December 20, 2007
Strategies for Continuing the Focus on Reading Logs
An evening ELA workshop for parents was held to help parents understand the importance of literacy in school and at home. Last year only 12 parents attended, but this year there were over 65 parents. The coach created an overhead displaying an exemplary reading log entry to share with parents to demonstrate the expectations for students to become accountable for building their reading volume and stamina. Conversations about ways parents can support this effort were lively and interactive. The principal attributes the higher participation rate this year to an increased communication campaign to outreach to parents and help them sense the urgency to establish the habit of reading each day and night. Reminder letters, additional parent workshops and the continual conversations from teachers to parents about reading logs also helped boost attendance.
During extended day time once a week, all the students in grades 2-5 gathers in the gym with their books and reading logs and everyone (including all students and their teachers, the principal and assistant principal who are reading the same book together) finds a comfortable spot and reads. At the end of the time which is hushed and focused, the principal stands up and says to all assembled, ”Thank you readers. Please log your work.” This practice has worked amazingly so far. On Fridays and before vacations, the principal gets on the PA system and reminds the students to read and log their work. This clear expectation is becoming embedded in the school culture.
One principal looks forward to her Friday announcements where she begins with a quote of the day and then states the goal for all students to read a lot and use the logs to set goals. The visits to the classrooms reinforce the message.
Each classroom reading visit begins by looking at reading logs which are on students’ desks as they begin accounting for their reading time. The principal can easily assess the progress of a few children quickly. Public goals for each week’s reading, written and displayed by each child, can also be a way to assess progress.
*One way to continue the conversation is to put reading logs on the agenda at the beginning of each grade level meeting. Teachers can begin by looking at student reading logs and discovering patterns which can be addressed during minilessons or conferring or small group instruction. For example, in the fifth grade teachers noticed that their students only wrote fiction to describe a wide variety of books that could be broken down into more specific categories like realistic fiction or historical fiction or fantasy.
TC staff developers and school based coaches have continued to revisit reading logs during professional development. They have helped teachers to plan lesson based on identified needs and how to group students most effectively. Often, meeting are also focusing on the ritual of looking at other kinds of assessment material like conferring notes. What kind of conferences are most often taking place? What is the evidence of growth in the student?
Principals have noticed that helping teachers to see assessments as practical tools to analyze results and improve instruction instead of collecting data because of mandates driven from above requires a change of culture and lots of time for conversation.
The small group lesson modeled in Wendy’s school by Mr. Lam was replicated by one principal to show teachers that students were very capable of analyzing their own logs and then able to set their own goals. One student noticed that she doesn’t read long enough at home and stated that it was because she read with the TV on and that distracted her. Her goal was to read without the TV for longer periods of time. The ability of students to reflect on their actions, notice the patterns and then clearly articulate the problem and solution was a big aha moment for teachers and changed their expectation of what students could do for themselves.
Certificates for students who complete their goals or move up one reading level are one way to demonstrate celebration of successes.
In this intense pressure filled testing season, teachers appreciate principals who can listen to their concerns about acuity results and keep them calm and feeling productive. Clarifying questions like, ”What are the percentage of students who weren’t able to answer the questions?” are helpful. The reassurance from the principal that reading and writing workshop are the most important way to prepare students to do well on the tests during the school day (along with appropriate and strategic test preparation after school or on Saturdays or over vacation) are also important to keep teachers focused on what matters most.
The attention to making sure that our most struggling readers have additional time for reading just right books and are not pulled away from reading or writing workshop for intervention services led many principals to schedule interventions before or after school through flexible scheduling. Many principals are exploring how to use extended day time for more reading and are monitoring how much time students can read during reading workshop.
Tuesday, January 22, 2008
Rave Reviews to PS 154!
Classrooms were organized for student independence with materials clearly labeled and accessible. The teaching charts contained explicit teaching points, visual illustrations, and student print. They included What Good Writers Do, Partnership Booktalk, What Kindergarten Writing Shoulc Look Like etc. Students referred to the charts when explaining how they grew as writers and what materials they used to get smarter.
