Gearing up for the New Year

  As the 2024-2025  school year gears up, teachers across the globe are wondering what do I need to do?  What do I need to purchase?  What do I do on the first day?

As a teacher of 24 years,  I have these questions every year. I grab a notebook and make a list.

What are some things I need to do?

1. Set up my classroom

I first think about what I want it to look like.  I try to change it every year.  I start by sketching out what I want my room to look like.   I go stand in the middle of the chaos and clutter of materials and began moving things around the room.  I get them in one place and step back and look.  Sometimes I go out of the room and come back or either just leave and come back the next day.  Is this what I wanted? Usually my first arrangement is never my final arrangement.  I move things around, thinking about flow of traffic, visibility of say the dry erase boards, desk and meeting areas.  I think about how to arrange things so I have room to move around easily.

Once I set up my room,  I sit down and think what needs to be done and then I prioritize them.  Here is the list I have for this year:

      1.  Library set up
      2.  Reading Nooks

      3.  Professional Books to read
      4.  Materials for Stations
      5.  Small group meeting area
      6.  Supplies I need
      7.  Toolkit Exemplar Notebooks
      8.  Room arrangement
      9.  Bulletin Boards

     10. Additional furniture I may want to incorporate into the decor
     11. Curriculum
     12. Technology

     

One of my  first priorities now that I am in Middle school was setting up my Classroom Library.  I determing  where I will place it in the classroom, and how many bookcases I will need.  I than pull all my books off my library and start sorting my Fiction and Nonfiction books. I do several more sortings to make sure the books represent my classroom makeup. I create an anchor chart of the rules and post for everyone to see. Every year,  I relabel and regroup my baskets. 

The possible sorts are by: author, series, genres, topics, and categories.  Within each of these baskets, they are different reading levels,  I put the level on the inside of the books, because the levels are for the teacher not the student.  This becomes part of my conferring data and analysis.  I make sure to have an easel, a basket of materials, and a basket of read aloud books centrally located in the library or close towhere students gather for the min lesson. Lastly, I create a plan of action to present the library to the students.

I then focused in how I wanted my Small Group reading  area to look.  I find a table  or desk, stack trays for dcuments,  baskets for supplies and and mentor text. 

I think of  Management  and organization.  I group the desk allowing for student interaction and collaboration.  I create a materials basked and job list in the middle of the desk.  In the basket are sentence stips, writing utensils, color pencils, scissors, highlghters, sticky notes , accountable talk cards, and  discussion cards.

These are the Group Jobs I use.  I create cards for each of these and tape them around the materials basket.

Recorder-                 

Table Leader /Facilator           
Materials manager/Reporter-                                  

Time Keeper

I think about ways to utilize technology.  Students have their own chromebooks in our district, which is a blessing and a curse.  I love using Padlet, Peardeck, Google slides and Flipgrid as a way of providing differentiation for scholars.  Students have access to the school online library where they can read and create bookbags of books, they are all assigned to a Canvas class, where teachers post modules of resources and assignmetns.  During the Summer, I set up my beginning of the year module as well as a Book suggestion module, where I create slideshows representing books from different genres and cultural backgrounds.

I often spend the Summer rereading book for the first unit of study.  I always look briefly over them and mark or list things that I may need to copy for the students.  I list learning targets,  and then search for read alouds to use for mini lessons and instruction.

I look at data from last year and begin forming small groups.  I look at their Reading Level and study the Reading continuum and figure out where to start.  I match it with the units of study and sketch out possible lessons and/or activities.  This changes when school starts,  It just kind of gives me a starting point.  

However,  It's the first day of school.  Now what?

My main goal is building Relationships with students.  I read books, we play games, we complete surveys, prompts while introducing myself to them through powerpoints sharing personal and related reading materials that can build bridges and connections to students.

I provide construction paper, markers,, crayons and instruct students they can create a poster, a book mark or something of their choice to introduce themselves to their table mates, and the class. These visuals become my first bulletin board for the year.

I plan to talk about Mindset, setting goals, classroom routines, management of materials and procedures. I use books to introduce the concept and then we do an activity.  We engage in practice academy in relation to  rules and procedures.    There are two types of mini lessons I engage in during the first few weeks of school.

         1.  Management and Procedural - for classroom
         2.  Management and Procedural-  for Reading Workshop

I usually take the first three weeks, as stated building community and relationships while  weaving in an out of management  and procedural expectations as I engage in content instruction.  We revisit rules, routines and procedures daily until they become automatic.  Some are written on anchor charts,  some are just referred to daily as reminders as needed.

