{"content":{"sharePage":{"page":0,"digests":[{"id":"54762412","dateCreated":"1338688120","smartDate":"Jun 2, 2012","userCreated":{"username":"bslong","url":"https:\/\/www.wikispaces.com\/user\/view\/bslong","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/readingforreal.wikispaces.com\/share\/view\/54762412"},"dateDigested":1532652819,"startDate":null,"sharedType":"discussion","title":"Chapter 5 & 6: Discussion 4","description":"Think about your own classroom. What is one way you can assess your students at the end of a Reading Club Cycle?","replyPages":[{"page":0,"digests":[{"id":"55174210","body":"In response to jap11209, I agree that the oral presentations are important for giving students a chance to practice speaking in front of their peers.  This is an important skill that they will need throughout their life!","dateCreated":"1340678777","smartDate":"Jun 25, 2012","userCreated":{"username":"paigehar","url":"https:\/\/www.wikispaces.com\/user\/view\/paigehar","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55184122","body":"I think a combination of oral presentations to other partnerships and having them work on an illustration project (maybe to form a class big book) will be ways that I can assess my kindergarten students.  By assessing them differently at the end of each cycle, students will get to experience different things.  Because I am planning on taking notes during their reading cycles already as part of my monitoring notebook, the end of cycle will be a closing point to observe if the students are applying their strategies taught throughout the cycle.","dateCreated":"1340733413","smartDate":"Jun 26, 2012","userCreated":{"username":"bin11115","url":"https:\/\/www.wikispaces.com\/user\/view\/bin11115","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55184324","body":"In response to emilypuente, having the partnerships do a presentation on their topic of interest or character study will be ideal in my kindergarten classroom because it helps them develpo a sense of self confidence. They can create a web about their topic by using illustrations. This will be a great way to test what they have learned. I agree with the students feeling proud of their efforts in sharing with the class. Students enjoy the change.","dateCreated":"1340734203","smartDate":"Jun 26, 2012","userCreated":{"username":"bin11115","url":"https:\/\/www.wikispaces.com\/user\/view\/bin11115","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55185000","body":"This past year after the nonfiction reading clubs, I assessed my students having them create a poster of facts they learned about their nonfiction topic. I divided the poster board into four squares and told my students that each partner had to draw or write a fact their topic and the group had to come up with a catchy all about title. As I walked around and observed my kindergarteners, I was amazed and proud to hear them use the nonfiction features. Many of my students read the captions to get their interesting facts. Some relied on the labels and diagrams. My higher readers actually read the text and synthesized their learning all on their own! It was AMAZING!. After the students completed the posters (it took about 2 days), I had each group come and present their learning to the class. After the presentations the audience got to ask questions. This year I want to do an ABC book reading club in the fall. For my assessment, I would have the class created a class ABC big book. Each student would be responsible for creating one page in our big book. Then I would display the big book in our class library for the students to read. I think this project will help to validate the students work and will help the students to identify themselves as a reader and writer. I truly enjoy having my kindergarteners create and their share their work. They get to work on listening, speaking, reading, and writing!","dateCreated":"1340737365","smartDate":"Jun 26, 2012","userCreated":{"username":"amymurley-crawford","url":"https:\/\/www.wikispaces.com\/user\/view\/amymurley-crawford","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55185060","body":"In response to bin111115. I think changing the assessments up is important also. In kindergarten, they love new crafts, projects, and ways to share what they have learned.","dateCreated":"1340737773","smartDate":"Jun 26, 2012","userCreated":{"username":"amcdonald02","url":"https:\/\/www.wikispaces.com\/user\/view\/amcdonald02","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55185080","body":"In response to mccarty07, I agree that we need prepare our students with ideas for appropriate projects, especially if we want our students to produce meaningful products to share with their peers and to be successful.","dateCreated":"1340737858","smartDate":"Jun 26, 2012","userCreated":{"username":"amymurley-crawford","url":"https:\/\/www.wikispaces.com\/user\/view\/amymurley-crawford","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55186376","body":"In my classroom, I would try a reading club project. I would give the students one day to make or draw important parts of the character or make a book of facts. Something concrete that they can do to show what they learned then they will be able to take it home to show their parents.","dateCreated":"1340742035","smartDate":"Jun 26, 2012","userCreated":{"username":"cshaw81","url":"https:\/\/www.wikispaces.com\/user\/view\/cshaw81","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55186410","body":"In response to glr10405, having the students choose how they want to present what they learned is a great idea. That way they have even more ownership of what they have accomplished as readers.","dateCreated":"1340742228","smartDate":"Jun 26, 2012","userCreated":{"username":"cshaw81","url":"https:\/\/www.wikispaces.com\/user\/view\/cshaw81","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55186602","body":"I would probably assess my kindergarten esl students with oral presentations along with illustrations to help guide them in their presentation.  