It was clear that students were fully engaged and working with great rigor. They continued to write despite the number of visitors or many distractions we presented. Teachers had high expectations and students met them.
Collaboration between teachers was very evident in the consistency of the classrooms, the shared units of study, and the work displayed on bulletin boards. Some bulletin boards were created collaboratively by teams of teachers. All reflected the focus on units of study and all demonstrated volume and stamina.
Students were demonstrating what they had been taught by practicing independently strategies like using the finger for counting the number of words and to space the words, rereading their own writing and reflecting on next steps,and thinking about the ending. We noticed conversations between students about how to sound out words and the excitement about a new alphabet chart that is coming soon.
Clear expectations about writing workshop were well established in kindergarten and grew more rigorous in first grade. Students were reminded about the expectations in a variety of ways including a chart inside each kindergarten folder reminding them that good kindergarten writing has pictures, labels and words.
Each classroom has an assessment binder for each child which includes all the TC assessment data as well as samples of student work. They are beginning to be used by teachers to help students set their own goals.
The school is alive with student work which captures the voice and energy of students and the deep understanding of the teachers. The process of creating the unit of study is displayed along with the student work from each member of the community as well as the essential elements of each unit and student reflections of their learning. The hallway bulletin boards are consistently exemplary.
Danielle and Tarsha are model learners and enthusiastic teachers and the school reflects their energy and their partnership.
It was clear that students were fully engaged and working with great rigor. They continued to write despite the number of visitors or many distractions we presented. Teachers had high expectations and students met them.
Collaboration between teachers was very evident in the consistency of the classrooms, the shared units of study, and the work displayed on bulletin boards. Some bulletin boards were created collaboratively by teams of teachers. All reflected the focus on units of study and all demonstrated volume and stamina.
Students were demonstrating what they had been taught by practicing independently strategies like using the finger for counting the number of words and to space the words, rereading their own writing and reflecting on next steps,and thinking about the ending. We noticed conversations between students about how to sound out words and the excitement about a new alphabet chart that is coming soon.
Clear expectations about writing workshop were well established in kindergarten and grew more rigorous in first grade. Students were reminded about the expectations in a variety of ways including a chart inside each kindergarten folder reminding them that good kindergarten writing has pictures, labels and words.
Each classroom has an assessment binder for each child which includes all the TC assessment data as well as samples of student work. They are beginning to be used by teachers to help students set their own goals.
The school is alive with student work which captures the voice and energy of students and the deep understanding of the teachers. The process of creating the unit of study is displayed along with the student work from each member of the community as well as the essential elements of each unit and student reflections of their learning. The hallway bulletin boards are consistently exemplary.
Danielle and Tarsha are model learners and enthusiastic teachers and the school reflects their energy and their partnership.
Report from a Study Group - The Narrative Continuum
PS 154 - December 20, 2007
Teachers had a compelling need to simplify the continuum document to make it easier to use to evaluate on demand writing 3x a year and as a tool to evaluate all the narrative writing that students produce during the school year.
It was important that the study group worked across grades to break down barriers between teachers, end the blame game, and clarify the meaning that could be derived from on-demand writing.
One teacher explained that in the past while looking at student writing it was hard to notice anything besides misspellings or things the student could not do. With the studying of the continuum, she learned the essential elements of narrative writing and the differences between lower and higher levels of proficiency and can now better help students move up the levels.
Discoveries
No child will ever be a perfect level because they cannot so easily fit into a category.
Teachers began the process of simplifying the narrative continuum document by focusing on learning a range of levels(3,4,5) well by looking at the samples of student work and the language of the document. Then they underlined parts of the student sample that matched the language and made their own notes describing the work on the booklet. Then they looked at all the jottings on the page to create a simplified description of the characteristics.
They then tried the revised continuum to evaluate student writing and worked with partners to reach agreement. They found that the first few writing samples took much conversation and time but got quicker and less controversial with practice.