Book Suggestions:

Mindset:                I never Make Mistakes, The Girl That Never Makes Mistakes or Brain Elasticity
Behavior:              Mrs. Nelson is Missing,  My Mouth is a Volcano,  Each Kindness, 
Library/Reading    The Librarian of Baszra, The Library Card,Mrs. Malarkey Leaves No Reader Behind

                               

Other books  I have used before

The worst Day of my Life Ever
Have you filled a Bucket today
The Day You Begin
Thank you Mr. Faulkner

A Letter from Your Teacher

Our class is a Family

All Are Welcomed
How to Read a Book

Patricia Polacco and Eve Bunting books are great to  use even in the Middle school setting.

Do you need more support or guidance in setting up and using the classroom library follow my blog, check out my social media sites:

https://www.facebook.com/rhonda.educates.5/

https://www.linkedin.com/in/rhonda-lawson/

10 ways to Build Reading Endurance in Students.

  Building reading stamina in struggling readers is crucial for their reading development. Here are 10 ways to help struggling readers improve their reading endurance:

• Gradual Increase in Reading Time:

• Begin with shorter reading sessions that match the struggling reader's current stamina.

• Gradually increase the reading time as the student becomes more comfortable.

• Use a timer to track reading sessions and set achievable goals for extending reading periods.

• Choice and Interest-Based Reading:

• Allow struggling readers to choose books that genuinely interest them.

• When students are invested in the content, they are more likely to stay engaged for longer periods.

• Offer a variety of reading materials, including books, magazines, graphic novels, and digital resources.

• Frequent Short Breaks:

• Incorporate short breaks between reading sessions to prevent fatigue and maintain focus.

• During breaks, students can stretch, move around, or discuss their reading progress with peers.

• Gradually decrease the frequency and duration of breaks as reading stamina improves.

• Reading Aloud and Partner Reading:

• Encourage struggling readers to read aloud or engage in partner reading with a peer or teacher.

• Reading aloud helps maintain focus and comprehension.

• Partner reading provides support, encourages discussion, and fosters a sense of shared accomplishment.

• Tracking Progress and Celebrating Milestones:

• Keep a reading log or chart to track the number of pages or minutes read.

• Celebrate reading milestones and achievements with rewards or recognition.

• Create a positive reading environment where students feel a sense of accomplishment for their efforts.

• Scaffolded Support:

• Offer scaffolding support by providing reading strategies and guidance during challenging parts of the text.

• Gradually reduce the level of support as students become more confident and independent readers.

• Model Reading Stamina:

• Model reading stamina by reading alongside struggling readers during designated reading time.

• Demonstrating your own reading endurance can inspire students and create a supportive reading culture.

• Incorporate Varied Reading Activities:

• Include a mix of reading activities, such as silent reading, shared reading, and guided reading.

• Different reading experiences can help maintain interest and engagement.

• Set Realistic Reading Goals:

• Collaborate with struggling readers to set achievable reading goals.

• Goals could include finishing a certain number of pages, chapters, or books within a specified time frame.

• Regular Reading Practice:

• Encourage daily or frequent reading practice, even if it's for shorter durations.

• Consistency in reading practice is key to building stamina over time.

Remember that building reading stamina is a gradual process, and progress may vary among individual struggling readers. Be patient, provide continuous encouragement, and celebrate their efforts to create a positive reading experience.

What Makes a Student Centered Classroom?

  Creating a student-centered learning environment is crucial for fostering engagement and academic success. Here's a list of tips to achieve this:

• Know Your Students:

• Take the time to learn about your students' interests, strengths, and learning styles. Personalize your approach based on their individual needs.

• Set Clear Learning Objectives:

• Communicate what students are expected to learn and accomplish. Make these objectives visible and understandable.

• Foster a Growth Mindset:

• Encourage students to view challenges as opportunities for growth. Promote resilience and a positive attitude toward learning.

• Student Choice:

• Provide opportunities for students to make choices about their learning. Offer options for assignments, projects, or reading materials.

• Active Participation:

• Create a classroom culture where students actively participate in discussions, problem-solving, and decision-making.

• Collaborative Learning:

• Promote group activities and projects. Encourage students to work together, share ideas, and learn from one another.

• Flexible Seating:

• Arrange the classroom seating to allow for flexible seating arrangements that suit different activities and preferences.

• Varied Assessment Methods:

• Use a variety of assessment methods, such as presentations, portfolios, and self-assessments, to allow students to demonstrate their learning in different ways.

• Feedback and Reflection:

• Provide regular, constructive feedback and encourage students to reflect on their work and learning progress.

• Technology Integration:

• Integrate technology thoughtfully to enhance learning experiences and allow for more self-directed exploration.

• Inquiry-Based Learning:

• Encourage students to ask questions, investigate, and seek answers. This fosters curiosity and critical thinking.