The presentations would have to be spread out over several days, and would be beneficial for my ESL students to use the oral language skills that they practiced and acquired during their partnerships.","dateCreated":"1340743051","smartDate":"Jun 26, 2012","userCreated":{"username":"staceynclarke","url":"https:\/\/www.wikispaces.com\/user\/view\/staceynclarke","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55188810","body":"Oral presentations are great to start at a young age.  It allows those that are gifted in this area a time to shine and those that are shy, a time to practice since public speaking is a life skill.  Teachers and partners are available for prompting and support. Struggling readers may be dynamic presenters....wow, this gives opportunities for all to shine!  Students are learning from each other and creating a classroom where they feel safe and are aware that it is ok to make a mistake when they have a supportive teacher.  Teachers are able to observe true understanding\/comprehension as the partnerships present and maybe even answer questions.","dateCreated":"1340754493","smartDate":"Jun 26, 2012","userCreated":{"username":"a.vincik","url":"https:\/\/www.wikispaces.com\/user\/view\/a.vincik","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55192800","body":"I think in my classroom I would use oral presentation as the end of reading club cycle assessment.  My kindergarteners love to talk about what they have learned.  I think partnering partnerships would be great for them.  Each partnerships could share what they learned about their topic.  this would also give partnerships new ideas about things they may want to learn about in the future. They would enjoy this!","dateCreated":"1340769576","smartDate":"Jun 26, 2012","userCreated":{"username":"AMO33","url":"https:\/\/www.wikispaces.com\/user\/view\/AMO33","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55192846","body":"In response to emilypuente,  I like the idea of having a chart and letting each partnership choose how they want to represent their reading club.  I think this would take a little more time than oral presentation, but it could also help challenge those partnerships that are higher and need more challenge.   It would be a great way to differentiate.","dateCreated":"1340770024","smartDate":"Jun 26, 2012","userCreated":{"username":"AMO33","url":"https:\/\/www.wikispaces.com\/user\/view\/AMO33","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":41}]},{"id":"54762402","dateCreated":"1338688085","smartDate":"Jun 2, 2012","userCreated":{"username":"bslong","url":"https:\/\/www.wikispaces.com\/user\/view\/bslong","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/readingforreal.wikispaces.com\/share\/view\/54762402"},"dateDigested":1532652819,"startDate":null,"sharedType":"discussion","title":"Chapter 5 & 6: Discussion 3","description":"What do you feel is the most important characteristic for a partnership to be successful?","replyPages":[{"page":0,"digests":[{"id":"55173710","body":"In response to asmalling, I also agree that partneships will have to be chosen very carefully to make the right match.  So not only do the partners need to be reading on the same levels, but then you need to take into account their reading behaviors, personalities, etc.  I like your comparison of reading partnerships to an equation... "when one part of the equation fails, the other two parts start to fail as well."  It is so true!","dateCreated":"1340677643","smartDate":"Jun 25, 2012","userCreated":{"username":"paigehar","url":"https:\/\/www.wikispaces.com\/user\/view\/paigehar","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55183190","body":"I feel the most important characteristic for a partnership to be successful is partners needing a sense of purpose with invitations to invent.  Students need to see the variety in all the partner work they can accomplish from how to work best together (taking turns reading aloud their text) to talking about the content of what was read.  Collins points out that teachers always want to teach them to always consider the olden Purpose of Reading Partnerships: reading partnerships can help readers understand their stories better and grow ideas about books, reading and life.","dateCreated":"1340730420","smartDate":"Jun 26, 2012","userCreated":{"username":"bin11115","url":"https:\/\/www.wikispaces.com\/user\/view\/bin11115","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55183404","body":"In response to cvs20428, I agree with the fact that children do need to have their lessons on how to work best together with partners needing to have strong images and etiquette. The purpose for the initial meetings between partners are to practice what was modeled and setting up the ground rules. As our lessons continue we will be encouraging and giving them more to talk about. It is true that at first, students don\u2019t know what is expected of them, how to get along, and problem solve. There will be a need to establish a sense of purpose for those routines to be established.","dateCreated":"1340731119","smartDate":"Jun 26, 2012","userCreated":{"username":"bin11115","url":"https:\/\/www.wikispaces.com\/user\/view\/bin11115","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55184024","body":"I feel the most important characteristics for a partnership to be successful are knowing how to take to take turns listening, speaking, asking questions, sharing turns (in kindergarten everyone wants to be first) , and resolving problems\/ conflict.  