The teachers talked about the excitement of the thinking that was involved and the energy that comes from conversation with like minded colleagues. They worked during preps to type the document and came to each study group meeting prepared so that the work could progress in the time they had to complete the task. They never doubted their ability to complete the revision but they weren’t always sure what form the work would take.
They saw the need to create a teacher observation checklist for the on demand writing which would help to discover what students could do alone and what minilessons or small group instruction might be needed. Some teachers are using the tool as a checklist and others are adding comments and making it more of an anecdotal.
The excitement about producing something new which would help teachers and students drove the work and made the teachers proud of what they could accomplish. They admit that they love their charts and are constantly exchanging them and revising. During the sharing of the culminated projects, teachers are able to mark the pages they want to copy with a post-it note. This leads to increased exchange of ideas.
Rubrics that are created by teachers help them to manage and make sense of the data.
Teachers are covered by subs for their study group time and are given make up preps for additional time. They all agreed that study group time is time well spent.
Teachers had a compelling need to simplify the continuum document to make it easier to use to evaluate on demand writing 3x a year and as a tool to evaluate all the narrative writing that students produce during the school year.
It was important that the study group worked across grades to break down barriers between teachers, end the blame game, and clarify the meaning that could be derived from on-demand writing.
One teacher explained that in the past while looking at student writing it was hard to notice anything besides misspellings or things the student could not do. With the studying of the continuum, she learned the essential elements of narrative writing and the differences between lower and higher levels of proficiency and can now better help students move up the levels.
Discoveries
No child will ever be a perfect level because they cannot so easily fit into a category.
Teachers began the process of simplifying the narrative continuum document by focusing on learning a range of levels(3,4,5) well by looking at the samples of student work and the language of the document. Then they underlined parts of the student sample that matched the language and made their own notes describing the work on the booklet. Then they looked at all the jottings on the page to create a simplified description of the characteristics.
They then tried the revised continuum to evaluate student writing and worked with partners to reach agreement. They found that the first few writing samples took much conversation and time but got quicker and less controversial with practice.
The teachers talked about the excitement of the thinking that was involved and the energy that comes from conversation with like minded colleagues. They worked during preps to type the document and came to each study group meeting prepared so that the work could progress in the time they had to complete the task. They never doubted their ability to complete the revision but they weren’t always sure what form the work would take.
They saw the need to create a teacher observation checklist for the on demand writing which would help to discover what students could do alone and what minilessons or small group instruction might be needed. Some teachers are using the tool as a checklist and others are adding comments and making it more of an anecdotal.
The excitement about producing something new which would help teachers and students drove the work and made the teachers proud of what they could accomplish. They admit that they love their charts and are constantly exchanging them and revising. During the sharing of the culminated projects, teachers are able to mark the pages they want to copy with a post-it note. This leads to increased exchange of ideas.
Rubrics that are created by teachers help them to manage and make sense of the data.
Teachers are covered by subs for their study group time and are given make up preps for additional time. They all agreed that study group time is time well spent.
Does and Don't of a Teacher's Study Group
Advice from the Field
PS 154 Teachers Study Groups - December 20, 2007
Find out interests of teachers and their pressing concerns and try to form study groups around getting smarter and finding solutions.
Choice matters so try to give teachers their choice.
Keep groups small and try to match teachers by personality, learning style etc.
Arrange common preps or lunchtimes for teachers to follow up their conversations.
Make an agenda for between sessions which details what teachers can do to move the work forward.
Talking is most important-lots of time needs to be devoted to quality conversations. Respectful disagreements can often promote learning.
PS 154 Teachers Study Groups - December 20, 2007
Find out interests of teachers and their pressing concerns and try to form study groups around getting smarter and finding solutions.
Choice matters so try to give teachers their choice.
Keep groups small and try to match teachers by personality, learning style etc.
Arrange common preps or lunchtimes for teachers to follow up their conversations.
Make an agenda for between sessions which details what teachers can do to move the work forward.