• Individualized Support:

• Identify students who need additional support and provide personalized assistance to help them meet their learning goals.

• Celebrate Diversity:

• Recognize and appreciate the diversity of your students' backgrounds, experiences, and perspectives. Create an inclusive environment.

• Real-World Connections:

• Show how the content you're teaching relates to real-life situations and careers. This makes learning more relevant and engaging.

• Encourage Self-Assessment:

• Teach students how to self-assess their work and set goals for improvement. This promotes ownership of their learning.

• Embrace Curiosity:

• Be open to students' questions and interests. Encourage them to explore their curiosity and interests.

• Model Lifelong Learning:

• Demonstrate your own commitment to learning and growth. Share your enthusiasm for acquiring new knowledge.

• Provide Choice in Learning Resources:

• Allow students to choose their learning resources, whether it's books, online materials, or hands-on experiences.

• Set Up Learning Stations:

• Create different learning stations in your classroom where students can engage in various activities and explore topics in depth.

• Regular Conferencing:

• Schedule one-on-one conferences with students to discuss their goals, challenges, and progress. This personal attention helps build relationships and understanding.

Remember that creating a student-centered learning environment is an ongoing process, and adjustments may be needed based on your students' changing needs and interests.

Revitalizing the Reading Classroom: A Fresh Start for the New Year

As we welcome our students back from the winter break, it's the perfect time to infuse new energy into our reading classrooms and set the stage for a successful year of literary exploration. Here are some teacher-friendly ideas to kick off the new year with a renewed passion for reading, along with a focus on resetting norms and expectations for reading journals, classwork, homework, and absent make-up work:

Warm Welcome and Social-Emotional Check-in: Begin the year by extending a warm welcome to your students. Create an atmosphere of care and understanding by incorporating Social-Emotional Learning (SEL) activities. These activities can include simple check-ins, discussions about feelings, or reflective journaling to get a sense of how students are transitioning back to school after the break. Understanding their emotional state lays the foundation for a supportive and empathetic learning environment.

Norms and Expectations Reset: Take time to collaboratively reset classroom norms and reading expectations. Engage students in a discussion about the kind of environment they believe will best support their reading journey. Together, establish norms that encourage respectful dialogue, active participation, and a shared commitment to fostering a positive reading community.

1. Reflect and Reset as Readers:

2. After the SEL check-in, lead your students through a reflective session dedicated to exploring and resetting their identities as readers. Encourage them to openly share their favorite reads from the break and engage in discussions about what aspects of those reads brought them joy. Use this opportune moment to guide your students in resetting their goals for the upcoming months. As a class, think about setting a whole class reading goal. If you have multiple sessions of ELA classes, you can possibly set up a friendly reading competition goal.

   By centering this reflection, and resetting the process around their identities as readers, you create a space for students to connect with literature on a personal level. It sets the stage for a collective commitment to growth, exploration, and the joy that comes with the diverse world of books. This reflective practice not only enhances their reading skills but also encourages a lifelong love for the written word.

3. Simultaneously, empower each student to define personal reading goals that align with their unique interests, preferences, and growth areas. This intentional resetting not only instills a positive and forward-looking atmosphere but also establishes a framework for continuous improvement in their reading journeys.

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5. Book Buzz: Generate excitement by introducing students to a selection of captivating books that represent the new unit you will be starting. Offer a "Book Buzz" session where you briefly highlight a variety of titles. Allow students to explore and choose books that pique their interest, fostering a sense of ownership over their reading choices.

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7. 4. Reading Resolutions: As we embark on a new year of literary exploration, encourage your students to set personalized reading resolutions. This isn't just about setting arbitrary goals; it's an opportunity for each student to reflect on their reading journey and envision the kind of reader they aspire to become. Guide them in considering various aspects, such as:

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      • Exploring New Genres: Encourage students to step outside their comfort zones and dive into genres they may not have explored before. Whether it's venturing into the realms of historical fiction, science fiction, or poetry, the act of trying something new can broaden their literary horizons.

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      • Tackling Longer Novels: For those who haven't delved into longer novels, challenge them to embrace the depth and complexity that comes with extended narratives. Suggest a few captivating titles that align with their interests, and emphasize the satisfaction that comes from immersing oneself in a well-crafted, longer story.

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      • Increasing Reading Frequency: Inspire a commitment to regular reading habits. Discuss the benefits of consistent reading, both in terms of skill development and the sheer enjoyment of getting lost in a good book. Help students identify pockets of time in their daily routines that can be dedicated to reading.

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      • Setting Personalized Goals: Recognize the uniqueness of each student's reading journey. Some may aim to read a certain number of books, while others might focus on savoring the intricacies of a few select titles. Work with them to set realistic, personalized goals that align with their interests and time commitments.