Without these characteristics in place the readers will get little reading, thinking, and talking accomplished; the teacher will get little conferring and small group teaching accomplished. I like how Collins calls these partnership etiquette.","dateCreated":"1340733073","smartDate":"Jun 26, 2012","userCreated":{"username":"amymurley-crawford","url":"https:\/\/www.wikispaces.com\/user\/view\/amymurley-crawford","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55184148","body":"In response to Cindy Fichtel, I like that you posted a different important characteristic for a successful partnership. I agree the partnerships need have sense of purpose and set goals to do meaningful reading, thinking, and talking. The purpose and goals will drive their work.","dateCreated":"1340733466","smartDate":"Jun 26, 2012","userCreated":{"username":"amymurley-crawford","url":"https:\/\/www.wikispaces.com\/user\/view\/amymurley-crawford","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55185032","body":"In response to Amymurley-Crawford, I love that you brought up partnership etiquette. I was a new teacher last year and I found myself dealing with conflict until I did a series of mini lessons on manners, friendship and etiquette. It helped tremendously.","dateCreated":"1340737572","smartDate":"Jun 26, 2012","userCreated":{"username":"amcdonald02","url":"https:\/\/www.wikispaces.com\/user\/view\/amcdonald02","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55186180","body":"Most of the characteristics are important. As long as the students are able to work together and are able to come up with thier own ways of dealing with conflicts, coming up with strategies and goals for their partnership, they will be able to become sucessful.","dateCreated":"1340741382","smartDate":"Jun 26, 2012","userCreated":{"username":"cshaw81","url":"https:\/\/www.wikispaces.com\/user\/view\/cshaw81","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55186292","body":"In response to emilypuente, being a good active listener is also very important. If the partners are unable to listen to each other effectively then not much will be accomplished by the partnership.","dateCreated":"1340741719","smartDate":"Jun 26, 2012","userCreated":{"username":"cshaw81","url":"https:\/\/www.wikispaces.com\/user\/view\/cshaw81","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55186496","body":"I think that "Partners need strategies to solve problems and conflicts with invitations to invent their own strategies" is very important for a partnership to be successful.  In order to be able to learn from each other and from the books they are reading the partners must be able to work together and solve any problem that arises by themselves.  When they can do this, they are on the right path in becoming independent and taking ownership of their reading.","dateCreated":"1340742556","smartDate":"Jun 26, 2012","userCreated":{"username":"staceynclarke","url":"https:\/\/www.wikispaces.com\/user\/view\/staceynclarke","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55188502","body":"Partners need to have a strong image of partnership etiquette along with a repertoire of things readers might talk about.  Both of these things can be accomplishes with a lot of modeling by the teacher or experienced partnerships from other classes that do a quick demo for the class.  Model, model, model....and then kids will know exactly what is expected of them and the partnerships will work!","dateCreated":"1340752720","smartDate":"Jun 26, 2012","userCreated":{"username":"a.vincik","url":"https:\/\/www.wikispaces.com\/user\/view\/a.vincik","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55192602","body":"I think that to have successfull partnership partners need to have strong images of partnership etiquette.  I think time spent on modeling partnership etiquette in the beginning can make a huge difference in how well partnerships work, especially with kindergarten.  Kindergarteners come in with little experience of how to work with a partner, so the courteous ways of partner work have to be taught and modeled for some time in order for partnerships to work smoothly.","dateCreated":"1340768556","smartDate":"Jun 26, 2012","userCreated":{"username":"AMO33","url":"https:\/\/www.wikispaces.com\/user\/view\/AMO33","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55192618","body":"In response to stdaah19, I think it is important for partners to learn how to work out problems, also.  