Reading through some of the other blogs it seems many of us are thinking about how to kidwatch all of our kids instead of focusing on just the fewer that are struggling or that are disrupting class. I too would like to start focusing attention to all of my students and possible keep a record of these students. I am not exactly sure how I will keep this record or even how I will share this record with parents but I do find this information will be helpful. I think the book does a good job of getting us started on thinking about his process. I know for my classes I need to think about how I will separate these observations maybe thinking about observations on reading, observations on writing, observations on following directions, and observations on answering questions when using the text. Then within these subjects I need to think of the students physical behaviors in class, cognitive behaviors in class and for some of these the strategies the student uses in class.
There were many items I found interesting in the text. I like the new terms interactive view versus summative view because they make me think differently about my classes and how one student has a complex view on any of the observations that I wrote above. I also like the cloze procedures. It will be interesting to hear more opinions on how well these procedures work for others. I enjoyed reading through all of the different stages of spelling.
I agree with Kristi. As our goal-setting conferences approach and as I launch the Daily 5 and CAFE, I need to have a comprehensive view of what each child is bringing in their literacy "toolkit." I need to know what strategies they use and which ones they don't. I need to know how they view themselves as a reader and writer. I need to know where their interests lie and what they DON'T like.
ReplyDeleteAs a teacher who switched grade levels this year, I am also looking at rebuilding my classroom library to fit my audience. Our standardized asssessment information just does not provide me with enough information to match books to readers or even know if my classroom library has an adequate amount of books at their level. Kidwatching, running records, six trait assessments, spelling inventories, DRA and comprehension inventories will provide ME with the tools I need to meet my students where they are.
I have launched the Daily 5 and CAFE but I thought this idea of having each students names and sticky notes of what they grasp is so quick, easy, and efficient. This year I have 18 of the lowest students during reading time ranging from reading levels (based off DRA's) 3-16. This week has been an adventure working with them and truly evaluating what group to place them in. But I think this sticky note task will help me do a quick informal assessment of where they are each day, vs. writing like a mad woman while they are reading and I am trying to take notes on where they are at.
ReplyDeleteI agree that having separate observations are good, I have done this in my previous years and when conferences come around I just look through all the writing at one time, then the reading and so on. It really has helped me show the parents where the student is at because I kept notes, samples of their work, and it matched the score I was giving them. But my goal this year is to create a more efficient way of doing this that isnt so time consuming on my part. For example I love the idea that is given on pg. 117 in Gillet showing the students personal selection of best work, the teachers observations, and the students goals (along with the date). This way the teacher is not writing all over their paper but yet it is still being evaluated. I think I am going to have to make one of these to place in their writing folders and pull out around conference time.