Talking is most important-lots of time needs to be devoted to quality conversations. Respectful disagreements can often promote learning.
Notes from November 21, 2007
Notes from Principal Study Group Meeting on November 21, 2007
Reflections from the shared quote- “We don’t have to engage in grand, heroic actions to participate in the process of change. Small acts, when multiplied by millions of people, can transform the world.”-Harold Zinn
Sending the letter to parents about the TC units of study and how they can help their children at home followed by workshops led by teachers has enabled parents to participate more fully in supporting their children.
Planning our school’s first annual Thanksgiving day feast has brought the community into the life of our school.
Conducting our first conversations with parents by inviting them into the school for coffee and talk with the principal.
Choosing to spend my time in classrooms talking with the students and getting to know them not as level 1,2,3or 4 but getting a “window into their souls”.
Implementing the translation plan for parents quickly and with a sense of urgency.
Identifying models of best practice and giving the teachers recognition and special thanks in the weekly notes.
Launching our school’s Thanksgiving dinner for parents and staff.
Sharing Our Strategies for Communicating With Parents
A personal letter from the principal outlining all the things that matter most in the school community and letting them know all the positives. Making sure the letter from the principal is on top of all the other communications coming from the Chancellor’s office.
Creating a prominent place during Open School Night where the principal engages in constant conversations with the parents explaining the progress report and letting them know what matters most. Ending each conversation by asking parents who attended to share the news with 5 other parents who were not there.
Providing parents with a video slideshow of all the wonderful things happening in the school. Creating a piechart which clearly shows in easily understood visuals(color coded) the data of improvements as interpreted by the principal.
Making available copies of newspaper articles and OP-ED comments for parents which reflect the story principals want to tell about the progress reports from their school. Sharing these artifacts during Open School Night and PTA meetings.
Communicating the positive feedback to larger venues such as community meetings and bring articulate parent representatives from the school so that they can share their perception of the school as satisfied consumers.
Using the feedback to push the accountability of parents and teachers and focus their energy on helping to improve the data.
The Story of PS 214- Wendy Goldberg-“We try to do our best every day.”
It takes a lot of hard work, patience, energy and commitment. We recognize that we still have much work to do and although we have many pieces in place, we still have a long journey ahead. Much of what we are doing, members of the study group are also doing.
We decided to enjoy our 15 minutes of fame while also recognizing that the circumstances which allowed us to get an A may not be in place next year-(different students, different targets).
*This is the 3rd year with TC and the 5th year of Wendy’s leadership.
*Decisions are made based on the needs of the students which requires courage.
*Longer chunks for instruction with a focus on small group instruction and differentiation of instruction.
*Since so many students are English Language Learners, ESL strategies are integrated into all areas of instruction and aligned with TC strategies so that all members of the community have a common language.
*The question around data is always now we have the data, so what is the implication for teaching and learning.
*Teachers are supported based on their needs and strengths and decisions are made concerning who will need more support and who will need to be encouraged to leave the profession. Documentation is time consuming but necessary.
*Teachers are encouraged to collaboratively plan units of study during the school day and through per session funding after school. June planning helps build consistency and coherence from grade to grade.
*Teachers are supported with time to experiment, encouragement to try new practices, and ongoing conversations about their craft.
*The principal, assistant principal, literacy coach form a strong supportive team to move the school to higher performance.
A Summary of the Lessons Observed in the Classroom Visits
(Thank you Mr. Lam and Ms. Bena for inspiring us with your exemplary teaching and wonderful students)
*Mr. Lam demonstrated how reading logs can be used to focus an inquiry about how many pages are read in 30 minutes keeping in mind the research which states that readers at their level can read approx. 150 words (l page) per minute or 30 pages in 30 minutes. The two students in the small group were then asked to self assess their logs to see how many pages they have been reading in 30 minutes. They both concluded that they had been reading less than the research said they could. Mr. Lam then demonstrated how he set goals for his own reading by using a post-it note as a mark for the goal and counted ahead 30 pages to show his expectation for himself each night. The students then set their own reading goals using his goal marking system. Mr. Lam concluded the small group lesson by saying, “Reading logs are like a mirror into our life as readers and we can use them to assess our progress and set new goals”.
