment when you do!" That strategy would then change every time from recognizing punctuation, to taking a picture walk first, to using picture clues, to reading the story like they are talking, etc. That way the K5ers and the buddy are both looking for the same things. -Matt

Laura-This is a great question. I also think your sub-questions nicely explain more of the type of research you will be doing. It was actually kind of funny, when I read your question I suddenly remember my experiences with "book buddies" as a child. I think you will see benefits when you have different strategies for assigning book buddies. When a partnership has similar reading levels I am sure you will see growth and see the two students helping one another. When a partnership has student at different reading levels, I feel that you will still see growth for both students. Like we are always told, we learn so much more when we teach someone something. I can remember being in kindergarten (before there were different levels :) just 5K) and being an older students "Kindergarten Buddy." This was one of the times of the week I looked forward to the most. I thought it was // so // cool that a "big kid" was coming to read to me. And, they sometimes even read some "big kid" books. This made me associate reading with growing up...and all kids want to grow up :) I can then remember being in 3rd grade and being SO excited to be assigned a "Kindergarten Buddy." Once again, I looked forward to reading to my kindergartener. I found that while reading with them I was much more fluent and explaining books to them increased my own comprehension. I think this will be wonderful for you students and you will have some solid data after all is said and done. :) ::Lindsey::



Welcome to Laura's Page!

My husband and I met when I was in the sixth grade. We remained friends for many years and we began dating when I was 17. We have been together ever since. Mark is also a teacher. He teaches Tech. Ed for the Elmbrook School District.



We like to do things together as a family, especially in the summer. When we are home we like to go to the zoo and see relatives. We have a 27ft travel trailer that we love to go camping in. We are lazy campers and we use it as a vacation. While camping we like to swim, go to the playground, and sit around the fire. The girls love to hang out with friends and do art. Maddie also loves to dig in the dirt.



We love to go camping for theme weekends like: Mother's Day, Father's Day, carnival weekend, or pirate weekend. Our very favorite is Halloween weekends. Last year the girls went trick or treating twice while camping and once at home too!

I grew up in Wisconsin so of course I am a big Packer fan. I don't always understand all of the rules and calls, but I yell at the TV anyway. Now my daughters want to be Packer fans too!

My teaching background: I went to UW-Eau Claire for my freshman year of college and then I transferred to UW-Stout. I graduated Summa Cum Laude from UW-Stout in May of 1996. I am certified to teach preschool through third grade. I began my first official teaching job in August of 1998. My first year I taught half-day at Valley View Elementary in Menomonee Falls. The next year I was given a full-time contract to teach full-day 5K. This is my thirteenth year of teaching 5K in the Menomonee Falls Schools. I love teaching 5K because it is such a crucial year of school development. No matter what skills my students come to me with in the fall, they all leave 5K independently writing and reading. It is so fun to see their surprise (and their parents too) at the progress they make in just one school year! I am a third generation teacher!

All About Me:
 * Favorite color - purple - of course!
 * Likes: camping, campfires, snow days, time with my kids, shopping, pizza, & nachos
 * Dislikes: rodents, snakes, baiting worms, & cleaning my house
 * Good Quality: organization
 * Bad Quality: procrastination
 * Favorite Hobby: Scrapbooking
 * Favorite (and very recently used) quote: "Life's not fair"

Here is a YouTube video I love. It is great to use as a reading motivator with kids! http://www.youtube.com/watch?v=x6D9jiEYxzs

Here is a YouTube video on how Govenor Walker can solve the budget http://www.youtube.com/watch?v=zAfsIW6RY8Q&feature=youtu.be

Here is a YouTube video that a teacher at my school forwarded to the staff. It's entitled What Do You Make? I hope it's inspirational, or at least funny, if you need a pick me up. http://www.youtube.com/watch?v=fuBmSbiVXo0&feature=email