Reading Group Management

"Mrs. West, can I go to the water fountain?"

"Mrs. West, what do I do now?"

"Mrs. West, I'm stuck."

"Mrs. West, I like dogs."

Sound familiar? During reading groups, I expect my kids to get started with their jobs right away and stay on task while I meet with reading groups. However, there's always a handful of children who vie for my attention in one way or another, and I end up with a string of 8 year olds at my elbow: "Mrs. West. Mrs. West. Mrs. West." Ignoring them just didn't seem to give them the message.

On Monday, we had a chat about what their responsibilities are during reading groups, and what mine are. We decided on the following:

Pupils will:
1. Get started right away
2. Stay on task
3. Use soft voices
4. Think what makes sense

Teacher will:
1. Meet with reading groups
2. Ask questions
3. Give praise
4. Give advice

Pretty great list from a group of 8 year olds, if you ask me. Number 4 on the pupil's responsibility list was the most important for this particular discussion. We added that one in because sometimes they just need a reminder that they need to think for themselves before coming to speak to me. We talked about how they need to think, "do I really need to ask this question right now?" and "What makes sense for me to do right now?" The children are always given enough information and tasks to keep them going for the whole reading session, so they shouldn't be asking me "what do I do now?" (Does anyone else hate that question? I have a whole display in my class called the "I'm Done" board with choices for them to choose from when they're finished).

Even after our discussion, though, I still thought the kids might need a visual reminder that they need to think before coming to me. It's not fair to interrupt another group's time with me! I found this cute lantern at ASDA (Scottish version of Walmart), and I keep it with me during reading groups. When the light is on, the kids know that I'm only available to the reading group I'm meeting with. I turn off the light when I'm transitioning to a new group. That way any pressing issues can be dealt with quickly before I meet with my next group.



So far, it's worked really well. The kids have really seemed to "get" it that I'm busy and that they need to think for themselves or ask a friend before coming to me. When I turned on the light with one reading group today, a wee girl said, "Yes! No one can bother us now!" I'm glad she enjoys our time together so much!

Work in Progress

Just a little something I'm working on...



These task cards will be aligned with the Scottish Curriculum for Excellence, but that's not to say you couldn't use them in any classroom! Keep an eye on my TpT shop for when they'll be available. All content is original, including the clip art (clip art by me can also be purchased in my TpT shop!).

Book Detectives: Reciprocal Teaching

Book Detectives is an amazing resource that I use during reading groups. It's not my idea (it came from Moray Council Aberdeenshire Council in Scotland), but I have made it my own and established it in my classroom routines.



The above task cards are developed by me using the Book Detective roles. I created Learning Intentions and Success Criteria to go with every role. On the back, there are examples, questions to consider, or other prompts to help pupils fulfill the success criteria.

I implement these task cards in different ways. I have 4 reading groups. Each reading day, I meet with 2 reading groups (by the end of the week, I meet with each group twice. We have 4 reading days). Every reading group is given a task from the Book Detectives ring that they must complete. Sometimes each group has the same task, sometimes different ones, depending on the book they're reading or the skills they need to practice. With older children, I would slowly train them to become more independent with the roles/tasks and have each member of the group fulfill a role and feedback to their reading group. I'm no where near that with my current class, but maybe some time in the future with a more able class I will be able to implement Book Detectives that way.

How do you implement and organise your reading groups?

Class Tour - April 2013 - Primary 4

If anyone reads this, you know that I changed schools in April. I'm permanent! Yay! I moved to a very new building; the school opened in April 2011, so you'll see that everything looks very fresh and bright and new. I thought I'd post some photos of my new classroom. Hopefully in August/September I will post my setting up process when I "start from scratch."

This is what you see when you first walk into the class. Yes, those are lovely big windows along the back wall.


Looking into the class on the right, we have our meeting area with the SMARTboard. I also have two of these portable double sided whiteboards. They are FAB. I've since moved this one so that I have easier access to the cupboards behind it, and so there is more room for the children to sit on the floor.