*Ms. Bena demonstrated during a minilesson how she used her own reading log to notice her reading patterns and set higher expectations for herself to grow as a reader. Students then worked with their partners to examine their own reading logs, notice patterns and set new goals. A reading log self-assessment sheet was used to help students document their noticings and keep track of their progress in meeting the new goals. Partners were responsible for helping each other by providing feedback and adding to the assessment.
Rave Reviews
*Students were articulate about their process and able to use language like,”I am going to push myself as a reader by reading for longer periods of time each day.”
*There was evidence of student engagement(even with the distraction of so many visitors), independence and ownership.
*The teaching was well planned, explicit, and abundant in demonstration.
*Teachers showed a great respect for students, honored what they said, and showed high expectations for them.
*Teachers modeled their own reading life and used research to back their teaching points.
*Structures, systems, and routines were in place allowing smooth transitions and rigorous use of time.
*Mr. Lam and Ms. Bena demonstrated their collaboration in the creation of the lessons and the systems for tracking progress.
*Hallway bulletin boards focused on the units of study and celebrated volume and quality writing.
*There was a palpable sense of community and shared ownership of the TC work.
Work We Are Doing To Focus on Reading Logs in Our Schools
*Reading logs were collected(what principals inspect, teachers respect) and the principal ranked them in quality from high to low. The data of the reading logs was shared with the teachers and conversations followed. Questions focused on why there was such a huge difference between the reading of the gifted students and other students in the school in the speed of reading and the amount of books completed. Then the principal interviewed some students who were already reading well and pushed them to read longer(from 45 minutes to an hour). Surprisingly, that conversation with the students was all it took to extend their daily reading time. The conversation about the expectations, the amount of daily reading time, and the power of conferences continue.
*Another principal collected the reading logs from the strongest teachers and the weakest ones and then compared them. Teachers then worked with the principal to address findings during grade meetings and professional development.
*One school used their reading logs to determine the criteria for the high, medium and low logs and then to set goals for improving them.
*Collecting the reading logs can lead to shocking discoveries for the principal and then for the teachers when they see the data for themselves. The principal can then use this wake-up call to help teachers understand the purpose of the logs and the possibilities for using them to build reading habits of mind.
*One school connected the reading logs to the assessment binder to allow parents to see their responsibility for insuring student success.
*A principal used the reading log inquiry to test her theory about the 3rd grade which was that they are not spending enough time in school for independent reading instead using the time for test prep. When she was able to prove her theory was true, she convened a grade conference to discuss her findings and help teachers understand why time in school reading is so essential. Parent workshops were also planned.
*Principals visited classrooms during reading time as a co-reader and sit side by side with students to talk about reading. In this way, they are able to assess the engagement of students, book choices, and time for reading.
*Many schools have decided that more time is needed for independent reading and are thinking about how to provide it. They are thinking about which tasks might be weeded out such as too much time spent on writing about reading instead of reading.
*A school wide investigation of reading logs yielded important information about how different they are in each class and grade. Teachers were then guided in conversations about what matters most, and what could be taken away to build consistency. They also were given support in understanding all the different kinds of logs, their purposes and how they could best meet the needs of the students in each grade. This investigation allowed teachers to notice trends in the school, and make decisions based on the goals they set for their students during different times of the year and from grade to grade.
*Principals discussed the need to balance their role as supervisors and their role as learners to support teachers in getting smarter about reading logs. Because reading logs have been used in different ways for many years and are now seen in a new light, we need to help teachers revise their thinking about them. We need to help teachers see reading logs a tool for accountability but also as a tool for teaching strategies for making reading a life long habit, making students reflective, independent and responsible. Clearly, this requires ongoing focus, conversations and professional development. We need to make the examination of reading logs a vital part of each day’s instruction as well as building structures for looking at reading logs throughout the time teachers meet together.