This helps the partnership run smoother and saves the teacher from constantly having to solves students problems, which in turn helps the teacher to be more available to conference.","dateCreated":"1340768738","smartDate":"Jun 26, 2012","userCreated":{"username":"AMO33","url":"https:\/\/www.wikispaces.com\/user\/view\/AMO33","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":44}]},{"id":"54762396","dateCreated":"1338688036","smartDate":"Jun 2, 2012","userCreated":{"username":"bslong","url":"https:\/\/www.wikispaces.com\/user\/view\/bslong","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/readingforreal.wikispaces.com\/share\/view\/54762396"},"dateDigested":1532652819,"startDate":null,"sharedType":"discussion","title":"Chapter 5 & 6: Discussion 2","description":"Explain the benefits of ability grouping partners and why it is important to create long term partnerships.","replyPages":[{"page":0,"digests":[{"id":"55173332","body":"In response to emilypuente, I thought about the lower learners getting frustrated if they were placed in a group where students were reading at all different levels.  Your comment made me also think about those higher level learners that would do all the work for their partnership.  They would also not be challenged as much than if they were working with someone who is reading at their level.  Ability grouping definitely makes sense in reading partnerships!","dateCreated":"1340676360","smartDate":"Jun 25, 2012","userCreated":{"username":"paigehar","url":"https:\/\/www.wikispaces.com\/user\/view\/paigehar","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55180392","body":"The benefits of ability grouping is that it gives the readers additional reading practice in a just right book. If the levels are one to two levels different, then it gives the higher level student additional opportunities for improving fluency in an easy read book. Also, I think it can boost the other students confidence because he\/she is in a partnership with a slightly higher reader. I noticed that my Anwar felt very proud of himself when I partnered him with a higher reader. Anwar seemed to be inspired and worked harder at his reading. I think the benefits of long term partnerships is the students become more comfortable with sharing their thinking and learn how to work together. The relationship they develop is much deeper. The long term partnerships can lessen behavioral and procedural issues to manage and I can spend more time with conferring and teaching in small groups.","dateCreated":"1340722140","smartDate":"Jun 26, 2012","userCreated":{"username":"amymurley-crawford","url":"https:\/\/www.wikispaces.com\/user\/view\/amymurley-crawford","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55182908","body":"Having ability groups is helpful to the students because they won't be bored with books in their basket that are too easy or they won't feel incompetent if their books are too hard.  One level above or below won't hurt but, the student s  that work together best have the ability to help each other through tricky parts in books and they challenge each other to read fluently through a text they have both read before.  It would be difficult to have this give and take system between partners that are not at the same ability level.  When students get to work with long term partners, they are able to make connections faster and do other things together besides retelling.  According to the author, students are more likely to invest in developing conversations further, solve problems together, and offer each other support.","dateCreated":"1340729607","smartDate":"Jun 26, 2012","userCreated":{"username":"bin11115","url":"https:\/\/www.wikispaces.com\/user\/view\/bin11115","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55182960","body":"In response to jch10930, reading partnerships that are based on ability will have longer reading stamina and the children will be better engaged.  I will also try leaving partnerships for a month at a time.  I feel that trying to follow the author's suggestions will be a good start for someone like me that is coming from a Pre-K classroom.","dateCreated":"1340729850","smartDate":"Jun 26, 2012","userCreated":{"username":"bin11115","url":"https:\/\/www.wikispaces.com\/user\/view\/bin11115","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55183736","body":"In response to paigehar, I agree that children reading on a lower level have a more difficult time discussing books. I always want my students to stay engaged so finding a partner that is on the same reading level will keep them more accountable.","dateCreated":"1340731981","smartDate":"Jun 26, 2012","userCreated":{"username":"amcdonald02","url":"https:\/\/www.wikispaces.com\/user\/view\/amcdonald02","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55183848","body":"In response to jaimiewilcox, I agree that pairing readers high\/low is not beneficial to the low reader because the text is to hard which can cause the lower reader to get bored. I also think that this can lower the students self-esteem or confidence and damage how he\/she sees him\/ her self has as a reader. I agree that creating long term partnerships develops partners that are comfortable and can develope very meaningful and deep conversations. I also like that you mentioned that long term partnerships benefits the teachers too because we spend less prep time changing partners more frequently.","dateCreated":"1340732412","smartDate":"Jun 26, 2012","userCreated":{"username":"amymurley-crawford","url":"https:\/\/www.wikispaces.com\/user\/view\/amymurley-crawford","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55185522","body":"By having ability based partnerships, the students are able to work together where they both are comfortable reading. In keeping these partnerships long term, the students will be able to figure out how to work cooperatively together to gain the most benefit of their reading club.","dateCreated":"1340739549","smartDate":"Jun 26, 2012","userCreated":{"username":"cshaw81","url":"https:\/\/www.wikispaces.com\/user\/view\/cshaw81","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55186090","body":"In response to jch10930, as this is my first year teaching kindergarten, it is great to hear that the students can handle partnership changes as frequent as a month. This is going to be very useful information for the coming year.","dateCreated":"1340741061","smartDate":"Jun 26, 2012","userCreated":{"username":"cshaw81","url":"https:\/\/www.wikispaces.com\/user\/view\/cshaw81","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55186420","body":"When partnering students, it is important to group them in ability groups.  