This is our computer area. These are all connected to the internet. The laptop on the far right is mine that connects to the SMARTboard.


My school is open plan. All the walls between classrooms and out to the corridor can be opened up. The walls to the corridor all must be open (which took me all of a day to get used to), but the walls between each class are closed in the Senior wing. I've put borders up on the wall that divides my classroom to the one next door so that it can still open when we need it to (like for our Science Fair this week).


I have a tiny wee book corner as there isn't much room for anything more, but the kids seem to like it. And yes, that's a sky-light in the next photo! I have a remote control that opens it up to let in some fresh air. It also automatically detects rain and closes on it own (a great feature to have in Scotland!).


These tray shelves are brilliant. Each child has their own tray labelled with their name. In them, they keep unfinished work, personal whiteboards/pens, homework diaries, and reading books. The extra ones are used by me to store spelling resources, extra whiteboards/pens, writing resources, etc. The other photo is VERY important for the smooth running of my classroom. Children know to look to the "I'm Done" board when they are finished their tasks so they know what to do next.


These photos depict my Behaviour Birds clip chart. The children each have their own peg with their name. They start on "Perfect Peacock" and move up or down depending on their behaviour. You can buy your own in my TpT store.


My kids love this! As a class, there is always something they need to work harder at. Right now, it's being a quality audience. If they show that they are working towards mastering this skill, they get to add a piece to Mr. Potato Head. When he's finished, they get 5 extra minutes of play time.


On one of my whiteboards, I have 3 folders for handing in any work that is not written in a jotter. Kids have to think about how they did on their task as they hand it in. Work completed in jotters already has self assessment forms stuck in them.


That's the tour for now. As I add things to the new room I'll add more photos. Do you have a classroom tour on your blog? I'd love to see!

Preparing for a Supply Teacher

I realise I haven't posted on this blog for awhile. Oops! I do have an excuse though. I changed jobs! I left my temporary post as a Nursery teacher and joined the teaching staff at another Primary school as a permanent member of staff. For the duration of this school year, I am teaching Primary 4 (Grade 3). So my excuse is I have been crazy busy. And the first two weeks of April were a holiday. Now that I'm settled in with my new class and my new school, I'm back to posting. And now that I've started my new permanent job, I'm leaving for a week for a wedding! Great first impressions, right? Excitingly, I live in Scotland and I love it, but it makes it tricky when family members get married back home in Canada. As a result, I've prepared some information for the lucky teacher who gets to take my lovely class while I'm gone.





I have a simple cover and welcome letter to give a bit of information about the class.



Next, I have a class list which will have photos of the children. This can definitely come in handy for supply teachers. It's tricky learning 25 new names. Hopefully this will help speed up the process.



After that, I have a page for important information like what to do during a fire alarm, where to put money collected from pupils, and how to log on to the laptop and use the SMARTboard. Every school is different and every class is different, so it's important to me that my supply teacher feels they have the information they need to make the day run smoothly.



For consistency's sake, I have a page dedicated to behaviour systems in place in the class. I'm sure the children would mention table marbles or Mr. Potato Head (because they constantly remind me!), but it's important to have that info in black and white so the supply isn't totally confused when the kids ask, "Can we add a piece to Mr. Potato Head?"



Last, I have a few pages dedicated to the classroom routines. Spelling and Reading are pretty much carried out the same way each day. Kids are creatures of habit and the less change that occurs, the better. I've also included any special things that will pop up in the timetable, like assemblies and swimming lessons.

As someone who has gone into classrooms as a supply, this sort of thing would have been really helpful. I've gone into classrooms where the teacher's desk is a disaster and there is not hint of a plan left to go by. I've just had to fly by the seat of my pants, so to speak. As much as I love going with the flow, I still think there needs to be an element of routine and planning and sanity-saving.

In preparation for my absence, I am also planning to leave some games, worksheets, books, and task cards that can be used so the children are always learning. I still want my kids to accomplish something while I'm away!

What do you do to prepare for a supply/substitute teacher?