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In his opening talk, our superintendent encouraged us to slow down so we could see with detail what was working and what needed greater attention.
Tempted to hurry forward to the next book and strategy, I'll heed his words on Monday as I give children an "end-of-the-book" reading assessment. The assessment will give students about an hour to think about the book we just read, The Gold Threaded Dress, respond to comprehension strategy questions, and provide their own reflections and assessment about the learning during that short three-day focus.
Why is this important?
First, in our hurried world, children often don't have the time to slow down, think, and respond with care. An hour of focused thought, writing, and response will serve to build focus and let children understand what it's like to concentrate for that period of time.
Next, their responses will inform me about what they understood during the read aloud, and what was left for better teaching and share. I'll use that information to target lessons both for small groups (a few who may have missed one strategy or key point) and the larger group (for areas where the whole class needs greater understanding).
As the superintendent noted, there's a temptation to hurry ahead, to meet all the standards as soon as possible, but we know that optimal student learning requires assessment, adaptation, practice, and response. Students' work will serve to assess my teaching too as I review what they gained from this first read aloud, and what is left to teach.
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