How Do You Know They are Reading?

I am always on the look out for new ways to ensure student accountability for their learning.  I recently came across a great blog by a fifth-grade teacher, Read, Write, Reflect.  She discusses the use of reading logs to record what students are reading at home and to find out how we know students are really reading.    I found this post very interesting and thought provoking.  What are your thoughts?
Here is an excerpt of her post:

Students can “fake” read with reading logs or without. To me, the logs just encourage that. A strong reader will read with or without the logs. Typically they will resent having to fill them out – or their parents will. The student who does not enjoy reading is not going to magically become a reader because they need to fill out a grid detailing what they read the previous night. More work? No thanks.

The question that begs to be asked, then, is how will you know they read if you don’t use reading logs. Conferences. By conferring with my students I know if they are reading or if they aren’t. Do some kids still try and fake it? You bet. Can you catch them? Absolutely. But really, it isn’t about “catching” them – or, it shouldn’t be. What conditions can be put in place to make kids want to read? That’s the question I’m interested in. Because I can confer, book talk, and fill the room with books all I want, but until the students decided they want to join our reading community, it won’t work.

Engagement. I’m fascinated by it. Each year I watch kids and wonder –what made them decide to do the work? Why do some kids “check-in” in my class, but not in another? 

Here is the link to entire blog post.

Writing Circles

“Every student is a writer.”

“Every teacher is a teacher of writing.”

"The most under-utilized resource in a classroom 

is other students."

James Vopat, Author of Writing Circles-Kids Revolutionize Workshop, discusses ways to get reluctant writers excited about writing.  He shares a cooperative learning structure that can be used across all discipline areas to increase the amount of writing, the level of conversations about writing, and make the writing process engaging for students.  Several teachers and I were able to attend a workshop on Writing Circles, here is the Writing Circles- Google Presentation with some of the key points from the day.  Please let me know if you would like more information about writing circles.
The Heinemann site has a sample of the first chapter and a few other resources including the link to a podcast with "Smokey" Daniels.

Listen to a podcast with Jim Vopat and Harvey "Smokey" Daniels.

“Ever wish there was a structure that let kids work collaboratively to generate writing topics, complete drafts, learn and practice positive ways of response, and develop published pieces? To give every kid in the class a feeling of success, a sense of what it means to be a writer? Writing Circles are here to grant those wishes.”

—Jim Vopat

"The Surprising Power of Joy"

I recently heard Michael Ford, author and professor at UW-Oshkosh, speak at the Wisconsin State Reading Association.  His presentation was very refreshing and reconfirmed many of my own beliefs about teaching and learning.  Many teachers are feeling that the joy is being sucked out of education.  I was glad to see one educational researcher remind us of the power of playfulness and joy.  Plus I won a free book! Here is a post from ASCD about his new book:

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• Engaging Minds in the Classroom: The Surprising Power of Joy Authors Michael Opitz and Michael Ford share their discoveries about planning lessons that engage students and enable them to truly enjoy learning. The authors outline key findings from research on motivation and engagement and offer real-life teaching examples and strategies to bring joy to the classroom. Opitz and Ford give particular care to the non-cognitive factors that are important in a whole child approach to education. ($16.95 print; $12.95 member price) Read a sample chapter.