Monthly Archives: September 2011
Friday, September 30, 2011
Another pep rally Friday AND fun Friday! Which means less time in the classroom. Awww…….
1. Took our word study test-it was actually a spelling test this week for the 1st time this year. I have only been testing vocabulary, but I have seen several students misspell some high frequency words that DON’T need to be misspelled in the 6th grade so……
2. We took our reading test on the passage-”Founding Fathers”. I threw in a visualization question and a question where they had a choice between making a connection to the passage or writing about a question they had while reading.
3. Gave out graded papers
4. We went to the computer lab and took a STAR reading assessment-I’ll add this information to the assessment web that I plan on making for each student this week. This assessment web will be 2 papers that have ALL of the literacy information that I have been compiling on the students since the 1st week of school. For example, the ARMT state test from last spring, the reading baseline assessment we took the 1st week of school, the STAR reading assessment we took today, a spelling inventory assessment I gave them, a fluency assessment I gave each individual student, etc…. All of this information will help me divide the students into groups since I plan on beginning small group instruction next week. It will also help me guide each student in making an individual reading goal next week.
I went ahead and gave out the study guides for next week instead of waiting until Monday. I might start doing this every Friday.
Have a great weekend!
Thursday, September 29, 2011
Today was english test day…need I say more? Let me tell you about the positive and the negative. I’ll start with the negative so we’ll have something to look forward to.
Negative: My english test is always a 1 page test with about mmmm….15 sentences on it. Today’s test had 3 sections.
Section 1: 4 or 5 sentences to label the dependent clause and the independent clause
Section 2: 5 sentences to label the simple subject, simple predicate, complete subject, and complete predicate
Section 3: 5 sentences to label each word as the part of speech it belongs to
I would say it should take the kids about 20 minutes (at the most) to complete the test.
Are you ready??????? Including the review of english and the test itself we spent 1 hour on english today in once class and 1 hour 20 minutes in the other class.
I know I have already said this in a previous post (or previous postS)-I.have.got.to.change.something.with.english.
It is taking entirely toooooooo long which takes time away from our reading and writing. I talked with another teacher today to ask their opinion and have decided to shorten the test-maybe only have 2 sentences in each section. OR-I might go ahead and start my Daily Grammar Practice and this will be the ONLY english we do each day each week. Anyway, whatever I decide will be implemented beginning Monday-I CANNOT afford to spend this much time on english each day!!! You would think that english is a foreign language to us and not our native language.
Positive: I separated the 3 sections of the test onto 3 different sheets of paper for about 6 students in each class to help them focus and not be so overwhelmed. This decision was made after meeting with a parent earlier this week. Also, I let them take the test at my small group table AND I helped each one with the test. Like really helped them. Like gave them a few answers.
Anywhoo-I’ll let you know what I decide for next week’s plan for english!
We made up some sentence with our spelling words-I am using 10 high frequency words that are being misspelled and misused in their writing. After the test they will go up on our word wall so that they will BE SPELLED AND USED CORRECTLY!!!
We read our passage again and practiced our “reciprocal teaching” in groups. They changed roles today. We will do this again tomorrow before the test so that they will have had 3 jobs in their groups. The jobs are PREDICTOR, QUESTIONER, CONNECTOR, AND SUMMARIZER. I think I might add CLARIFIER onto the CONNECTOR job. It went much smoother today. This is what I overheard while walking around and listening:
1. It is impossible to predict something-we have already read the entire text!
2. I’m having a hard time making a connection to anything in this passage.
So, I think I’ll let the connector also clarify things that need clearing up.
We did 2 short rounds of FAB FIVE(Daily 5). BUT-I also got 2 mini-lessons in!!!!!!!! Here is what it looked like:
Mini-lesson: Anchor chart for writing a comparing/contrasting essay. (Each class gave me their input, I wrote it on the board, and had a student record it for me on a sheet of notebook paper, then after school I made the actual chart on chart paper)
Round 1-I pulled my 3rd small group this week to finish up our note sheet on our comprehension strategies.
Mini-lesson: We talked about “reading voraciously” or reading A LOT! I had them work with a partner to come up with 2 places they either like to read or just 2 places that you can read. Then they had to think of when they can read. We shared these with me writing them on the board and one of my students recording onto notebook paper-then I made the actual anchor chart after school. (I have to do it this way since I teach 2 classes)
Round 2-I pulled my 4th and last small group to finish the comprehension strategy note sheet. I love working with small groups!
Then I helped 1 of my students with his reading response letter. I love working with individuals EVEN MORE than small groups!
Now I’ve got to figure out how to make my small group/individual time about1 hour or a little more!!! HELP!
Wednesday, September 28, 2011
Today I had to fast. And I don’t mean I had to “go” fast. I mean I had to fast, as in not eat, as in starve….. I had a doctor’s appt. after school for a followup check on my “high” cholesterol. Since I didn’t want a morning appt. because I don’t like being out of work, my appt. was for 3:30 this afternoon, and I was not allowed to eat since before midnight. O.M.G. If you ever try to do this be aware of what might happen within your body: dizziness, disorientation, nausea, inability to focus, possibility of falling out on the floor, etc. And what’s REALLY sad about the WHOLE situation is this- my cholesterol is STILL too high. Sigh. But let me tell you that the food at the Mexican rest. in Roanoke was the BEST food I think I have ever eaten!!!!!!!!!!!! Yes, mother I cleaned my plate and nobody had to tell me twice!
