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Bitsy Parks works with a first grader stuck on writing about Pokemon characters. She uses other writing from Clover to nudge her to try something new.
Bitsy Parks teaches the foundations of first-grade classroom life through minilessons early in the year.
“I read 35 pages!” An elated student deflates Bitsy Parks in her first-grade classroom. By mid-fall she is alarmed at the responses of students to their reading in the whole-group share — they are all about quantity, with no thinking or reflection. She uses modeling and careful questioning to foster more thoughtful reader response.
“How do you know what level they have selected?” a visitor asks Bitsy Parks as she observes during a first-grade independent reading period. “I don’t,” Bitsy responds, and explains why it is a beautiful thing.
Bitsy Parks selects read alouds for the first weeks of school for many different purposes, from building community to helping her first graders navigate the classroom library.
Bitsy Parks uses reading share time early in the year to describe and summarize the work in two conferences to help students learn how conferring, independent reading time, and strategy practice work. One of the books used in a conference is from a recent read aloud.
Bitsy Parks is stressed from trying to "cover" all the lessons in the first required reading unit of the year with her first graders. She takes a deep breath, and decides to integrate more of her own lessons into her instruction.
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