Reflections from the shared quote- “We don’t have to engage in grand, heroic actions to participate in the process of change. Small acts, when multiplied by millions of people, can transform the world.”-Harold Zinn
Sending the letter to parents about the TC units of study and how they can help their children at home followed by workshops led by teachers has enabled parents to participate more fully in supporting their children.
Planning our school’s first annual Thanksgiving day feast has brought the community into the life of our school.
Conducting our first conversations with parents by inviting them into the school for coffee and talk with the principal.
Choosing to spend my time in classrooms talking with the students and getting to know them not as level 1,2,3or 4 but getting a “window into their souls”.
Implementing the translation plan for parents quickly and with a sense of urgency.
Identifying models of best practice and giving the teachers recognition and special thanks in the weekly notes.
Launching our school’s Thanksgiving dinner for parents and staff.
Sharing Our Strategies for Communicating With Parents
A personal letter from the principal outlining all the things that matter most in the school community and letting them know all the positives. Making sure the letter from the principal is on top of all the other communications coming from the Chancellor’s office.
Creating a prominent place during Open School Night where the principal engages in constant conversations with the parents explaining the progress report and letting them know what matters most. Ending each conversation by asking parents who attended to share the news with 5 other parents who were not there.
Providing parents with a video slideshow of all the wonderful things happening in the school. Creating a piechart which clearly shows in easily understood visuals(color coded) the data of improvements as interpreted by the principal.
Making available copies of newspaper articles and OP-ED comments for parents which reflect the story principals want to tell about the progress reports from their school. Sharing these artifacts during Open School Night and PTA meetings.
Communicating the positive feedback to larger venues such as community meetings and bring articulate parent representatives from the school so that they can share their perception of the school as satisfied consumers.
Using the feedback to push the accountability of parents and teachers and focus their energy on helping to improve the data.
The Story of PS 214- Wendy Goldberg-“We try to do our best every day.”
It takes a lot of hard work, patience, energy and commitment. We recognize that we still have much work to do and although we have many pieces in place, we still have a long journey ahead. Much of what we are doing, members of the study group are also doing.
We decided to enjoy our 15 minutes of fame while also recognizing that the circumstances which allowed us to get an A may not be in place next year-(different students, different targets).
*This is the 3rd year with TC and the 5th year of Wendy’s leadership.
*Decisions are made based on the needs of the students which requires courage.
*Longer chunks for instruction with a focus on small group instruction and differentiation of instruction.
*Since so many students are English Language Learners, ESL strategies are integrated into all areas of instruction and aligned with TC strategies so that all members of the community have a common language.
*The question around data is always now we have the data, so what is the implication for teaching and learning.
*Teachers are supported based on their needs and strengths and decisions are made concerning who will need more support and who will need to be encouraged to leave the profession. Documentation is time consuming but necessary.
*Teachers are encouraged to collaboratively plan units of study during the school day and through per session funding after school. June planning helps build consistency and coherence from grade to grade.
*Teachers are supported with time to experiment, encouragement to try new practices, and ongoing conversations about their craft.
*The principal, assistant principal, literacy coach form a strong supportive team to move the school to higher performance.
A Summary of the Lessons Observed in the Classroom Visits
(Thank you Mr. Lam and Ms. Bena for inspiring us with your exemplary teaching and wonderful students)
*Mr. Lam demonstrated how reading logs can be used to focus an inquiry about how many pages are read in 30 minutes keeping in mind the research which states that readers at their level can read approx. 150 words (l page) per minute or 30 pages in 30 minutes. The two students in the small group were then asked to self assess their logs to see how many pages they have been reading in 30 minutes. They both concluded that they had been reading less than the research said they could. Mr. Lam then demonstrated how he set goals for his own reading by using a post-it note as a mark for the goal and counted ahead 30 pages to show his expectation for himself each night. The students then set their own reading goals using his goal marking system. Mr. Lam concluded the small group lesson by saying, “Reading logs are like a mirror into our life as readers and we can use them to assess our progress and set new goals”.