Now on to our school day. Why is it taking me 45 minutes to cover word study and english each day?????? As I was rethinking my entire curriculum this summer I only planned about 15(maybe 20) minutes each day for word study AND english so that the rest of our time could be devoted to reading, writing, and small group instruction. Can I PLEEEEEEASE have about 2 more hours each school day? It seems that will be the only way I can do everything I want to do with the kids AND do it well. OK-I do see some light at the end of the tunnel, but the tunnel is kinda long right now. This is my plan for english this year:
I am trying to go ahead and introduce/teach ALL of the english skills/concepts that we will work with this year for the next few weeks and THEN the entire year will just be devoted to reviewing. So once we begin the daily review it will only take 5-10 minutes, but right now it’s taking forever and a day to practice these new things each week.
I finished the “False Alarm” chapter of our read aloud-Helen (Bad Helen) set off an alarm clock in the middle of reading class, and then she shot some firecrackers near the school. We can’t wait to find out what happens because the next chapter is called “Discipline Slips”.
We finished up our compare and contrast essay today-I think I might have them write one independently to see who caught on to the format of an essay AND to check out their writing abilities. Especially since by the end of the year I want them to be able to write a persuasive argument about a topic (easily) and I’m thinking a small research paper.
I tried something new today in reading-it went well in my 2nd class-not so well in my 1st class. Reciprocal teaching. This is really just having students interact with each other in groups with the text they are reading. Each person in the group has a different job-Connector, Summarizer, Predictor, Questioner, The Boss (Team leader). Of course, we didn’t have time to actually complete the entire process so we will work with this again tomorrow and Friday with the same text. There seems to be A LOT of research on this teaching strategy so I hope to continue to use it throughout the year. I think it just takes us awhile to truly understand some things in the beginning stages-I guess because the things we are doing are so different than what they may be used to. Hopefully, it will smooth out. I had my 1st class talk and share what they think the main issues were that kept them from really getting into the reciprocal teaching-the ability to work in a group kept coming up. I just assumed that they could work in groups since they went to literacy centers everyday in K-3. One student told me that even though they went to these literacy centers they still mainly did independent work while at the centers. Oh. Now I know that I need to go back and MODEL how to work in groups.
Our scholastic book order arrived today. YEA!!! And I had 2 students ask when I was going to send the next one home because they didn’t get a chance to order anything. Happy dance!
I believe we should teach this from day 1. READING IS THINKING. Reading comprehension at the 6th grade level is supposed to be so much higher level than the previous years. It’s not just about retelling the story or remembering what the story was about. It’s thinking while you read. It’s predicting before you read and while you read. It’s making connections between what you are reading and yourself, or the world, or another text. It’s being able to visualize what’s going on in the text so that you feel like you are a part of it! It’s wondering about things as you read, asking questions of your character’s feelings, thoughts, and actions. It’s inferring what the author meant even though the author didn’t SAY it. It’s using your schema before you read and while you read to understand the literal meanings of the text as well as the underlying meanings. It’s synthesizing while you read-understanding when you need to change your thinking about the text. It’s ALL those things and more. Can I just say that these are hard things to accomplish?
SO-the only homework that I assign my kids each night is to read for at least 15 minutes (the book of their choice) and to complete 1 box of our comprehension thinking sheet. Here is the actual sheet that they will have totally completed(in a perfect world-sigh) by Friday each week.
They get to choose which box they want to complete each night. For the past several weeks I had them all use and write about the same comprehension strategy-so 1 week they had to write about making connections in both comprehension boxes, the next week they had to write about visualizing, and so forth. Beginning this week, they can write about any comprehension strategy that they actually used while reading.
This past Friday I gave them a blank comprehension thinking sheet, and they had to complete it for a reading assessment grade. I took last week to go over it AGAIN with them to make sure that they understood what I was expecting of them-lots of deep thinking, reflecting, and writing.
Here is a picture of one of my student’s sheets from Friday about the book Love, Aubrey.
There are 2 boxes to write about comprehension strategies they used while reading, 1 box to write their thoughts and reflections about their book, and 1 box to write about a literary element(plot, setting, character, etc).
I’m hoping that the more we read and the more we write about what we read and the more we read….. the better thinkers we will become!
So, just in case you can’t read what this one student wrote I am going to type it below for you! PLEASE let me know what you think about this overall process/assignment!!!!!!!!!!!!!!!!!!!!1
Box 1-Comprehension Strategy
“In this book, Love, Aubure, Aubrey is a main character and the part that I am reading is where Bridgette jumps on top of Aubrey and Aubrey yelling “Stop”. I can see Bridgette looking with a weird expression on her face and then start laughing with Aubrey laughing with her.”
Box 2-Comprehension Strategy
“In this book, Bridgette, Aubrey, and Grams are the main characters who live close by each other and are very good friends. Bridgette moved by Grams during the winter and Aubrey moved in with Grams not too long ago. When Aubrey moved in it was almost time to go to school. The question that I am asking myself is does she like school?”
“I love this book Love, Aubrey because it is very exciting but sad. It is exciting because you never know what’s going to happen next. This book is sad because Aubrey lost her sister and father in a car wreck and her mother has just abandoned her.”
Box 4-Literary Elements/Devices
” My main character is Aubrey. Aubrey has a lot going on in her life and school makes it harder. But three things that keeps her going is Grams, Bridgette, and Sammy her pet fish. Gram keeps her safe with a house and food. Bridgette makes her feel like she can do anything. And Sammy gave her company.”
What do you think? Are we on our way to becoming critical readers and thinkers? My 6th graders are NOT used to writing about their reading before they get to 6th grade (according to them).