The students should not be more than one level off each other but it is most beneficial to be on the same level.  That way, the students are able to read and discuss more in-depth and can have meaningful discussions.  Long term partnering is beneficial because the students are comfortable with each other and can support each other.  Especially in kindergarten, long term partnerships allows for less time learning the mechanics of a partnership and more time actually discussing books.","dateCreated":"1340742279","smartDate":"Jun 26, 2012","userCreated":{"username":"staceynclarke","url":"https:\/\/www.wikispaces.com\/user\/view\/staceynclarke","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55188182","body":"Ability grouping and long term partnerships have many benefits.  Since research shows that maximizing the time that students are reading just right books is essential to growth, it explains why the matching levels\/just right books for both kiddos works.  Colllins states that it is ok if one of the readers is a "bit" stronger, students still will benefit from each other and their time reading together.  Students get in a rhythm and work better together when the partnerships are long-term.  Long-term partnerships save the teacher time  if the teacher has observed the students' interpersonal dynamics before forming the partnership!","dateCreated":"1340751001","smartDate":"Jun 26, 2012","userCreated":{"username":"a.vincik","url":"https:\/\/www.wikispaces.com\/user\/view\/a.vincik","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55192206","body":"I think the main benefit to ability-based partnerships are that both partners are spending time reading just right books, which is increasing their fluency and comprehension.  Long term partnerships are importnat because the longer students are together the better chance they have to get to know each other as readers and learn how to conduct their conversations with each other.","dateCreated":"1340766837","smartDate":"Jun 26, 2012","userCreated":{"username":"AMO33","url":"https:\/\/www.wikispaces.com\/user\/view\/AMO33","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55192348","body":"In response to glr10405, I totally agree with you about having partners for as long as possbile, because young children do not adjust well to change.  I know my classroom last year needed totally structure and strict scheduleing.  Any change was chaoic, so I did leave my partners that worked together.  Some had to be switched regularly, though, because of their inability to cooperate with others, so that was hard on the students who were their partners and had to switch.","dateCreated":"1340767335","smartDate":"Jun 26, 2012","userCreated":{"username":"AMO33","url":"https:\/\/www.wikispaces.com\/user\/view\/AMO33","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":42}]},{"id":"54762388","dateCreated":"1338688000","smartDate":"Jun 2, 2012","userCreated":{"username":"bslong","url":"https:\/\/www.wikispaces.com\/user\/view\/bslong","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/readingforreal.wikispaces.com\/share\/view\/54762388"},"dateDigested":1532652819,"startDate":null,"sharedType":"discussion","title":"Chapter 5 & 6: Discussion 1","description":"Name one rationale for Reading Partnerships according to Kathy Collins and why you think it is important.","replyPages":[{"page":0,"digests":[{"id":"55180172","body":"In response to glr10405, I like the rationale that you chose, reading partners support children's listening comprehension and expressive language. I agree that the listening and speaking components are important for our ESL kindergarten students. This was my second choice for a rationale.","dateCreated":"1340721399","smartDate":"Jun 26, 2012","userCreated":{"username":"amymurley-crawford","url":"https:\/\/www.wikispaces.com\/user\/view\/amymurley-crawford","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55182628","body":"The rationale of reading partnerships supporting children's growing listening comprehension and expressive language abilities is important.  It is during the partnership time that students have the opportunity to discuss with each other things that they learned from their individual texts.  During this particular class time (academic), students keep learning new strategies on how to make themselves understood by their partners.","dateCreated":"1340728803","smartDate":"Jun 26, 2012","userCreated":{"username":"bin11115","url":"https:\/\/www.wikispaces.com\/user\/view\/bin11115","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55182690","body":"In response to glr10405, it does seem to be easier for ESL students to talk that to listen.  Sometimes it's the other way around.  