*Ms. Bena demonstrated during a minilesson how she used her own reading log to notice her reading patterns and set higher expectations for herself to grow as a reader. Students then worked with their partners to examine their own reading logs, notice patterns and set new goals. A reading log self-assessment sheet was used to help students document their noticings and keep track of their progress in meeting the new goals. Partners were responsible for helping each other by providing feedback and adding to the assessment.
Rave Reviews
*Students were articulate about their process and able to use language like,”I am going to push myself as a reader by reading for longer periods of time each day.”
*There was evidence of student engagement(even with the distraction of so many visitors), independence and ownership.
*The teaching was well planned, explicit, and abundant in demonstration.
*Teachers showed a great respect for students, honored what they said, and showed high expectations for them.
*Teachers modeled their own reading life and used research to back their teaching points.
*Structures, systems, and routines were in place allowing smooth transitions and rigorous use of time.
*Mr. Lam and Ms. Bena demonstrated their collaboration in the creation of the lessons and the systems for tracking progress.
*Hallway bulletin boards focused on the units of study and celebrated volume and quality writing.
*There was a palpable sense of community and shared ownership of the TC work.
Work We Are Doing To Focus on Reading Logs in Our Schools
*Reading logs were collected(what principals inspect, teachers respect) and the principal ranked them in quality from high to low. The data of the reading logs was shared with the teachers and conversations followed. Questions focused on why there was such a huge difference between the reading of the gifted students and other students in the school in the speed of reading and the amount of books completed. Then the principal interviewed some students who were already reading well and pushed them to read longer(from 45 minutes to an hour). Surprisingly, that conversation with the students was all it took to extend their daily reading time. The conversation about the expectations, the amount of daily reading time, and the power of conferences continue.
*Another principal collected the reading logs from the strongest teachers and the weakest ones and then compared them. Teachers then worked with the principal to address findings during grade meetings and professional development.
*One school used their reading logs to determine the criteria for the high, medium and low logs and then to set goals for improving them.
*Collecting the reading logs can lead to shocking discoveries for the principal and then for the teachers when they see the data for themselves. The principal can then use this wake-up call to help teachers understand the purpose of the logs and the possibilities for using them to build reading habits of mind.
*One school connected the reading logs to the assessment binder to allow parents to see their responsibility for insuring student success.
*A principal used the reading log inquiry to test her theory about the 3rd grade which was that they are not spending enough time in school for independent reading instead using the time for test prep. When she was able to prove her theory was true, she convened a grade conference to discuss her findings and help teachers understand why time in school reading is so essential. Parent workshops were also planned.
*Principals visited classrooms during reading time as a co-reader and sit side by side with students to talk about reading. In this way, they are able to assess the engagement of students, book choices, and time for reading.
*Many schools have decided that more time is needed for independent reading and are thinking about how to provide it. They are thinking about which tasks might be weeded out such as too much time spent on writing about reading instead of reading.
*A school wide investigation of reading logs yielded important information about how different they are in each class and grade. Teachers were then guided in conversations about what matters most, and what could be taken away to build consistency. They also were given support in understanding all the different kinds of logs, their purposes and how they could best meet the needs of the students in each grade. This investigation allowed teachers to notice trends in the school, and make decisions based on the goals they set for their students during different times of the year and from grade to grade.
*Principals discussed the need to balance their role as supervisors and their role as learners to support teachers in getting smarter about reading logs. Because reading logs have been used in different ways for many years and are now seen in a new light, we need to help teachers revise their thinking about them. We need to help teachers see reading logs a tool for accountability but also as a tool for teaching strategies for making reading a life long habit, making students reflective, independent and responsible. Clearly, this requires ongoing focus, conversations and professional development. We need to make the examination of reading logs a vital part of each day’s instruction as well as building structures for looking at reading logs throughout the time teachers meet together.
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