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      • Reflecting on Reading Habits: Encourage students to reflect on their reading habits from the past year. What worked well? What could be improved? By fostering a sense of metacognition, students can develop a deeper understanding of their reading strengths and areas for growth.

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      Display these individual reading resolutions prominently in the classroom, creating a visual reminder of each student's commitment to their reading journey. This not only fosters a sense of accountability but also promotes a supportive community where everyone is actively engaged in their literary pursuits, while we nurture a lifelong love for literature that we hope to extend far beyond the classroom.

8. 5. Consider doing a Book Clubs Launch: One of the most impactful ways to foster a love for reading and build a sense of community in your classroom is through the initiation or relaunch of book clubs. This collaborative endeavor transforms the reading experience from a solitary activity into a shared adventure. Here's how you can make book clubs a vibrant and integral part of your reading classroom:

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      • Formation of Diverse Groups: Begin by carefully curating small groups with diverse interests and reading levels. The aim is to create a dynamic mix of perspectives within each book club. This not only encourages varied discussions but also provides an opportunity for students to learn from their peers.

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      • Assignment of Diverse Books: Assign a variety of books that span different genres, themes, and difficulty levels to the various book clubs. This diversity ensures that each group encounters unique literary experiences. Consider aligning book choices with student interests while introducing them to genres they may not have explored independently.

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      • Discussion Prompts and Framework: Provide each book club with a set of discussion prompts and a framework to guide their exploration. These prompts can encompass a range of topics, including character analysis, plot intricacies, thematic elements, and personal reflections. The framework serves as a scaffold, helping students delve deeper into their chosen books.

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      • Regular Check-ins and Reflections: Establish a routine for regular check-ins with each book club. These can take the form of brief discussions, progress updates, or reflections on the reading journey. Encourage students to share their insights, pose questions to their peers, and collaboratively navigate the complexities of the plot.

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      • Culminating Activities: Consider incorporating culminating activities that showcase the depth of understanding achieved by each book club. This could involve presentations, creative projects, or even organizing a mini-literary festival within the classroom. Celebrate the diversity of literature and the unique perspectives each group brings to the table.

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      • Promotion of a Reading Community: Beyond the individual book club meetings, emphasize the interconnectedness of the entire class as a reading community. Encourage book clubs to share their discoveries with one another, creating a rich tapestry of literary exploration within the classroom. This not only promotes a sense of community but also inspires cross-pollination of ideas and interests.

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   Launching or relaunching book clubs is more than just a method to enhance comprehension; it's a strategy to cultivate a shared passion for reading and nurture a supportive community of readers. By engaging in collaborative exploration, students not only deepen their understanding of literature but also develop essential communication and critical thinking skills that extend far beyond the pages of a book.

9. Book Shopping Extravaganza: Turn book shopping into a delightful experience. Arrange a "Book Shopping Extravaganza" where students can explore new titles, engage in peer recommendations, and select books that align with their interests and reading levels. Go all out and create a Reading Cafe', that allows students to taste a variety of books within a certain time frame to build their reading stacks for the semester. This activity fosters a love for reading while promoting literacy skills.

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11. Resetting Expectations for Reading Journals, Classwork, Homework, and Absent Make-Up Work:

12. Clearly communicate expectations for reading journals, classwork, and homework. Emphasize the importance of consistent and thoughtful entries in reading journals, active participation in class discussions and activities, and timely completion of homework assignments. Establish a procedure for making up work missed due to absences, ensuring that students have the support they need to catch up on any missed content.

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14. Daily Check-ins and Exit Tickets: Introduce daily check-ins and exit tickets as regular components of your classroom routine. These brief activities serve as valuable tools for gauging student understanding, addressing any concerns, and capturing reflections on the day's learning. Daily check-ins provide insight into students' immediate needs, while exit tickets allow for reflection and feedback, creating a dynamic and responsive reading environment.

Data-Driven Discussions: Integrate data into your reading discussions. Use tools to track individual progress, noting improvements and areas for growth. Show students how to track their own data, maybe even set up data folders where students track formal and informal assessments and make weekly goals accordingly. Use various tools to help students identify their strengths and weaknesses. Tools such as checklists, learning progressions, Reading Bands of Text Complexity, and rubrics.

1. Remember, a successful reading classroom is built on the foundation of a genuine love for books, a shared understanding of classroom expectations, and a supportive social-emotional environment. By incorporating these ideas, along with daily check-ins and exit tickets, we can collectively create a space where students not only improve their reading skills but also cultivate a lifelong passion for literature.

Wishing you a fantastic start to the new year filled with literary adventures!

Looking for more ideas or tools to utilize in the Reading class? Check out this E-Book Series.