Having something for them to discuss back and forth like what their book was about will be a start for the students to talk and listen to each other.","dateCreated":"1340729001","smartDate":"Jun 26, 2012","userCreated":{"username":"bin11115","url":"https:\/\/www.wikispaces.com\/user\/view\/bin11115","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55185116","body":"One rationale I believe is important is, "Reading partnerships support children\u2019s growing listening comprehension and expressive language abilities." Children need to practice listening and expressing themselves, having them do this with partners give them an authentic environment to do that their own way.","dateCreated":"1340738049","smartDate":"Jun 26, 2012","userCreated":{"username":"cshaw81","url":"https:\/\/www.wikispaces.com\/user\/view\/cshaw81","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55185168","body":"In response to asmalling, that is also a great point. I today\u2019s society, we use enter changeable words for meanings, sometimes make up short cuts, and abbreviate just about everything. So having that environment for them to hold meaningful conversations is very important.","dateCreated":"1340738284","smartDate":"Jun 26, 2012","userCreated":{"username":"cshaw81","url":"https:\/\/www.wikispaces.com\/user\/view\/cshaw81","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55186290","body":"I like the rationale of partnerships provide opportunities for rereading and rethinking texts.  Many times, with the exception of STAR books, students do not revisit a book that they have read before.  With partnerships in book clubs, the students will be exposed to the same books in the basket over a period of time and will reread and rethink without even realizing what they are doing.  Pretty soon it will become very natural for them to use those strategies.","dateCreated":"1340741719","smartDate":"Jun 26, 2012","userCreated":{"username":"staceynclarke","url":"https:\/\/www.wikispaces.com\/user\/view\/staceynclarke","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55186338","body":"In response to asmalling, I also teach ESL and it is so important for the students to learn to speak correctly to help in their reading and writing.  As you said, the partnerships just give the students one more arena to practice their English skills in the classroom and with other students with similar needs.","dateCreated":"1340741883","smartDate":"Jun 26, 2012","userCreated":{"username":"staceynclarke","url":"https:\/\/www.wikispaces.com\/user\/view\/staceynclarke","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55187998","body":"The rationale for reading partnerships that stood out to me this time is that partnerships provide time to talk about books in authentic ways.  Some kiddos learn so much from their peers.  Certain kids are gifted and can break things down and communicate in ways that teachers can not.  Also, it allows the kids to build relationships and "grow the group". Text to self connections that are shared with reading partners can reveal a lot and build trust within the classroom.  Once trust is built and connections are made, learning happens!","dateCreated":"1340750015","smartDate":"Jun 26, 2012","userCreated":{"username":"a.vincik","url":"https:\/\/www.wikispaces.com\/user\/view\/a.vincik","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55189062","body":"In response to lze11121, I totally agree that the kids at my school and probably most schools need this time to grow their language and social skills.  They just need time to talk about the books they are reading and learn from each other.  Reading partnerships create the perfect setting to practice language, listening, reading, and social skills all at the same time!","dateCreated":"1340755822","smartDate":"Jun 26, 2012","userCreated":{"username":"a.vincik","url":"https:\/\/www.wikispaces.com\/user\/view\/a.vincik","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55190842","body":"One rationale...Reading partnerships provide time to talk about books in authentic ways.  I think this rationale is important because when readers get to discuss their reading with no expectation of a certain product they enjoy their conversation more and probablly come up with ideas and conclusions that the they wouldn't have if they had been told what their conversation should be about.","dateCreated":"1340761651","smartDate":"Jun 26, 2012","userCreated":{"username":"AMO33","url":"https:\/\/www.wikispaces.com\/user\/view\/AMO33","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55190998","body":"In response to amymurley-crawford,  I think the rationale of being able to reread and rethink is important also.  I like what Mrs. Collins says about renaming rereading to rethinking for those rereading resisters.  I also like what you said about telling you students that rereading is like getting to know a friend.  I going to use that this year!","dateCreated":"1340762085","smartDate":"Jun 26, 2012","userCreated":{"username":"AMO33","url":"https:\/\/www.wikispaces.com\/user\/view\/AMO33","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55318086","body":"In response  to bpj10315, I also use a reading stamina chart at the beginning of the year for independent reading as well as for partner reading. It really helps the students have something to work towards and it actually defines the time for them do they don't feel like they are reading for SO long.","dateCreated":"1341689825","smartDate":"Jul 7, 2012","userCreated":{"username":"staceynclarke","url":"https:\/\/www.wikispaces.com\/user\/view\/staceynclarke","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":46}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}