I have heard close reading called “abusing the text” and that it kills the joy of reading, which is probably true in many classrooms. Close reading is like salt. A little is a very good thing – a lot, not such a good idea. I think this is especially true with literature because most kids (and adults, too) gravitate toward fiction when reading for pleasure.
Here is a little round up of the best Minds in Bloom Posts of 2014! Each of these posts has had over 10,000 page views, and many have gotten quite a few more than that! As you can see, most of them are guest posts, which is awesome! You will find a wealth of information here, and if you like something, then be sure to
Minds in Bloom presents Laura of First Grade Spies, with her post on small group instruction. Enjoy! I love working with small groups of students! Working with small groups gives me the opportunity to really get to know my cutie pies, to gently guide them through their journey of discovery. It’s such a great feeling to be sitting in the “front row” and seeing that
Here’s a familiar scene: Your students are reading paragraphs out loud. The first student reads in a monotone voice, while there are no actual mistakes, she has less expression than Siri on your Iphone. Student number two sounds great, except that she has guessed (wrongly) at two of the words in the paragraph and skipped over two more completely. The third student to read has
Minds in Bloom presents Brenda of Teaching…Seriously with this post jam-packed with information on Common Core standards mastery! Sprinkling standards into my existing literature program just didn’t work. Then realization struck. My students needed direct instruction, modeling, guided practice, and independent practice for each standard. This required a paradigm shift. Instead of teaching multiple standards with each story, I had to use multiple
Of course, we all want our students to become readers – we want them to read way beyond the classroom, not just when they have to but also because they want to. In many ways, that is becoming more and more difficult. While the emphasis the Common Core puts on informational text will likely benefit our kids in many ways, in many classrooms it is at
Minds in Bloom is happy to present another stellar post from Shelley Rolston on Writing across the Curriculum. Enjoy! I heard it a lot from students when I taught the upper elementary grades: “I’d like science if I didn’t have to write about it.” Or, “This is not math, it’s writing!” Have you ever heard this? In the younger grades they don’t often express
One of the reasons I did not dig into close reading sooner is that it seemed really intimidating. But, it turns out that while it does go deep – way beyond traditional comprehension – it is not all that mysterious. Once you learn the key pieces – what makes close reading close reading – it becomes less intimidating and more intriguing (or at least it
Friends, I’m Monica Schroeder, and I am so excited to be writing this guest post for Minds in Bloom! The amazing Rachel Lynette has allowed me to share my Close Readings with QR Codes! I am here to show you how my students have been using QR codes to practice their reading skills. Now, please know that we have been practicing our close reads all year
Please welcome Brian and Eric of Wise Guys! Today they share with us how they are meeting informational text standards in their classrooms. Thanks guys! Informational text has become a major focus under the Common Core Standards. As classroom teachers, it is our goal to help our students become proficient in reading and writing informational text. Below are our top five ways we accomplish this
Please welcome Caitlin of The Room Mom. Today, she shares how she has guided her students to choose that one special book that leads them into being vivacious readers. Be sure to check out her book suggestion path down below. Thanks so much, Caitlin! It only takes one perfect book to get a child hooked on reading. I like to call this book the gateway book.
Please welcome Carla of Comprehension Connection. Today, she shares some reading strategies that she has found work well in her classroom. She has generously shared some freebies with you all, too. They are linked within the text, so make sure to click on them to pick up your copy. Thank you for sharing, Carla! Hello from Comprehension Connection! My name is Carla, and I am honored
Please welcome Julie Faulkner, an English teacher from Tennessee. Julie shares with us how a shift in your view of how to accomplish Common Core standards can change everything. Thanks, Julie! I am excited to guest post for such an accomplished blog – Minds in Bloom! When Common Core was first introduced to me, I saw lists of standards, new testing requirements, and instructional shifts. I
I am once again so thrilled to welcome Dr. Erica Warren to Minds in Bloom. This post is a must-read for any teacher (or parent) who teaches reading or works with struggling readers. Many young learners encounter obstacles with the reading process and, for some, it is a pervasive problem. New estimates report that as many as 1 in 10 children have reading disabilities,
Assign each student a different day to bring a poem to share with the class. For younger students, the teacher could read the poem out loud instead of the student. The sharing student could be required to tell why he or she likes the poem. You could also have a time for students to comment on the poem that was shared. As an alternative to
Here are three sets of season-themed multiple choice sentence ELA task cards that are perfect for reviewing some of the most common and important English Language Arts skills. Skills include: Parts of speech Prefixes and suffixes Punctuation Capitalization Complete sentences Homophones Synonyms Context clues Multiple meaning words Shades of meaning Complete sentences Many of the ELA Common Core standards are addressed, making this a great