How fortunate I was to have this resource in my district. I have used it some for shared reading but never delved into very deeply. It really helped me boost my independent reading time. Each book takes a strategy you would teach. The author's keep their mini lessons interactive and have kids record ideas on post it notes. I have done this type of thing before but I had never added any sort of codes for organization. That has been the huge difference. The pictures below will explain it better.
Graphics courtesy of DJ Inkers.
I started by making a class anchor chart with one strategy a week. We practiced that strategy whole group and used post it notes - a lot. Now that we are good at it I don't have the class made anchor chart I have replaced it with this smaller version as a simple reminder. I modeled certain reading tracks and we sorted them based on their quality. I saw this idea on Pinterest. My anchor chart is much more plain, but you get the idea. Level one is a poor response and needs a life preserver. Level two is a bit better and begins to dig deeper, thus the anchor. Level 3 is a great reading track and is considered treasure. The kids will often ask if something is a Level 3 reading track. Here is a copy of that anchor chart from Pinterest. It really puts mine to shame.
The students practice the codes during independent reading time. They are shortened, mini responses. They are not required but we do practice them during strategy groups quite often. It helps my readers be intentional about their thinking.
Here is a visualization. If a student stops during their reading and says words that go along with visualizations I will say, "Sketch that!" We practiced sketching using a timer so that readers would not become artists. I usually try to limit them to a good minute or minute and a half. They are good now about self monitoring.
Sometimes their visualizations can help them understand tricky parts. This reader was unsure about how exactly a sea horse can be protected since it's so small. A quick sketch led to a conversation which led to understanding. Nothing the V on the bottom of this post it.
We have talked a lot about listening to our inside reader's voice. When I am doing a think aloud or a read aloud and I come across something weird or odd or confusing I will go 'Beep, beep, beep' like an alarm. The kids will often sit up with looks on their faces like 'Oh yea, this is going to be good.' You can see that this reader started his post it with the words 'Awesome.' This shows he was listening to his reader's voice and the beep beep sound in his own head. I also stress using those emotions and reactions when we read because readers that react to their text are MUCH more likely to remember it. This was a learned fact but you can't see the L because he wrote a lot more on the back.
This one is a bit light but it is a main idea web. He wrote the book title in the middle of the circle and looked for interesting words on one page. We have practiced deconstructing texts and orally reconstructing them. My students know to write one or two words to jog their memory. This has been a year long skill to practice. There is a W in the bottom of this post it note.
The kids are always very proud of their post it notes. I try to let them share them at least once a week or after a strategy group. I find it's hard to always get to them so we hang them on our Show it Off wall. You can read about that here.
Since I didn't like the traditional read and respond format this has been a good fit for me. I'd love to know what you do. How do you get kids writing but keep them reading?